So, on to the good stuff.
Labeling the Noun Environment. The farm, the farm, old McDonald, I actually don't like that song for some reason. I was lamenting to my husband that the Playmobile sets that the Cultivating Dharma albums recommend are wicked expensive...so he said, "what about the dollhouse in S's room?" Perfect. I made some quick labels, printed them out on regular paper, glued them onto file folder scraps, and cut them out. I purposely didn't make a label for everything and encouraged the kids to make additional noun labels if they needed them. You can find this file here in cursive, and here in print. (This is on my Elementary Printables Page, even though some of us will be seeing this sort of thing in Primary...)
Oh, I think that this dollhouse was from Constructive Play Things. And the Asian peg person family, I hand painted those myself. If you feel inclined to do the same, I got the pegs from a vendor on Etsy...just search "peg people," and these stores usually sell blank pegs.
A little stringing of beads, but then they were getting swung around, and then we had to put this lesson away. I see some sewing in our near future in my Montessori lesson crystal ball...
Sage...for thanksgiving stuffing? I don't think that S would let me harvest a single leaf off of her prized plants.
Marigolds. Tiny ones.
We inherited this very tarnished silver platter from my parents as they were moving a couple of weekends ago. After three polishers, there is STILL more tarnish to remove.
These cloths are actually never-been-used cloth diapers, Gerber brand, cut into smaller segments. (100% cotton.)
Still needs work, but it is much improved!
Adjective filling box 3-1 after our ninja adjective key lesson. I wrote each phrase card in print here on white paper. And in this lesson T explored all the different possible adjective combinations, like black horse, white horse, and pink horse if we were talking about S's My Little Pony.
WHY does Blogger rotate a perfectly nice picture and then not let you rotate it back? REALLY? Anyway, here T is separating the two root words in the single compound word. This is an extension activity from Cultivating Dharma's Language Album Compound Word lesson. The file is available here in cursive, and here in print and on my Elementary Printables Page.
Some kind of ninja something-or-other...
Doing a new watercolor resist technique. Draw on your watercolor paper with a white crayon. Press hard. Then wash over with watercolor and the waxy crayon will resist the water and create a white outline. S was not very impressed by this new technique.
The botany tree puzzle and some "w" sitting.
Curled toddler toes = intense concentration
Movie-star glamour shot pose...
Setting up golden beads
Magic slide, we have graduated from dynamic addition...to Abracadabra, Alakazam!! -- multiplication (decided to do this before subtraction, since sometimes this is an easier concept to understand when flowing from addition.)
Doing those compound matching roots again. The original post is here.
Thank you My Boys Teacher for this little tid-bit about the small sponges on the chalkboards...S really needs a lot of work in the handwriting department. She doesn't have messy or illegible writing, she just refuses to write letters and numbers most of the time. She draws, and draws and draws all the time. The same little dog and cat characters...in the same way, over and over. She needs A LOT of practice with that motor-memory side of things, and even though Montessori traditionally doesn't include tracing, that is what we are doing. Actually, here she isn't even tracing, she is erasing. But you can still see the wet mark the sponge leaves, and if there is still white chalk showing. "S" isn't the best letter to start off with since there is a lot of going from right to left in this one. But S wanted to start with this because it was the very important first letter in her name. So that is where we are. After a few days of tracing/erasing she is almost at the stage where she is willing to try that 's' without a form to trace. At this point, I think our sessions are too long. She gets frustrated and discouraged and ends the lesson with a sour taste about writing. So, next week, maybe we'll shorten it up a bit.
D's favorite is sagittate. He says it looks like a "blast-off," or a rocket. His second favorite is hastate. Go figure.
I made this sheet myself. It is white poster board, and I traced and cut out green construction paper forms for each leaf shape. The labels I made on the computer and pasted everything on. Then I went to Staples, paid way too much, and had the whole thing laminated.
This is measuring water drops on pennies. In the first Great Lesson we talked about how all particles must follow the laws of God. Here we were exploring the surface tension of water and how soap molecules interfere with these water bonds. This experiment was long and the methodology was a little complicated. I think it was the most challenging scientifically of all the activities the kids have done so far. You can see most of their activities in this post. This science activity is from the NAMC lower el science manual.
