Teaching a four year old to read requires a lot of patience. Mine is sweet, but wiggly and silly. When I can get her to sit and snuggle, she's doing really well!
I am using a combination of Hooked on Phonics K and the Ordinary Parent's Guide. I think I've said that a few times :) but I really like the combo! Neither program requires handwriting which I prefer at this stage.
She's also working on Cursive First. Right now we're working on properly writing numbers.
We are also slowly working through Saxon Math K. Little Bird has a good sense for numbers and increasing and taking away. We have a book from the library right now that uses M&M's for math- it's really cute!! She enjoys being able to eat the problems. :)
She also really enjoys the Little House on the Prairie (our current read aloud).
She's right on track for my goals for her pre-Kindy year. Go, Little Bird!
Monday, May 30, 2011
Saturday, May 28, 2011
Week Two Schedule LCC + AO
This is the general daily outline. You can plug your own Math, LA, Latin, and foreign language choices in the appropriate spots. Ideally, Latin, LA, Math, and foreign language would take 20 minutes or so as advocated on Ambleside. The order I pulled with modifications from LCC. The Walter de la Mare selections can be found numbered here. You can read more about the English studies, modern studies, and classical studies categories on Ambleside.
Monday Tuesday Wednesday Thursday Friday
Latin Latin Latin Latin Latin
Math Math Math Math Math
Music Music Music Music Music
LA LA LA LA LA
French French French French French
English Modern Science Classical English
Studies Studies Studies Studies
Monday: English studies- Walter de la Mare 5 & 6, and Understood Betsy ch 1
Tuesday: An Island Story ch 23, Child's History of the World ch 47, 2nd half of ch 1 the Little Duke
Wednesday: Burgess Animal Book III OR Nature study OR other science
Thursday: Tree in the Trail ch 2 & 3 (geography) and Norse myths
Friday: Walter de la Mare 7& 8, second section of Pilgrim's Progress
Monday Tuesday Wednesday Thursday Friday
Latin Latin Latin Latin Latin
Math Math Math Math Math
Music Music Music Music Music
LA LA LA LA LA
French French French French French
English Modern Science Classical English
Studies Studies Studies Studies
Monday: English studies- Walter de la Mare 5 & 6, and Understood Betsy ch 1
Tuesday: An Island Story ch 23, Child's History of the World ch 47, 2nd half of ch 1 the Little Duke
Wednesday: Burgess Animal Book III OR Nature study OR other science
Thursday: Tree in the Trail ch 2 & 3 (geography) and Norse myths
Friday: Walter de la Mare 7& 8, second section of Pilgrim's Progress
Friday, May 27, 2011
Week one schedule- LCC + AO
This is the general daily outline. You can plug your own Math, LA, Latin, and foreign language choices in the appropriate spots. Ideally, Latin, LA, Math, and foreign language would take 20 minutes or so as advocated on Ambleside. The order I pulled with modifications from LCC. The Walter de la Mare selections can be found numbered here. You can read more about the English studies, modern studies, and classical studies categories on Ambleside.
Monday Tuesday Wednesday Thursday Friday
Latin Latin Latin Latin Latin
Math Math Math Math Math
Music Music Music Music Music
LA LA LA LA LA
French French French French French
English Modern Science Classical English
Studies Studies Studies Studies
Monday: English studies- Walter de la Mare 1 & 2, and Two Gentlemen of Verona
Tuesday: An Island Story ch 22, Trial and Triumph ch 10, 1/2 of ch 1 the Little Duke
Wednesday: Burgess Animal Book 1 OR Nature study OR other science
Thursday: Tree in the Trail ch 1 (geography) and Norse myths
Friday: Walter de la Mare 3& 4, first section of Pilgrim's Progress
Monday Tuesday Wednesday Thursday Friday
Latin Latin Latin Latin Latin
Math Math Math Math Math
Music Music Music Music Music
LA LA LA LA LA
French French French French French
English Modern Science Classical English
Studies Studies Studies Studies
Monday: English studies- Walter de la Mare 1 & 2, and Two Gentlemen of Verona
Tuesday: An Island Story ch 22, Trial and Triumph ch 10, 1/2 of ch 1 the Little Duke
Wednesday: Burgess Animal Book 1 OR Nature study OR other science
Thursday: Tree in the Trail ch 1 (geography) and Norse myths
Friday: Walter de la Mare 3& 4, first section of Pilgrim's Progress
Ambleside and Latin Centered Curriculum
If anyone is interested, I have some lesson plans sketched out combining the genius of Charlotte Mason with Andrew Campbell's ideas.
