Handwriting Without Tears

Z2 always wants to "do school".  He generally wants to do anything Z1 does because that's his big brother!  Z2 is only three and so there's not much to his schooling.  Initially I was just doing play-dough and playing flash-card games with him but one day at work, I noticed a book in the garbage.  I took it out because it looked relatively new--and it was.  It was a pre-school Handwriting without Tears book and only a few pages had been done.  I do the Handwriting without Tears program at work and I really like it.  It's a consistent, methodological, multi-sensory approach to handwriting developed by an occupational therapist.  My students are work really enjoy it, it's easy to do, and it's really effective. 

So when I found the book half used, I took it and decided to use it for Z2.  Why not implement the program at home?  Not only is it good for helping Z2 develop his motor skills/writing, it's a wonderful review of letters and their sounds.  So this is what I've been using to "do school" with Z2 and it's working out well.  I don't do all the HWT steps.  I have the slate board for Wet-Dry-Try (but I didn't buy the sponges--I just cut up my own and I didn't buy the chalk).  I also roll out letters with the dough (Z2 finds this very challenging).  I purchased the flip crayons which is what we use to write in the preschool workbook.  They are just brilliant.  I must say, Z2's grip is right on point (tripod grip is ideal for writing) and he enjoys doing his "work".

I use the HWT program in conjunction with the Brainquest Preschool workbook.  I don't love this workbook but it's colorful and fun and Z2 likes having his own book.  I purchased it at Costco for about $7 so I'm not too mad.  I also broke out the Hooked on Phonics tapes but Z2 is a different child and does not seem willing to abide all the repetition.  

I also use HWT for Z1.  He's using the first grade workbook now and we really don't do anything except practice in the workbook. We were using the blackboard with double lines and all the steps but he's really comfortable writing now and knows how to form his letters.  His handwriting is very nice and so I have no reservations recommending the HWT programs both for younger and older students.  We may use the HWT program for cursive but I can't say I'm crazy the HWT cursive style although the one pro to it is that it's very readable.

You can download guides and extra resources too!  

Tangrams

At my job, as part of the critical thinking portion of the math program, we have the kids do something similar to tangrams (they actually use pattern blocks).  I think it's a great and fun thinking tool.  Here's some history on tangram puzzles.  Tangram  puzzles really work out your mind and force you to think in different ways.  After someone mentioned on Facebook that their child was working with pattern blocks, I was motivated to give tangrams a try myself.  We did some puzzles online but we were getting rather frustrated so I went in search of a tangram set--something we could touch and move around with our fingers.  I discovered Classic Tangoes, a quality game with lots of puzzle cards (and solutions).  It comes in a very compact case and we really have a good time figuring out the puzzles--or at least trying.  Most of the time, we give up and "cheat" but even after we look at the solution, we're always fascinated by how the puzzle is solved.  Heck, even putting the pieces back in the case is a challenge.  

Another game I discovered is the Think Fun Block (interestingly enough, this game is used at my job too).  I didn't buy it but it's on my wish list. I love these games that are challenging and not electronic!  And I'm very excited because here is a great way to learn about math that feels just like playing.

I will print out some simple tangram block templates for Z2 now that I think about it . . . he always wants to play with the tangrams but doesn't know how.  He really enjoys puzzles and this is a great way to get him involved!

Photo Credit

Science, science, science . . .

I am really having a difficult time incorporating science learning in a consistent way.  So far, I've just been following Z1's cues.  Over the past couple of months, we've studied seasons, what makes day and night, and bats.  I'm not using any curriculum:  we've just been borrowing books and using online resources (like Lesson Pathways).  Anyway, I'd like to become more consistent about it and I'm looking for ideas.  We don't really do experiments and I'm trying to figure out why I'm not more enthusiastic about it.  I've borrowed Mudpies to Magnets about two different times and I still can't get into it.    I discovered Supercharged Science and while I like what I see on there, the price is just completely out of the question. This book, Real Science 4 Kids might have something but I am just loathe to put out more money. 

I can't say I had a really good science education (up until I got to high school) and I'd like to offer that to Z1 but I feel kind of limited and unenthusiastic about it.  I really don't want to pass that on.  But I think that for the rest of this kindergarten year, I'll just keep doing what I've been doing (but being more consistent) and then maybe come summer, we'll become members at the Liberty Science Center and that might spark something in both Z1 and I.  I'm also trying to remember that he's in kindergarten and I'm sure that as time goes on, I'll be able to enroll him in science programs offered by the various parks, recreation departments, and nature centers.  Just recently, we participated in a program at Westmoreland Sanctuary where we learned about birds and made a bird feeder.  We're having an awesome time watching birds feed at the feeder and it's amazing how much information we picked up about birds just by participating.  