These are recent acquisitions from the Smithsonian National Museum of the American Indian. Both books are just beautiful stories from the Ojibwa tribes and the Haida and Tlingit peoples of the Pacific Northwest. The kids loved reading the stories and looking at the illustrations.
and just out of the previous frames was...
Doing his own nomenclature cards
...now with Noona -- That is what D calls his older sister S in Korean.
Another science activity about the laws of gravity and the laws of particles.
"Hey, there is water still in the straw!"
The forces of gravity are overcome by the water molecules holding together as well as the forces of the air pushing up the straw. This activity was from my NAMC lower el science manual.
This happens sometimes...we are two.
More seeding. Somehow lettuce and daises made the cut.
dough cutters...on our arm...and can't get them off...without some help.
This time it was the commutative and distributive property multiplying together two sums. (a+b) * (c+d) T transitioned into this work very nicely, after doing three of the (a+b)*c problems all on his own. There on the far right was our memorization of multiplication facts again. 7's this time.
S using the peace corner. This is our small space where the child can calm themselves, take a break for a little bit and come out and rejoin the environment when they are ready. There is no time limit on this. I usually suggest a rest there, but it is never mandatory, though the kids usually elect to rest for a bit when behavior gets shaky.
Ninjago, ninjago, ninjago. T is in love with this series, so we used it a bit today for some more article, adjective, and noun practice. And then we got caught up in a skipping-ahead-to-conjunctions lesson. T asked, "what is this word." I answered, "it is a conjunction, I think, we'll get to that in a bit. You can leave it blank." T answers, "but what symbol is it?" I pull out the pink form and he jumps up and goes to the tray of solids and picks out the pink one delighted to figure out this mystery. We very quickly go over why this is a conjunction and then save the rest/a review for later.
Oh, the other really neat thing was that T realized that "snake" has the Dwyer 'ai' sound, but he wasn't sure which spelling was the right one for his word. So I suggested he get the sound folder for 'ai,' which he had already reviewed, and he picked out the 'a-e' card because it "looked right." Yay! I think I need to get this man a phonogram dictionary. And he somehow didn't need the sound folders for 'ge' since he already knew how to spell the word on his own.
This was a bit of our impromptu conjunction lesson. Goodness, some lessons can't come fast enough! (I am NOT complaining.)
100-golden-bead-chain for S. She requested this today, and proceeded to not count it with the bread-tag counter, but on her back, in front of the space-heater, with her feet up in the air. She rolled over each time she got to a 'ten' to place a marker. That is SOO very S.
Taking a picture of our accomplishment with the 'kid-camera.'
This is how I've been fitting in the reading this week with S. We sneak it in here and there, one word at time. She has all the sound family folders and she has been pretty reluctant to try and sound out a set. She knows her sounds well, but the blending seems intimidating, b and d seem intimidating, I don't know, everything seems intimidating. So, we made a rule, no more than 1-word at a time. And this worked. She sounds out 2 folders a day, with 4-6 words in each folder, and we are half way through the entire bin after about a week. This is certainly building confidence in her, and occasionally she'll ask to read the rest of the 2-3 words to finish a folder. We are going in the right direction.
These are the sound family folders, I've shown them before. (Go to the link to get the full downloadable list of all the sound families.)
She initials or writes her name on the front of each folder when she is through with it, and writes down the sound in her little notebook. And then doodles on a couple more pages.
These are T's Dwyer-inspired sound folders for double letter sounds, and I've shown these before too.
T also writes his name on the label tag on the back of the folder when he has reviewed the contents.
This is the S-inspired craft for the small fairy princess who multiplies the gold. A magic wand for golden bead multiplication. Like the "loading the horse up with gold for the king" addition story, we have the "fairy princess who grants multiple wishes" back story for multiplication. "Abracadabra, alakazam, now we have THREE!" S felt she needed a magic wand to do multiplication, so we made one. This one is a dowel rod, "painted" with Mod Podge and then glittered, and then painted again with Mod Podge so that the glitter doesn't get all over the place as we are working with our golden beads.
Whew, that is it for this week.