I made a few changes to the classroom this weekend and I don't think that T and S really noticed. I've been reading more about the Primary side lately and am trying to better guide little D who is at the very beginning of all that curriculum.
I must mention that S has continually surprised me over the past weeks. She really has come into her own, focusing more on works that are appropriate for her level, and astounding me with her spelling, writing, and reading abilities. I'd say she also astounds me with her math, but the sentiment is a little different considering she acts like these collective exercises (golden bead addition, subtraction, multiplication, and division) are nothing out of the ordinary, not hard, and no big deal.
Oh, and I must apologize for the slightly blurry, unevenly lit, and dark pictures this week, and probably for a while. My Nikon SB-400 flash just broke, so I am not using a flash in these shots. The company doesn't manufacture this flash anymore so I need to figure out what I am going to do. (The little plastic switch that turns it on and off broke.) And until I figure out a replacement solution, all the photos on this blog are going to be taken without a flash. The kids move fast, and the lens on the camera is pretty fast too (AF-S Nikkor 55mm f1.8G), but sometimes not fast enough in the low light we get on the north side of the house. So sorry for the temporary dip in picture quality here on the blog.
This is what we did the first part of the week.
Sensorial - rough and smooth boards, pink tower, red rods, cylinder blocks and extensions
Practical Life - table washing, plant washing, tonging, spooning, pouring, care of self
Language - handwriting and handwriting books
Math - fractions equivalencies, clock work, hundred board, test tube division
Other - work journal
I see here that we haven't done any direct science or geography, but I somehow feel at ease with that. Maybe it is because the kids actually were choosing their work this week.
A small side note, to that choosing of work, is that many of the works were suggested by me. But the child then chose to do that work and followed-through.
The other thing that happened was that our work tickets almost completely fell by the way-side. Each child was so caught up in making his or her own choices, that they just didn't need to follow the ticket board because they were already doing something productive that was interesting to them. I guess when we come to a point where we NEED to plan what we will accomplish in a day, or in a week, we'll get back to a more firm work plan. But for now, independent work is wonderful.
Oh, the racks and tubes!! This long division material FINALLY came in the mail around Christmas time, only three months after I'd ordered it from Montessori Outlet. Overall the material is perfectly usable though one of the green bead boards is warped a little bit. I think with a light touch and a very careful fine-motor skill we will not break anything or lose any beads. (I am not even sure that you can purchase extra test-tubes for this...I should check this out now, before they change the material.) The material does come with one extra bead in each color.
Right after I requested T do some division in his booklet 1 (it is posted on the primary page here) he said, "mommy, those are so boring!" So I asked if he wanted to do the racks and tubes division and jumping up in the air he exclaimed "yes!!"
I asked him to put together the material right out of the box.
And then we got started with 8,942 ¸ 34 from the Keys of the Universe Math album.
I now realize that I didn't get good shots of this work because I was busy giving little D some lessons, so here is a preview of what it all entails, and the cards I made up in a hurry since T is already running through this material already...and I promise to post a follow-up with the what and the how soon. For now, for those who are searching, this video and this video helped me figure this all out.I made a few new equations for T since he is ready to go! I need to make another round of cards to cover zero place holders, and remainder work.
I simply made this paper in word, using the table function and making each cell 1/2" x 1/2".
This is what T thinks about long division.Again, we had some washing going on in the early part of the week. You can see my many comments about washing and other antics here, here, here, and here.
He loves he warm water...
and the soap...
S did a little bit of plant washing. Because of all the cinnamon dusting we've been doing lately, our plants are pretty dusty. So S cleaned them.
She brought over a small bowl of warm water and a sponge. Some lessons indicate a mild soap but we didn't this time. She gently supported each leaf and her sub-dominant hand and wiped carefully with her moist sponge with her other hand. After each swipe she rinsed her sponge in the water and changed it out frequently for fresh water. Later she told me that this wasn't real work, but I assured her it most certainly was very real Montessori work. I also explained that when the plant has dirty leaves, the leaves cannot absorb the light that they need to grow, so she was doing the plants a great favor taking care to wash their leaves.
This is S's amaryllis, just about to open.
This picture was taken Monday.
This picture was taken Tuesday.
D was washing some oranges in our sink, which is too high for him. I haven't yet set up his washing table for dish washing and clothes washing. It is my hope that we can renovate over the summer and lower the sink to make it a much more appropriate height for the kids.
T did a little bit with fractions this week finding equivalencies. Since this is such a large work, and T's attention to the more mundane isn't great, he has never finished his first two attempts at this work. I think this fact is calling us to do different fraction work to get those equivalencies down.