So I guess somewhere deep inside I really believe we'll learn about science in a natural and un-forced kind of way because truly, it's all around us.  We keep our eyes and ears open, take advantage of so much of the still-wild spaces we have around us by going on hikes and supporting our nature centers and we'll learn plenty.  After all, we started talking about night and day when Z1 noticed that it was pitch black by the time it was dinner time.  We got into bats because he was using the computers at the library and the program introduced him to Stellaluna (a beautiful book by the way).  

I also think I can reasonably commit to one science experiment or activity a month.  Nothing too ambitious.  Just some activity related to what we're doing or experiencing.  

By the time the boys get to high school and need to learn the more complex, knitty-gritty science, I think we'll be able to utilize our local community colleges. 

I gave up on Right Start . . .

I haven't been able to keep up with this blog like I would to.  (((sigh)))  I haven't given up on it but I have given up on Right Start Math.  I purchased Math-U-See which is the one I had originally felt moved to buy and boy am I glad I did I finally did it even though I had to sink a big chunk of change.  Lesson learned:  follow your gut.  

For me, Right Start Math was just not a good fit.  First of all, I had to do more preparation than I was willing to in order to begin each lesson. Photocopies.  Cutting stuff up.  Taping stuff together.  Oh goodness.  With Math-U-See, I just jump right into the lesson.  Sometimes I read the teacher's manual.  Other times, Z1 and I just watch the instructional DVD together.  I love how simple and straightforward this program is.  I like how it's ordered.  Every lesson seems to naturally flow into the next.  It makes sense to me in a way that Right Start was not.  Don't get me wrong:  I'm happy to have tried Right Start though . . . I think there's some value in learning math with an abacus although I have to honestly say that learning with the blocks just makes much more sense to me and to Z1.  What I did really like about Right Start though was how it threw in things that weren't necessarily related to the topic at hand like the meaning of parallel and perpendicular lines and identification of quadrilaterals.   

But since I trust Math-U-See (because it makes sense to me), I know we'll eventually cover everything.  So we are both very happy with Math-U-See.  Actually, thrilled with it.  

Another program we've been using is IXL: Math for the Left and the Right Brain.  I *really* like this site a lot.  It provides lots of extra practice for things we're covering in Math-U-See but Z1 also clicks around and tries all different kinds of things.  I enjoy sitting with him and working on it.  It's self-correcting and Z1 is motivated to keep going in order to get ribbons and other prizes.  Plus we get an e-mail report about what he's been doing.  We had a free trial membership through our homeschooling co-op and there's a big possibility that all members will be able to get a heavily discounted membership which would be wonderful because I'd actually pay full price for it.  

Soap in a Ziploc Bag

Today's lesson in All About Spelling involved me sealing dishwashing liquid in a zip-close plastic baggie.  :)

Z1 used his pointer finger to "write" the letters that make certain sounds on this baggie  So, for example, I would dictate the sound "s"  or "ch" and he'd "write" the corresponding letter(s) on it.   He loves how the "goo" feels.  I have to admit, so do I.  It's kind of relaxing.  

I'm going to do the same thing with some shaving cream as soon as I can get to the dollar store to buy some cheap shaving cream. 

Right here, right now.

In my last post I was struggling with the Right Start Math curriculum but I'm sticking with it.  Today's lesson (working with 10s) was actually pretty interesting so I'm encouraged.

Aside from that, we just started the All About Spelling program level 1.  It will be really easy for Z1 since we've covered much of the material (syllables and vowels/consonants) but I'm hoping it'll build his confidence and fill some gaps.  

Last Friday, I went down to NYCHEA's annual meeting at the ROC.  It took us over an hour on the train to get down there.  And then when we got down there, I realized that I could not fully participate since Z2 is just a touch too young to hang out independently with other children (he still hits and bites on occasion) but he is too old (and disruptive) to have stayed quietly in the meeting room.  So I didn't garner much from the meeting at all.  One thing I did hear a little bit more about was the Charlotte Mason method and I'm going to try to get some more information on it.  (Currently, my lean is toward classical homeschooling in the vein of The Well-Trained Mind.)  What I learned from the whole exhausting experience was that it is just not the time.  I have been struggling so hard to get us involved in groups and trying to get us doing things with other homeschoolers.  I have been repeatedly frustrated.  I am now accepting that when the time comes, building our community and getting the support I need will be simple.  It won't be exhausting.  It won't be frustrating or stressful.  As with everything else, I'm learning to be right here, right now.

