 |
| Grammar land Chapter 2 |
As I continue to meditate on Organized Simplicity, I find myself seeking more intentional schooling. I can look back over the conferences I have attended, webinars I have participated in, and books I have read I see that this is what God has been preparing in me for a while...intentional schooling! With that said, I thought I would share the evolution of our typical school day.  |
| We begin our morning with dictation. I use the Well-Planned Day for our choices. I do love that planner! After dictating the selection, we read over it again and punctuate the sentence. This is where we briefly discuss grammar. We will get more grammar during writing. |
 |
| This is my youngest's handwriting book. He copies an English proverb in cursive and then practices saying & writing phonograms. |
 |
| In order to give our hands a break, we switch gears and read aloud a lesson. |
 |
| Then on to my favorite subjects. Honestly I could spend hours here and try really hard not to be overwhelming. I let Tapestry of Grace "drive" the subject.  In this picture, my youngest is reading Story of the World while listening to the CD |
 |
| Once again, Tapestry of Grace is my resource for Literature study. I find that the pace is a little ambitious for our family so we do slow things down a bit. Planning helps in this area. I have also been having great success with the Go!Chart and like pulling this out on occasion. Afternoons: One area of weakness I have is science. Knowing this about me, we have chosen to seek co ops that offer the sciences. During the week, each one works on the reading and labs and/or activities are done in co op. This has been a great help This is the core of our year. We have languages, music study, art study, etc. but these are not daily activities and so they are interspersed throughout the week. We also have books we read and our Bible study time before school or in the evenings. |
A while back I read The Velveteen Rabbit to my son. I sat down and wrote it in my journal while it was still fresh in my mind. My hope is that hearing this encourage you.
This past Tuesday night I took the time to read The Velveteen Rabbit to Ben. This night was different because Ben did not fall asleep during the story. Normally, he would gather up his rabbit, crawl into bed with me and be fast asleep before the middle of the story.
I must take a moment and share a little about Ben or this story will lose its impact. He is the last of four children. I tease that our third child, Kaelyn, is our last but God had other plans for our family and our life would not be the same without Ben. Since birth he attached himself to two things…his thumb and a blue, silk stuffed rabbit. Ben is now five and has willingly given up his thumb but rabbit is his “true blue” friend. Rabbit goes everywhere with Ben and of course rabbit shows all the wear and tear of a boy’s love.
With this understanding, you can see why The Velveteen Rabbit would be such an incredible story to read to Ben. This particular night his attention was focused on the boy in the story. He realized right away that he (Ben) was the boy and rabbit was his rabbit. As the story took life in Ben’s imagination, he quickly showed signs of concern for the rabbit, all the while holding his rabbit just a little closer. The boy said he thought his rabbit was a real rabbit and Ben proclaimed that he, too loved his rabbit just as much. We continued reading…the boy grew sick and the rabbit stayed close. Tears welled up in my 5 year old's big, brown eyes. “Mommy, why is the boy sick?” he questioned. I assured him we needed finish the story and all would be understood. The boy began to get better. That is when the nanny determined that the velveteen rabbit must be burned in order to keep the boy healthy.
Tearfully my son pleaded, “But he loves his rabbit.” I wrapped my arms tighter around Ben and rabbit and told him that everything would okay. “But Mommy, will the boy ever see his rabbit again?” Ben questioned. “Keep listening Ben. It will all be answered.” I continued to assure him. He hung on to every word longing to hear how the boy would be reunited with his rabbit.
As we finally finished the book, Ben paused and then his little heart burst open. He held his faithful blue friend in his arms, noticing for the first time how much he loved his rabbit. His rabbit is a bluish gray color now. His pink nose is faded and the whiskers are long gone. There is no fluff to his body anymore. And his fluffy white tail is nothing more than a dingy spot on the bottom of his limp body. Ben saw his love and friendship in that old, worn-out bunny. And then through his sobs he pleaded that his bunny should not have to go away and become real. He was heartbroken over the sad truth that these two friends would be changed forever. He was the boy in the story of The Velveteen Rabbit. He understood the bittersweet ending to this classic story.