The two seem to fit together better then one would guess!
The two seem to fit together better then one would guess!
Wednesday, May 25, 2011
Socialized homeschoolers
Today my kids went to the library for story time and playtime (and to get books). There were about 40 kids there of varying ages and they were able to work on all of their social skills.
We also went out after supper for ice cream with another family and then to the park.
It's scary and hard to think about friends and socialization when you are contemplating homeschooling.
The social thing has been a lot easier for us to figure out then the academic- my kids meet people everywhere. They are surrounded by friends and acquaintances.
Don't let a lack of social network dissuade you from homeschooling- you can work it out.
And it's worth it.
We also went out after supper for ice cream with another family and then to the park.
It's scary and hard to think about friends and socialization when you are contemplating homeschooling.
The social thing has been a lot easier for us to figure out then the academic- my kids meet people everywhere. They are surrounded by friends and acquaintances.
Don't let a lack of social network dissuade you from homeschooling- you can work it out.
And it's worth it.
Tuesday, May 24, 2011
How to teach reading
I'm on my second run through and it'd going quite well, if I say so myself. ;)
Neither child has intuitively picked it up without instruction. I am a firm believer in phonics, so that's how we are addressing it.
I like teaching reading. It's fun seeing it click and how much opens up to your children when they can read!
I take some of my cues from how I teach writing- divide the skills.
First, we work on letter recognition. Names of the letters, different ways they are written, the sounds they make. Both of my girls learned their ABCs far in advance of learning to read.
Next, we play blending games. There are a lot of suggestions online and it's good to find a lot since it can take a long time for kids to make the leap from knowing letters to blending sounds! I think that this is one of the most frustrating and confusing parts of the process. Kids know their letters, so they should be able to read, right?
No. Not really.
I think that decoding and blending are developmental, and kids need time for it to all sink in. It's so hard sometimes when it seems like they have the skills and information but can't put it together. I think every mom or dad during reading lessons has listened to a tiny person say, "CCC AAA TTT" and been surprised or baffled that they couldn't put it together to make CAT.
It's easy for us, as readers.
Don't be frustrated, though. It'll happen!
My favorite way to practice blending is to NOT use written words for it. Looking at writing requires them to remember the letter, the sound, the order, AND to try to blend it. It's a LOT!
Instead, when we are in the car or playing in the yard, I ask Little Bird (my current phonics pupil), "What does CCC AAA TTT say? Can you guess? Listen to the sounds! Now, CCC AAA NNN. What's that one?"
At first, it's hard. But once my daughters could connect the sounds just hearing it, and do it well, then I brought it back to books.
It seems to be working well. Little Bird can read short words. Lessons are short and fun and once anyone is antsy or frustrated, we are done.
She gets the benefit of experience, there. I used to get upset with Sweet Pea and push on, even when she wasn't ready. I've learned my lesson, and it's made the process much lower key.
Neither child has intuitively picked it up without instruction. I am a firm believer in phonics, so that's how we are addressing it.
I like teaching reading. It's fun seeing it click and how much opens up to your children when they can read!
I take some of my cues from how I teach writing- divide the skills.
First, we work on letter recognition. Names of the letters, different ways they are written, the sounds they make. Both of my girls learned their ABCs far in advance of learning to read.
Next, we play blending games. There are a lot of suggestions online and it's good to find a lot since it can take a long time for kids to make the leap from knowing letters to blending sounds! I think that this is one of the most frustrating and confusing parts of the process. Kids know their letters, so they should be able to read, right?
No. Not really.