On a different note, it was so exciting today!  At the library program we go to regularly on Tuesdays, they introduced a new thing.  We can now borrow bags full of materials (puzzles, coloring pages, puppets, books, etc.) all focused on a particular theme.  The theme of the bag we borrowed this week is "Community Helpers" which is awesome because one of the aims for first grade is learning about . . . you guessed it community helpers!  So that was a wonderful discovery!  And I'm reminded that for all the things I don't have, there are many things I do.  So I'm grateful!

So I'm feeling very positive about things right now.

Already learning . . .

I took the huge risk of purchasing the Right Start math curriculum for almost $200.  I wanted something that would be fun, interactive and hands-on while providing a rock-solid mathematics foundations.  It's extremely important to me that the boys develop a deep understanding of math--not just learning what to do and doing it.  I what them to really comprehend why they are doing things.  I think the program is wonderful in that regard but I find it tedious and dry.  Except for the games, there really is nothing fun about it and the materials are really drab.  

I understood it was a risk.  At this point, I kind of wish I had gone with the Math-u-See program like I was going to initially.  But I'm not purchasing anything else for this school year.  I have spent about $275 on curricula this year: Right Start and All About Spelling and that's my limit.  I would rather spend money on museums or classes than on curricula.

So, I'm going to make do with the Right Start math for this year, look into doing Math Mammoth (the free worksheets) and continue to use the School Zone Math 1-2 book I purchased some time ago.  

I'm not sure about purchasing math curricula in the future.  I may give Math-u-See a try but that's really about it.  I have decided to read (and perhaps purchase) Knowing and Teaching Elementary Mathematics to help me become more confident as a math teacher.  I will probably cobble together my own curriculum using many resources.  We really don't have money to waste and so I will have to be more self-sufficient in regards to curricula.   

Where do we homeschool?

The obvious answer would be at home.  But in reality, homeschooling happens everywhere.  Most homeschoolers can honestly say that the world is their classroom. 

But you have to have a control center!  And that, obviously, is the home.

Like I said in my previous post, we spend one hour daily, Monday through Friday on what I call table work.  The rest of our day is spent going places, playing games, reading or listening to stories and just living life.  I'm reminded that in traditional cultures, this is mainly how children learn. They just live life along with their parents. They learn by watching and then doing.  And as far as I can see, this is still a magnificent way to gain knowledge.  

But in our modern times we have the privilege and opportunity to learn about things that may be beyond the scope of our experience.  There are also things we need to learn just to function such as reading and writing.  And so we do take some time to sit down and focus on these things.  (This is my personal belief and I would not purport to represent all homeschoolers.  There are so many styles of homeschooling and people adapt and change their approach many times based on life circumstance and the personality/learning style of the student.)

We have a relatively small house but it is quite comfortable, accommodating all of us easily.  (Though I do not love the town we live in, I am falling more and more in love with this house as I work hard to make it a home.)  Anyway, the only place we have a table large and high enough on which to do work is in the kitchen.  The kitchen is the center of our home.  Always busy, always stuff going on.  So I've had to get creative about how to store things so that they are easily accessible to us when we're "doing school", i.e. sitting at the table doing sit-down work.  I will have pictures soon but right now, I'll just explain. 

I use the walls a lot.  I have many hand-written charts on the walls and doors held with mounting putty or clear sealing tape depending on the surface.  Our alphabet chart is on the fridge.    I have the kids' magnetic calendar hanging on the wall next to our family planning calendar.  I would love for it to be lower but Z2 would definitely make a big mess of it.  I just take it off the wall and bring it to the table when we're ready to do calendar work.

On sentence strips on the top half of the back of the door, I've written out Z1's biographical information: address, phone number, country, name, etc . . . Our number chart is on the bottom half of the door.

To store our materials, I have a wide, clear 3-drawer cart.  It holds a lot of stuff so I've removed the wheels to make it more stable.  I don't move it around anyway.  The top drawer has arts and crafts supplies: glue, crayons, markers, pipe cleaners, glitter, etc.  The middle drawer is the math drawer: flash cards, parts of the Right Start curriculum, counting blocks, etc.  The bottom drawer is for handwriting/reading/spelling.  I guess I could call it the literacy drawer.  

On the table, I have four black plastic magazine files.  Here I store the books and notebooks that we use everyday.  One file is for Z2: sticker books and stuff pertinent to his learning.  The other 3 are for Z1: one for math, the other for literacy and the last for science/social studies. 