For me, this is the very definition of a living book. We didn’t have story time Tuesday night, we lived story time instead
while doing popcorn narration to help create the habit of attention. Seemlessly we transitioned in to math work by working on one math problem. We were asked to think upon the equation and quietly show when we would be able to explain how we solved it. She worked on the board as one student and then another explained their methods. Then she asked us to think deeper about our math problem. We would need to draw how we solved the problem. Math is a thing...an idea. It is not just an unrelated string of numbers. Our minds were growing weary but she had already anticipated that and gave us instruction. We were in a new place and we needed to go outside and explore our surroundings. As we left the room we were asked to find something from outside and bring it back inside. A bowl of trail mix was by the door to provide small sustanance as we ventured out in to nature. We explored, some quicker than others, but we all returned with our little treasures from nature in hand. Upon our return, she read to us the history of our temporary home. We sat absorbed, knowing that she may call upon any of us at any time. Instead she asked us to chose something from what we read and save it to share at home or with a friend. Again, in a quiet manner, our instructions were given. We were to take a moment and draw our piece of nature or possibly even the map from which we live. While we worked music played in the background beckoning us to stay, quietly working, until it was completed. Our mini school day was almost finished but again she asked us to reach in to our mind and recall one more time the story she had read earlier. This time we were to think of pictures, images the story created in our mind's eye. We were to add that to our notebook.Writing has long since been a bit of an enigma here in our home. In early years, my daughter would write something and show me with great pride and I would begin correcting the work. Her face we quickly deplete of all joy and pride. Oh to take back some of those beginning mistakes.
Over time, my mind began to wrap around the idea that writing is a bit like training for a marathon. No one would dare begin running the whole way without proper training yet that is what we expect from our children. Imagination may not always meet the skill level of the child or viceversa. The basics of writing begin with the basics of phonics and grammar and even handwriting.
Today we did an experiment here at home. I had my 8 year old look at three pictures and then orally tell me the story of the pictures. He was thrilled at the possibility so with my pen in hand I began to put his words to paper as follows:
Boots and the Turtle
There once a cat named Boots. She found a turtle on the side of the road. First she was inside. She just finished taking a nap. She decided to go outside. As she went outside she saw a turtle. She walked around and looked and the turtle stopped. It couldn't move because the turtle was in the way. The turtle was frightened so he stuck his body in. The cat Boots jumped on him. She only wanted to play. The turtle didn't want to so she went home.
A few hours later she came back out. She had played with her owner. Then she went back outside. She saw the exact same turtle again. The turtle had walked and walked slowly. Boots was giving herself a bath. She was licking her paw and crossing it around her head. The turtle finally talked to her. As the turtle talked, his mother called him. She told him he was an hour late for dinner. His house was only across the street. She said he only had three hours to get home so he said goodbye to Boots and then he went across the street. Boots said goodbye. He went home. Boots took another nap. THE END...for now or until another day.
As he narrated his story he began editing his own words (as illustrated with the strike through). He finished narrating the first paragraph and then asked if he could continue. I decided to do an experiment and then asked him to write down the story. It is as follows.
Boots and the Turtle
There once was a cat named Boots. She saw a turtle. She wanted to play. It stuck its head in so Boots left.
So what can I assess from this little experiment? The skill of handwriting needs to be improved because he grew quite tired of actually writing not story-telling. Also the skill of grammar needs to be practiced. After reading over his work I pointed out that he used no proper punctuation and capitalization. In the past I may have been tempted to run out and grab an editing or grammar workbook and a handwriting workbook. Now I know that we will begin focusing on copywork. By modeling proper grammar we will help visualize sentence structure. Copywork will also accomplish handwriting exercises.
Sometimes we need to take a step back to truly understand what is needed for our children. This helps us to become better teachers.
This weekend has been a reflective one as I watched (what was once) my little girl grow up before my very eyes. We fussed over her hair and had her makeup done just so, stressed over everything looking perfect and the expectations of the moment. If I were a film maker I would have set the scene to flash back to her at age eight on the day she met her little brother.