I think that decoding and blending are developmental, and kids need time for it to all sink in. It's so hard sometimes when it seems like they have the skills and information but can't put it together. I think every mom or dad during reading lessons has listened to a tiny person say, "CCC AAA TTT" and been surprised or baffled that they couldn't put it together to make CAT.
It's easy for us, as readers.
Don't be frustrated, though. It'll happen!
My favorite way to practice blending is to NOT use written words for it. Looking at writing requires them to remember the letter, the sound, the order, AND to try to blend it. It's a LOT!
Instead, when we are in the car or playing in the yard, I ask Little Bird (my current phonics pupil), "What does CCC AAA TTT say? Can you guess? Listen to the sounds! Now, CCC AAA NNN. What's that one?"
At first, it's hard. But once my daughters could connect the sounds just hearing it, and do it well, then I brought it back to books.
It seems to be working well. Little Bird can read short words. Lessons are short and fun and once anyone is antsy or frustrated, we are done.
She gets the benefit of experience, there. I used to get upset with Sweet Pea and push on, even when she wasn't ready. I've learned my lesson, and it's made the process much lower key.
Monday, May 23, 2011
Classical Writing Primer
I have Spring in my possession and I've been paging through it. I'd like to briefly compare it to Writing with Ease.
Classical Writing Primer (CW) is a consumable workbook. There is also a teacher help book, and a file to download with pictures for picture study.
-the lines for writing are single lines, no dotted mid line
-lots of space for illustration
-has around 7-10 sentences per day from what I've seen
-includes copywork, narration, picture study, nature study, grammar, and spelling
I think that the selections are really sweet. I like the length of the writing assignments.
Writing with Ease (WWE) also has a consumable student book. There is a separate teacher's manual.
-dotted lines, but large
-has pictures you can color, no illustration
-1-2 sentences per day
-includes copywork, narration, and dictation (at higher levels)
Overall, I really prefer CW's primer to the WWE level we used. I didn't feel like WWE contained enough writing and I wasn't really thrilled with the books the samples were drawn from. Both programs are similar in price.
I'm looking forward to working through Primer and seeing how we like the rest of Classical Writing!
Classical Writing Primer (CW) is a consumable workbook. There is also a teacher help book, and a file to download with pictures for picture study.
-the lines for writing are single lines, no dotted mid line
-lots of space for illustration
-has around 7-10 sentences per day from what I've seen
-includes copywork, narration, picture study, nature study, grammar, and spelling
I think that the selections are really sweet. I like the length of the writing assignments.
Writing with Ease (WWE) also has a consumable student book. There is a separate teacher's manual.
-dotted lines, but large
-has pictures you can color, no illustration
-1-2 sentences per day
-includes copywork, narration, and dictation (at higher levels)
Overall, I really prefer CW's primer to the WWE level we used. I didn't feel like WWE contained enough writing and I wasn't really thrilled with the books the samples were drawn from. Both programs are similar in price.
I'm looking forward to working through Primer and seeing how we like the rest of Classical Writing!
Wednesday, May 11, 2011
The indecision continues
I know I'll be glad to make my final decisions about next year- this back and forth is killing me!
I had the pleasure of talking with another homeschooling mother over the last few days and they are using Classical Writing. I toyed with this program last year and ended up not going with it, and here I am again!
I think it's a good, solid possibility.
I'm also looking at D'Aulaire's Greek Myths from Memoria. I think Sweet Pea would absolutely adore this.
We'll see!
I had the pleasure of talking with another homeschooling mother over the last few days and they are using Classical Writing. I toyed with this program last year and ended up not going with it, and here I am again!
I think it's a good, solid possibility.
I'm also looking at D'Aulaire's Greek Myths from Memoria. I think Sweet Pea would absolutely adore this.
We'll see!
Saturday, May 7, 2011
Next year's lineup?
Little Bird
Pre-Kindergarten
Saxon Math K
Cursive First
Ordinary Parent's Guide to Teaching Reading/ Hooked on Phonics K
Booklist: Ambleside Year 0
Sweet Pea
2nd Grade
Saxon Math 2-3
Reading: Ambleside 2
Language Arts: Shurley English? The modern speller?