I'm pretty pleased with the set-up.  I am constantly thinking of ways to improve it.  I wish there were some way to have their books in the kitchen with us but we really don't have any more space in there.  But I'm thinking.  Even if we can't have all their books, there might be a way to display a few that I'd like to really focus on for the week or month.

When I tell people thaI really enjoyed going to school as a child, they often express surprise that I would then want to homeschool.  They don't understand that for me, school represented a proving ground, somewhere to show what I was worth--not knowing that I was priceless just because I am.  I didn't think learning happened anywhere else but the classroom and I was hyper-focused on doing well there.  I didn't realize until after I left school that there is so much more to education than what happens sitting at a desk at school.  I'm thrilled to be able to give my kids a different experience.  So while we do have a classroom of sorts set up in our house, I'm working hard so my children will understand.

Where do we homeschool?  Wherever we happen to be. 

Weekly Recap (09/20-09/24)

I am going to make it a point to post to this blog every Sunday.  I am confident I can keep up with this resolution.

So this week past was the second week that we have been consistently doing work, officially doing kindergarten.  I am still learning and sometimes it gets frustrating.  But I'm determined to really pay attention and learn what works best for us.

I had the wonderful opportunity to watch a vlog on YouTube about one family's homeschooling approach.  I encourage you to watch.  This mama's blog (Well-Trained Homeschool) is also listed on the sidebar and I really enjoy reading it.  Many of her ideas about homeschool mirror mine.  I'm learning, however, that based on my children's personality, I may have to modify things as we go along.  

So currently, we are doing an hour of sit-down work daily.  I start with the calendar.  Z1 crosses off the date and then we recite/go over the day of the week, the month, the date and the year.  I write it on triple-lined paper and he copies it.  We've also been practicing writing his first and last name.  We also do one letter from the Handwriting without Tears program (wet-dry-try and then writing in the workbook/coloring).  

We then move on to reading.  I've been using some resources from this site.  I also found an old-school reader at the thrift store for $0.19 that I will give a try.  Most of the time, we just read one of the books we've borrowed from the library for 10 minutes or so and then I ask questions.  But I don't necessarily trust myself to ask effective questions so I've been looking around to find some kind of program that I could use.  I did find Headsprout but I would not like to spend $100 on it right now.  Plus, I found it kind of boring (although Z1 liked it).

After reading, we move on to math.  Like I said, I purchased the RightStart Math curriculum and so far, so good.  I started at the very beginning of the program and it's basic for Z1:  he already knows most of it but it's a great review and a good way for him to familiarize himself with the tools the program uses such as tally marks and the abacus.   Also, started at such a basic level increases his confidence.  He thinks he rocks (and he does)!

So this is basically what we do daily.  For social studies, I am keeping it very informal.  Learning about how our neighborhood works and all that.  For science, I really don't know what to do so I think I'll just stick with the typical course of study for kindergarten and go through topic by topic, planning to cover everything by the end of the school year.  I'm keeping my eyes open for an amazing curriculum or something to come along.  I just place More Mudpies to Magnets on hold at the library.  I'm excited to see what it offers.  

My biggest challenge right now is getting Z1 to come to the table and do work.  Like most everything else I ask him to do, he complains and grumbles.  When we finally get into it, he enjoys it but it is like pulling teeth to get started.  I feel like I am forcing him and I don't want to do that.  The other day, I was being laid back about it and told him we needed to do some work that day and that he should let me know when he was ready.  It seemed like he would never be ready.  Eventually, I just had to bring him to the table by telling him that he couldn't play his Leapster all day and not do work.  So I'm just not sure what to do about that.  Generally, if we're going to do work, I'd prefer to do it in the morning while I have the most energy and patience.  I can get some housework done after and then we can head out of doors in the afternoon.  So I'm really meditating and trying to figure out where to go from here.

As for Z2, he sits at the table with us most of the time.  We work on letters, numbers, colors.  I let him play with clay or color or cut up stuff.  Sometimes he works at Starfall.  I try to make him feel included and to involve him as much as possible.  This way he doesn't get bored or interfere with Z1's learning.

So that's it for this week. 

School Starts Monday!

We are officially starting school this coming Monday after taking July and August off.  The school kids in our town start Monday as well so it just seemed like a good time for us to start.  The boys won't see any kids hanging out outside because they'll be in school!  

So let me share what we're going to be doing.  