Because T is past that sensitive period for repetition, and because he didn't get a lot of the Primary curriculum that is more for memorization, I feel that we are driving in the dark here and always playing the catch-up game. Every work takes longer because he doesn't know his math facts, and in this case, hasn't explore all the equivalencies to find commonalities and patterns. Many elementary Montessori works give the child a good chance to practice their math facts, and to learn these equivalencies but I can't help but think it would have been much easier for him to learn this stuff three years ago. There is no going back, so we are working with what we have and just move forward.
Here we have a bit of tonging. Traditionally, Primary practical life exercises are color-coded. Here I put red star dishes I got from the dollar store, on a red tray. But I decided not to use red pompoms because they were kind of hard to see.
Here are those Hello Wood guided letter boards again. Above, you can see that S is not tipping her writing surface in the correct direction. I ask the children to trace each letter three times before moving on to the next. I like that these writing insets use similar stroke forms as much as is possible.
This primary spooning exercises is coded blue.
We set up the pouring, tonging and spooning exercises going from left to right, just like how we read and write. The full bowl is on the child's left, and he/she will spoon the beads/rice/bells/sand/pebbles/etc. into the bowl on the right which initially is empty. Then this spooning lesson turned into a pouring lesson.
After the child has transferred all of the items to the dish on the right, they can either pour the items back into the left most dish, or they can simply reverse the dishes so that the one that is full is once again on the left. The child will reset the tray to its original condition before placing it back on the shelf. This ensures that all children in the classroom will approach the exercise from the same starting point.
This practical life tray I've color coded yellow and it is a pouring exercise. The control of error here is corn kernels falling on the tray.
S took out the clock work yet again and she got to it without the tickets. (This was completely unprompted by me.) She drew her clock hands and then wrote in the appropriate on-the-hour time stamp underneath. She is certainly getting more comfortable with this work and she is VERY much loving that stamp.
D did a little bit of rearranging work on the selves. This isn't how the child is supposed to do the work.
S wrote down the works she did in her journal. The first words were finished independently. Then we had a melt-down. And then we picked ourselves up off the floor and with Mama's help finished this work, writing beautifully, and neatly.
I think T used the hundred board first and then D had to get in on the action.
Since D left the tiles NOT in order, this is what S had to deal with when she got to the hundred board.
But with a little vertical patterning, and a lot of work, she was able to put to it all together almost correctly. I think she got tired by the time she got to the right-side of the board.
T and I reviewed our commutative property of multiplication today, and actually wrote out an original definition that came from T. In the end I think he wrote something like: "2 numbers when switched around multiply to make the same product." For the boy who looks at you like you're a three-headed alien when you ask him to write original prose, this was a fabulous result.
This week I decided to start little D on the rough and smooth boards. There are a few different board variations, but the one pictured above is painted on one side (D's left) and has a rough sandpaper surface on the right side.
In the picture above, D is "sensitizing" the fingers on his dominant hand. I asked which hand he wanted to use to feel the boards, and he indicated that he would use his left hand. Here he is soaking his fingers in a small bowl of warm water for just a few minutes before drying them to begin.
Here D is making faces while "sensitizing" his fingers.
After the child has wiped his/her hand dry, the guide will demonstrate the light touch needed to feel the smooth and rough surfaces. (UPDATE: in the initial presentation, the guild would sensitize his/her fingers first and then wipe them dry. After this step he/she would demonstrate the light touch needed to feel the smooth and rough surfaces. All of these presentation steps would happen BEFORE the child repeats the lesson from start to finish.)
On the dual toned board above, the child will start with the smooth surface to his left, and lightly swipe from top to bottom with the index and middle fingers that part of the board first and say, "smooth." In this lesson the language is given at the same time as the first sensorial experience. The child will then lightly swipe his fingers over the rough side of the board and say, "rough." He is welcome to repeat that sequence with the first board if he wants, each time using a light touch, and saying the appropriate nomenclature.
The board you see above and below is the second board in the series, and this board alternates smooth and rough surfaces. Orientate the board with the first smooth surface to the child's left. (The child will move from left to right in the same manner as they will later write and read.) The child will again lightly swipe first the smooth surface and say, "smooth." Then they will swipe the second rough surface and say, "rough." Then they will repeat this process along the rest of the board.
This lesson helps the child refine their sense of touch, orientate from left to right, and develop focus and muscle control. Later rough and smooth lessons get into matching textures and gradation.
These are all of the other practical life activities I'd set up for little D this week.
D also decided to do the knobbed cylinders. He is getting quite skilled with this material. Here he is working with three cylinder blocks in a triangle formation at one time. He removes all of the cylinders first, mixing them at random, and then works to replace each in its appropriate spot. Each cylinder will only fit into one spot, except the longest cylinder with the largest diameter will fit into the block to the left and right, but not into the block at the top.