Scene #3: She is putting the finishing touches on a Greek inspired prom dress. Her dark hair has a braid in the front with curls spilling down her back. Her arm is stacked with gold bangles that clink when she moves her hand and the dress flows as she walks. The moment has arrived. She begins walking down the stairs carefully...not wanting to trip or fall. It is almost too careful as utilitarian takes over grace. She cocks a sideways smile and retorts, "Yeah not the entrance you expected, huh?" to her mom who is waiting below. She is forced to have pictures made of her. Turn this way! Look that way! Oh let me get one from this angle. She can hear the commands but her mind is drifting elsewhere to another time and place. The camera fades and we are back in the hospital room. This time Lauryn is sitting in the corner on her father's lap. The words are just out of ear shot but clearly he understands her emotions. She is trying not to cry. Her book fallen on the ground. She is torn between the sheer joy of being Ben's big sister and the disappointment of plans that went array. Her father's arms are comforting and she begins to lay on his shoulder lost in her own thoughts.
(Vol. 6, Chapter 10 The Curriculum, p. 155)Today has been one been one of those days...
As the children quickly ran off to all corners of the house to explore their more leisurely passions, my friend and I began exploring ours. Yes, I am a complete nerd. I love reading, planning, and discussing school. With laptops running, papers strewn across the table, and laughter filling the room we began the task at hand. This year we are using Tapestry of Grace (TOG) Year 3 and are now in Unit 3. As each child grows, I continue to tweak and improve in all areas. I feel an excitement as I read through the Unit synopsis and my imagination runs wild. I admit it...I can get carried away but I love learning!
Today's task to work with my friend on best adapting Unit 3 to our particular needs. I have heard TOG described as a buffet table. There are many choices and each family will have similar "plates" but not exactly the same. That is what drew me to TOG in the first place. It is perfect for many types of families. In our home, we currently have 3 of the 4 classical levels.
This can make teaching a challenge if each child is on his own individual plan. But using the unit study approach can simplify the process.
Today, I worked through the reading lists and began adapting. My youngest (7) has been blessed with growing up in a more Charlotte Mason friendly home. This year we are making a history book filled with maps, oral narrations, and pictures. He has enjoyed reading living books and then re-telling me what he has heard. So using my library's online catalog search and www.Amazon.com, I began building his reading list for this unit. My daughter (12) is my more literal child and so we searched for activities and reading that would help develop and excite her. For my oldest (16), we discussed the virtual co-op plans and went ahead and wrote out our exam questions Charlotte Mason style. I will post those in my next blog. What an accomplished day!
This year my youngest will be in second grade. It seems like yesterday that he was playing cards on the floor while we had our read-aloud time. I am not a firm believer in pushing our young ones but rather allowing them the opportunity to explore. As a result his education is the most pure. I am very blessed...from preschool to Sunday School he has been shown a living education.
The Foundation of Reading
From the very beginning he was exposed to true phonics. He simply sat on the sidelines, played games, and on occasion expressed a true interest. Still waiting for him to provide the pace, I read aloud great literature. Usually his literature was a living book that went along with TOG. We used magnetic letter, sandpaper letters, etc. to reinforce phonics. Then one day he came to me and said he wanted to learn to read. That night I discovered that he knew how to use his phonics to sound out words and shortly after that we began the Pathways Primer reader called First Steps. Along with reading, I continued to teach phonics by using Spell to Write & Read.
Exploring
Last year we made timeline cards to go along with our history readings. Again, I chose living books to accompany our TOG reading list and worked at a comfortable pace. I used the Avery postcard sheets to create the timeline cards. On the front side we found an image of the story and on the back I wrote a few sentences to help us (mostly myself) remember what the story was about. This year we are making a history book. Sometimes we cut and paste a picture and I write down his narration or he may chose to do a picture study of an image and then recreate it in his book.
Each year I am reminded that my desire is to install a strong foundation and a love for learning. We can stray from this basic truth but we wind up right back at the heart of the matter.
 |
| Narration in a Jar cubes |
Copyright © 2009 - Our Story in Progress - is proudly powered by Blogger
Smashing Magazine - Design Disease - Blog and Web - Dilectio Blogger Template