Math

I was deliberating between Math-u-See and RightStart Math.  After reading tons of reviews, I'm going with RightStart Math.  I'm hoping and praying Z1 takes to it because it was pretty expensive.  My main thing was that many of the reviewers said it was fun for their children and they really enjoyed it.  I really want math to be pleasant for both of us.  Heretofore, it has not been.  I also have a 1st Grade math workbook and a workbook on time and money that I'm sure we'll be able to use for extra practice if we need it.

Social Studies/History

I am using the Year K Guided Journey at Lesson Pathways.  The first lesson is "Community: Where You Live" and this unit lasts one week.  I hope to get some books at the library on Tuesday that reinforce the lesson but I want to be more on top of things and get supporting books the week before.  I'm sure he will enjoy mailing something to himself!

Science 

We are doing the Year K Science Guided Journey.  The first lesson is "What is a Scientist?" which will take another week.  We'll be working on Social Studies and Science twice a week on Tuesday and Thursday.

Language Arts

We'll be doing the Year 1 Language Arts Guided Journey.  The first lesson is Bed in Summer.    We'll be working on Language Arts daily.  Z1 is actually a very strong reader so in terms of phonics and reading, we will just continue to borrow a wide variety of Level 2 and 3 books at the library.  I also have a spelling workbook and we'll probably complete one page daily.  I may purchase the All About Spelling curriculum for him though.  We will see.  

To start school each day, we will do some copywork combined with learning the calendar.  He will write out the day and date each day.  As his writing improves, we will do more copywork (poems, passages, etc).  Once a week, we will do Handwriting without Tears, Level K-1. 

Music

Z1 will be taking violin at the same church he took Kindermusik lessons.  Z2 will be taking Kindermusik lessons again.

Physical Education

Z1 will be taking basketball on Saturdays at the YMCA.  We will also be going on weekly (short) hikes.

For Z2, I've got sticker books (for learning numbers, letters and shapes) and I'm going to be following Brightly Beaning Steps to Reading Program Preparatory Curriculum.  Lesson #1 is about cows/calfs, the square shape, the letter A and the number 1.  Z2 will probably do a lot of coloring and puzzles.  He's 2 after all!!

So that's the plan.  I'll be modifying as we go along (of course).  I'm hoping to establish some strong homeschool ties for us this year.  We'll be headed into the city much more often and I'm considering enrolling Z1 in a class at The Roc.  I'm intimidated by the price but it might be well worth it. 

A good place

Z1 is now reading. I mean, really reading.  He surprises me often with just how naturally reading comes to him.  We've been using Hooked on Phonics which has been a great program for him but honestly, he is moving way faster than the program.  We're still using the program just to solidify the foundational aspects of reading but he is solidly into Level 1 reading books (which is first grade).  I am also pleased with his ability to comprehend what he reads.  He reads on his own without having to be prompted.  Z1 will be 5 in August so this is all very awesome to me!  I am an avid reader and I would be lying if I said it didn't excite me that it looks like Z1 will also be an avid reader.  I would be so happy to have engendered a love of reading in him!

For the past few weeks, I have been taking Z1 to the White Plains Library where they have a story and craft time particularly for older kids.  The drive is a bit long (20 minutes) especially since I am usually in White Plains again on Thursdays but I think the program is so worth it.  Like I said in my previous post, I feel like I have been lacking in the arts area and so this helps to fill in the gaps.  Aside from that, I bought a few art supplies to have on hand and I hope that encourages me to at least do little art projects.  For example, we made some flowers from paper and pipe cleaners and Z1 really enjoyed that activity. 

Our science unit on rocks went well although I feel like it's incomplete.  I lost steam but we were at least able to go out into nature and study rocks.  We've mused on the different types of rocks and talked about it.  It was a good introduction on the pre-school level to rocks.  There's one experiment I want to do (making an island) but the issue is carving out time to do it. 

And on the issue of time:  I have been finding it so difficult to get schooling in because of all the other things I have to do to keep the household running.  I am now staying consistent with doing schoolwork before and after meals.  I feel like I am not able to focus as much as I would like to before meals but Z1 is able to do workbook type stuff or practice his handwriting.  I realized that I really have to prioritize schooling and I think that when he is officially kindergarten age, I will become more strict about certain mornings being devoted to school. 

I have moved all the schooling materials into one rolling 3-drawer bin.  It's good to have everything together in one place although I intend to buy smaller trays to organize the bin a bit better.  I put all kinds of posters and things up on the wall in the kitchen so now it really looks like a learning environment.  I put up the calendar (which I'm trying to do with Z1 consistently) and other learning tools like a word wall and posters about reading rules and money.  Also, the week's spelling words are up. 