D took everything out and replaced everything in its right spot three times before replacing the work on the shelves.
D calls the cylinders "people," and the holes they belong in, their "homes." And apparently even though he likes doing the rough and smooth boards with his left hand, he likes doing the cylinders with his right hand.
These blocks are heavy and a little difficult to replace on the shelf.I rearranged our shelves to hold the cylinder blocks on the top two shelves and the brown stair on the bottom shelf.
D took his cylinder blocks out again on Tuesday and made a "train." Everything I've read from traditional AMI style manuals cautions against allowing the child to "make-believe" with the materials, so when this antic started up I kind of braced myself. I merely told him that he'd have to use the cylinder blocks the right way, or he'd have to return them to the shelves and that they were not for play. Well, he got right to work taking those cylinder people off the train and mixing them up into what I could only think of as a rush-hour mob before replacing all those passengers in their ticketed seats once again. (I knew that this was what he was thinking because he was narrating his work.)
I've never seen an album page that recommends this cylinder formation. He ended up using all four cylinder blocks this way. I'd imagine that this configuration isn't encouraged much because the child may be less likely to mix up the cylinders if they are removed and placed in a linear fashion. Typically when using four cylinder blocks, we'd set them up in a square formation and the child would place all of the cylinders in the center of the square. As you can see here, D mixed up the cylinders pretty well and and so this wasn't much of an issue.
I ordered the subsequent Lefty Handwriting Skills workbooks numbers 2 and 3 all the way from England! BUT, not having seen them BEFORE buying them, I am thinking now that they may be a waste of money. The cursive style is just really not the cursive we are trying to achieve here in our classroom. Why is it that so many, Handwriting Without Tears included, think that dumbing-down cursive is a good idea? Linked print letters, fewer back strokes, what is going on? I feel this does no service to the child but indicate to them that real cursive is too difficult. Why would we want to teach our children that something is too difficult. I am sure glad the great inventors throughout history didn't think that their work was too difficult.
Anyway, the book does work on fine tuning her letter formation a little bit. The tracing forms and the writing spaces are smaller than in the first book. S liked this booklet just fine, though she didn't fly right through the first ten pages in one sitting like the last book. I think if I had known what was on the inside of these books, I would have saved my money. (This isn't to say that this style of writing is terrible, it is just really not what I am trying to achieve here.)
D had a little bout of extreme independence. Here he is putting on his own Neosporin on his non-existent "boo-boo."
He got the first-aid kit down from the shelf, unzipped it, took out a band-aid, and the Neosporin, then zippered the kit up and replaced it on the shelf before sitting down to self medicate.
First we tried to apply the band-aid sticky-side-up.
Then, we figured out that sticky-side-up doesn't work, and we turned the band-aid over and finally got it on the leg!
THEN, we needed to take some pictures. So he shoved a stool up to the shelf where the kid-camera was and climbed on up.
He figured out pretty quickly where the power button was located.
And with chubby little fingers all OVER that camera lens he proceeded to take 1,294,513,513,256 pictures. Good thing they are digital and I don't have to pay to develop them all to figure out which ones came out okay.
We went over our first red-rods lesson today. D doesn't really like constructing them correctly in descending order. But he does like stepping on this work, just like he does with the brown stair work.
This work is typically introduced after the pink tower and the brown stair, at an average age of 3 years old. (D is a little more than 2 1/2 years old.)
There are ten rods that differ in length dimension only. The longest is 1 meter and the shortest rod is 10cm and the difference in length between the rods is 10cm.
First I asked D if he wanted a lesson for the red rods. D usually always accepts lessons so he said yes. D and I rolled out two work rugs short end to short end to prepare to work. He and I went over to the shelf and I selected the the shortest rod, picked up carefully with two hands, and walked over to our work rugs to place it flush left. He and I worked using two hands to transfer all the rods to the left-side work rug in random order. Afterward, I had D kneel beside me to my left to observe.
I took a good long look at all the red rods and selected the longest rod, picked it up with two hands, transferred it to the right hand side rug and placed it horizontally at the top of the rug. Then I placed my right index and middle finger on the left end of the rod and swiped it slowly across the length of the rod to the right. Afterward, I took another good long look at the red rods that remained to the left and selected the next longest rod to place underneath the longest rod, with their left edges aligned, and then used my fingers to feel it's length. I continued this process until little D took over around rod five. Afterward, we admired our work from all different angles, standing, laying, and the 360 degree tour. As you can see from the above pictures he also took a photo of his work.
Afterward he dismantled the stair and put the rods away on the shelf in the correct order. (The rods should be all aligned to the left though.)
And here is D just acting cute again.
And that was the first part of our week!