Science: Earth Space
History: 1000- Middle Ages
French: Le Francais Facile
Piano
Artistic Pursuits
Pre-Kindergarten
Saxon Math K
Cursive First
Ordinary Parent's Guide to Teaching Reading/ Hooked on Phonics K
Booklist: Ambleside Year 0
Sweet Pea
2nd Grade
Saxon Math 2-3
Reading: Ambleside 2
Language Arts: Shurley English? The modern speller?
Science: Earth Space
History: 1000- Middle Ages
French: Le Francais Facile
Piano
Artistic Pursuits
Thursday, May 5, 2011
Day in the life of Sweet Pea
As narrated by mom.
About 6:00 am Little Bird runs into my room and wakes me up. I am not a morning person, so I lay in bed and grumble for a while.
6:15 I venture downstairs for breakfast.
After I eat I play with mt sister and brother for a while, then mom tells me it's time for school.
8:00 am I finish math and science.
8:30 I make a batch of chocolate chocolate chip muffins. Mom puts them in the oven for me, but I do the rest.
8:45 Copywork and a written narration done while muffins bake- then I eat two. Yum!
9:00 am Mom sends me outside with a pencil, box of crayons and a sketch pad. I swing, draw pictures of ants and leaves, and run around.
11:45 am I come inside for a drink. Mom is making lunch so I decide to do some playdoh with my sister. My brother pulls all the pans out of a cabinet and bangs on them with spoons. My mom puts on a CD in French and I practice phrases with my sister.
Noon Dad comes home to eat lunch and see what we worked on. My brother is grumpy and instead of eating lunch pores it on himself and then yells. Naptime for him.
1:00- 3:00 pm I lay in bed somewhat quietly and read. I'm currently reading Harry Potter and the Prisoner of Azkaban and the Lion, the Witch, and the Wardrobe. When I'm tired of reading I jump around my room and stare out the window.
3:15 pm Up from not so quiet time I run outside with a snack- more muffins, an apple, and a glass of water. I eat my snack while staring at the clouds and catch some ants.
4:30 Mom calls me in to read history. I narrate it back to mom and then run back outside until supper.
5:00 pm Supper with dad, mom, and my siblings.
6:00 Back outside to run more. Mom lets me play until it's time to come in for a snack.
7:00 Snack. Mom reads another chapter from the Little House on the Prairie.
7:30 pm I lay in bed and read for a while, then fall asleep.
About 6:00 am Little Bird runs into my room and wakes me up. I am not a morning person, so I lay in bed and grumble for a while.
6:15 I venture downstairs for breakfast.
After I eat I play with mt sister and brother for a while, then mom tells me it's time for school.
8:00 am I finish math and science.
8:30 I make a batch of chocolate chocolate chip muffins. Mom puts them in the oven for me, but I do the rest.
8:45 Copywork and a written narration done while muffins bake- then I eat two. Yum!
9:00 am Mom sends me outside with a pencil, box of crayons and a sketch pad. I swing, draw pictures of ants and leaves, and run around.
11:45 am I come inside for a drink. Mom is making lunch so I decide to do some playdoh with my sister. My brother pulls all the pans out of a cabinet and bangs on them with spoons. My mom puts on a CD in French and I practice phrases with my sister.
Noon Dad comes home to eat lunch and see what we worked on. My brother is grumpy and instead of eating lunch pores it on himself and then yells. Naptime for him.
1:00- 3:00 pm I lay in bed somewhat quietly and read. I'm currently reading Harry Potter and the Prisoner of Azkaban and the Lion, the Witch, and the Wardrobe. When I'm tired of reading I jump around my room and stare out the window.
3:15 pm Up from not so quiet time I run outside with a snack- more muffins, an apple, and a glass of water. I eat my snack while staring at the clouds and catch some ants.
4:30 Mom calls me in to read history. I narrate it back to mom and then run back outside until supper.
5:00 pm Supper with dad, mom, and my siblings.
6:00 Back outside to run more. Mom lets me play until it's time to come in for a snack.
7:00 Snack. Mom reads another chapter from the Little House on the Prairie.
7:30 pm I lay in bed and read for a while, then fall asleep.
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