About spelling words, I think I'm going to have to wait a bit on going all out with spelling words until Z1's handwriting catches up. 

Last night after dinner, we played addition Bingo which was a lot of fun.  We'll definitely do that more often.

So that's really all that's been going on.  I think we're in a good place right now and moving forward.

Spelling Lists

In school, I actually enjoyed spelling quite a lot.  I went to parochial school and at the beginning of the week you'd get a spelling list.  On Monday for homework, you would write out each spelling word three times.  Tuesday, you would alphabetize the list.  Wednesday you would write the definition and on Thursday you would use them in sentences.  Using them in sentences was always the best part for me.  Writing the definitions was the worst part because it was tedious.  Especially if a word had multiple meanings.  On Fridays was the test.  I usually got a perfect score.  I have loved words all my life.    

Anyway, it occurred to me that Z1 might enjoy spelling words too.  So I went in search of first grade spelling lists and found this nifty site and this nifty site (which honestly I prefer because many of the words are sight words as opposed to words that can be easily sounded out).  We will incorporate spelling words into our routine and see how it works out.  

Update and New Unit: Rocks

So after much thinking, I've realized that both Z1 and I would do better with a lot more structure to our routine.  As much as I would like to have set times daily to do work, it doesn't always work because of our activities.  But my goal is to do at least one hour or academics daily and to stick more closely to our course of study. 

We've been doing well in reading (using the Hooked on Phonics program) and handwriting (using the Handwriting Without Tears program) and math (using the School Zone Big Math 1-2 workbook).

Some academic areas I've been neglecting are music, art and science. Z1 takes a music class but it's just singing and movement.  I need to get more serious about showing him basic piano skills and how to read music as well as music appreciation.  We listen to a lot of music but we haven't gotten into discussing it and so this is something I'm looking to do.  Art projects drive me batty--gluing, cutting and all that.  We don't have a lot of space and mess is just too much.  I would like to find some kind of weekly art program that's free or inexpensive so that he gets to make projects and be artistic and I get to keep my sanity.  And then there's science.  We covered the water cycle last but I feel that the gap between when we finished with that and when we started the new unit about rocks (today) was way too long.  Also, I feel our water cycle study wasn't as cohesive as I would have liked so I'm going about the rock unit a little differently.

First off, we're going to be doing our first lapbook for this unit.  I'm excited to see if we'll like doing it (or if it will just be tedious).  I'd like to use books, websites, DVDs and have a culminating field trip and then the lapbook will be the tangible thing we take from the unit.  Just today we learned that there are three kinds of rock.  I know that some of this will be over Z1's head but I don't have a problem exposing him to it. 

Some sites I've found so far through a preliminary google search:
http://www.rocksforkids.com/
http://www.kidsgeo.com/geology-games/rocks-game.php
http://www.rockhoundkids.com/
http://www.kidskonnect.com/subject-index/15-science/97-rocks-a-minerals.html

I am borrowing The Well-Trained Mind from the library again with the intention of buying.  When I first read it, I thought it was way too structured but I'm more  ready to embrace it now.  I don't know what finally clicked but I'm liking the idea of classical education at home a lot more.

Celebrating Valentine's Day

So the origins of Valentine's Day are dubious.  I've never been too keen about it.  However, as part of the Kindergarten curriculum and since we live in a society that celebrates, we learned about. it  I borrowed quite a few books from the library about Valentine's Day and discovered that there are many different ideas about where it started and many interesting ways that it's celebrated. We discussed the symbols and read stories about it.  We made some Valentine's crafts and exchanged cards.  We baked heart shaped chocolate pretzels which were, umm, interesting.  However, I  think Z1 enjoyed the whole thing.  Happy Valentine's Day!! 

My homeschooling style

A great woman who runs the local homeschooling group asked if I'd be a contact person for new homeschoolers.  I agreed to do it because I'm enthusiastic about homeschooling and also looking to make more connections both for my sake and for my childrens' sake.  Anyway, she asked me to write a blurb about my homeschooling style and this is what I wrote:

I have two energetic boys:  age 4 and age 2, and the fact that they are boys really informs and influences my attitude about and style of homeschooling.  I read a book called Last Child in the Woods by Richard Louv and another called the Dangerous Book for Boys by Conn Iggulden and Hall Iggulden and what I took away was that for boys especially, it’s so important to have them out in nature, exploring the world around them.  As such, it’s my goal to give them a learning environment that allows them to be out a lot using their natural, bountiful energy and curiosity to drive their learning.  

Technically, I am only teaching my four year old but my 2 year old loves to tag along. I would say that I take a laid-back approach to homeschooling.  I do not use a set curriculum but I do use the New York State standards and the Typical Course of Study as a guide.  In homeschooling, I’ve learned that I really needed to learn my child first and so I’ve really gotten familiar with his style of learning and the times throughout the day when he is most willing to learn.  He enjoys working in workbooks and so I’ve invested in a few good ones.  One book that has given me some guidance in the technical aspects of homeschooling is The Well-Trained Mind by Susan Wise Bauer and Jessie Wise and while I find it a bit rigid, it has helped in some important ways. At my son's age, I’m more focused now on him getting concepts as opposed to things that require fine motor skills such as writing.  Initially, writing was very frustrating to my son but I was pushing it.  Now, I am focusing on other things and he has naturally taken to writing and is improving every day.  So I’m learning to trust myself and trust him, knowing that in the right time and space sequence, we will get everything accomplished.  Right now, I’m working with him on addition and subtraction.  We also work on patterns and sequences, telling time and we are slowly getting into money.  I have no set time frame for when all this will be mastered but my goal is to keep him one grade level ahead.  For reading, we are using the Hooked on Phonics program but also taking a very laid back approach to it.  For science, I basically depend on him to dictate what we will be studying.  Last month he showed an interest in the sun and so we did a study of the sun and the solar system.  The study was supported with books, the internet, DVDs, etc.  This month, he was interested in electricity and so we are discovering that.  Social studies right now is rather organic and we learn that as we are out and about in the world.  Aside from all that, I take him to our local library for arts and crafts and I have him enrolled in a Kindermusik class.  I’m really focused on keeping the learning fun and engaging and never forcing him to do something before he’s ready. 

My ultimate goal is to help them become analytical and critical thinkers and to help them enjoy learning.  I want them to be willing, enthusiastic, lifelong learners.   

Form is so important.

I started working at a learning center on Saturdays. I'm so happy for the job although I'm my usual cautious, skeptical self.  I don't want to get too excited but this is a great way to keep myself in the education sector.  To keep my feet wet, so to speak.

Last Saturday, I had a rather unpleasant interaction with a student, one of the very few students of color at the center.  He was rude and sarcastic and I had to ask him why he was being that way.  The boy is in fifth grade and his parents have him there to work on his handwriting and his reading. The boy seems very bright--I don't actually think he needs any extra help with the reading. His handwriting is legible but not neat. You could chalk it up to him being a boy (boys seem to be less precise with their handwriting though not always). But what I see (and I'm not sure why the teachers haven't noticed) is that the boy holds his pencil incorrectly.

There might not be one wholly correct way to hold a pencil. There may be some slight differences here and there but generally, the pencil should point towards you as you're writing. This student I'm talking about holds his pencil pointing away from him and looks like he is wrestling to write. There are pages and pages of manuscript handwriting worksheets that he has been doing and the writing stays the same. I'm positive that a change in his pencil posture would improve things.

I am now insisting that Z1 improve his pencil posture. I hadn't been emphasizing it before mainly because I didn't realize how important it was. It's annoying to him but I know that it will vastly improve his penmanship. Form is so important. As a crocheter/knitter, holding your implements correctly is the difference between neat work with even stitches and sloppy, uneven work. The same applies to handwriting.

So I pulled out the D'Nealian Handwriting workbook and two or three times a week, we sit down with it and practice. I'm not so interested in anything other than he knows how to hold the pencil and how to manipulate the pencil holding it correctly. I know that as he gets older, his fine motor skills will continue to improve and he will be able to control the pencil.

I haven't given up on sharpening his fine motor skills. Just today, Z1 requested that we make snowflakes. It didn't occur to me until I actually looked up snowflake templates that this is a great way for him to practice using a pair of scissors. As with a pencil, the way you hold it makes all the difference in the results you get. For Z1, cutting out the snowflakes was an excellent way to teach this lesson. When he was holding the scissor the wrong way, he couldn't get any kind of real cutting done. Holding them correctly, he was able to cut out with much more ease. I love a hands-on lesson. I know what he learned will carry over to the handwriting too.

He Counted to 100!

We were sitting at the table having our dinner this evening and Z1 decided to count to 100. He asked me to help him when he got stuck. I was expecting that when he got to 40, he'd start to falter but no, he just kept right on to 50 then 60 then 70 then 80 then 90 then 100!!!! I was so excited and proud and so was he. What a pleasant surprise! His push to count to 100 was totally self-motivated. I pushed him to get to 30 but he basically did the rest. I have a 100s chart that I placed on his wall underneath his calendar and he regularly sits there and counts. His abacus that I got for his birthday that he had religiously neglected? All of a sudden, he's counting to 100 with it. I'm really thrilled and working on figuring out the next step.

Today, we carved pumpkins which was a lot fun but I see that his fine motor skills are still developing. I hope to find ways to help him along so that way he can start to write to 100 too. Then, I will look into him taking classes to learn the soroban method of arithmetic (I found this company that offers to teach it and went in for a demonstration--I was very impressed).

Counting by 5's

I haven't posted in a while . . .

For the past few weeks, we've been working on addition. I've been trying to give Z1 a number of methods he can use to solve addition equations. Once we've mastered addition, we're going to move on to counting by 2's, 5's and 10's. I'm especially interested in the counting by 5's because once he can do that comfortably, we can move on in our learning about telling time on an analog clock. Right now, he can tell you the time on the hour.

Yesterday, we took a wonderful hiking trip with some of our closest homeschooling friends. The drive was about 45 minutes and while we were driving, School House Rock was playing. Our friends had bought the box set on Ebay. Talk about a blast from the past. Well, I heard this song:


It's the very same song which taught me to count by 5's. Luckily, Z1 loves it and so we'll be playing it a lot. He also likes Zero, My Hero. I can't believe how well done School House Rock is and I'm excited that someone has brought these wonderful learning songs back into my consciousness.

Getting Back to our Curriculum

I had stopped following the Brightly Beaming curriculum for a few weeks. I guess I got bored. But we're going to start again with Preparatory Lesson 17. The theme is Sheep. The shape of the week is a heart. The letter of the week is Qq. The number is 17. We will focus a lot on practicing writing hears, the letter Q and the number 17. I feel like now that he is further along in terms of knowing the shapes, letters, and numbers, we can do a lot more. In other words, I can use this curriculum to build.

Here's some Sheep resources:

http://www.historyforkids.org/learn/economy/sheep.htm

http://www.kiddyhouse.com/Farm/Sheep/

We'll definitely be doing a sheep craft with cotton balls.

Z1 expressed an interest in lightning the other day. The thing he is still most interested in, though, are computer games.

Learning to Deal

So I'm learning to deal. I know that homeschooling is not an easy task. It's a lot of responsibility. Sometimes I end up putting a lot of pressure on myself and then on Z1. I think he ought to be able to do certain things so I push. I have to realize that maybe he's not ready just yet. And be okay with that.

Case in point? Handwriting. He does a good job of writing his own name in that it's recognizable. Recently, he started writing the "Z" like a "Z" instead of an "S". That's great!! However, writing numbers has proven to be a challenge for him. Last Saturday, we went to a program that teaches kids how to use the Soroban (Japanese abacus) and the requirements to begin the program was that the child be 5 years of age and know how to write his numbers up to 100. I kept thinking in my mind, "Fat chance . . . he won't even write the number 3." So the days following, I was all about writing numbers. He got frustrated. The tears started. So I closed the books. And I just had to re-evaluate the whole situation and my motivation. See, there's no rush to get him into the program at 5. He can start at 8 or 9. But me, being who I am, I felt like he should be ready to go by 5. Ready now. That's just not fair to Z1.

I'm at this point where I am easing up --just let him color and do other things to sharpen his fine motor skills like using the mouse and playing his beloved games because I see he's struggling with the handwriting and getting frustrated. I do not want him to be frustrated at all. I found this article and from it I can derive that he is doing okay because he is strong in some aspects like doing puzzles and he does hold the pencil correctly and maintain it.

So I'm really going to back off. If he picks up a handwriting book, that's cool. I'll work with him on it and really support him with it. If not, so be it.

I'm also going to get serious about doing science consistently with him. We read a book called Ducks Don't Get Wet and there was an experiment in there with feathers and oil to show exactly how ducks stay dry. We'll do that tomorrow hopefully. That's the last I think we'll do about birds. I actually learned a lot about birds myself. Like the largest bird in the world is an ostrich and the smallest is a hummingbird.

I asked what he wants to study next and he said airplanes. This Friday we're going to a library in a different town. We'll start our search for books and other supporting media then. I'd really like to take him to a local airplane hangar. I think that would be so cool.

More than anything, I am learning to just stop comparing Z1 to anyone else. He's got his own life situation (which involves having a toddler baby brother) and his own personality (including strengths and weaknesses). My goal is to completely appreciate who he is as a person and as a learner. So that this journey will be fun and fulfilling. A joy.