Anyway on to the rest of it:
Math: racks and tubes, stamp game
Language: moveable alphabet, handwriting
Sensorial: a new cube lesson D made up...
Geography: the earth's axis
History: Fundamental Needs of Humans - chart of Food, and chart of Defense
Other: the cleaning out the cubby
THIS work was completely unexpected. I looked up after giving someone a lesson, and noticed that D had put THIS together entirely on his own. I don't believe the primary albums I've read have a lesson for this. And I don't recall any of the children stacking the bead cubes in this manner before. So he didn't learn this from us.
In the elementary math album that this stacked configuration can be built for a lesson on cubing numbers. I guess D is just ahead of his time at 2 years and 9 months old. (If you know of a primary lesson for this configuration, would you let me know? I am curious to see how this sort of thing would be presented. I think the patterns this configuration demonstrates are fantastic.)
D was very proud of his work and wanted to take a picture. "Ukk Mama, tower!"
Do other coping-mechanisms for subtraction work with children? For example, I always make tens in my head. 13-8 is, well, 13 is 3 away from ten, so 3 and 5 make eight, so after I take away the 3 from 13 to make 10 I need to take away 5 more, and therefore the difference is 5. Do you introduce this concept to the child? Or do you just let them memorize these subtraction facts? Or do you let them come up with their own way of putting it together to find the correct difference? (I am asking for the child who didn't memorize these facts in his absorbant period.) I am sure the more we do this the easier his "take-aways" will seem.
S is on to MORE moveable alphabet. We ran out of "l"s this time. I am working on a printed cursive tile alphabet. I just need to remember to make more of each letter than is in the traditional printed alphabet. Another laminating project. Ugh.
In other news, I am realizing that there are so many other multi-letter sounds that Dwyer doesn't cover. "ing" and "all" in our region of the world are pronounced differently than they are spelled. Do I just need to cover these as double letter sounds as well? Do I introduce them on as we come to them in our lessons?
S wanted to write "ball" so I introduced a new letter combo "all.". After that mini-lesson she started rhyming, tall, small, mall, fall...and subsequently decided to use a few of these rhyming words to complete a couple original sentences.
You can also see in the upper corner of the picture our green double sandpaper letters S was using as a spelling reference.
Here little D is getting in on the small object part of S's moveable alphabet work.
S has such a difficult time "seeing" the letters. She needs to trace, trace, and re-trace those letters. She isn't like me. I can see something and recreate it on paper with a pencil, especially if it is already two dimensional. (3-d to 2-d is harder for me.) This is how I've done all of our geography charts. S just can't do that.
Most albums I've read don't recommend tracing letter forms with a pencil. So what do you do? She has traced sandpaper letters again and again, but still the letter forms don't seem to sink-in and she is always near tears when she faces a paper with lines.
On the other hand, S is very comfortable with the both static and dynamic stamp game addition. I think it is time to move on to multiplication.
I always try to encourage repetition, but my children really don't like doing things over and over again. Even D. After his magical 5-times, he calls it quits. (Maybe D's exception is puzzles.) S will not fill up a page with 9 stamp game problems. She always prefers to put the work away after two MAX, even if those problems only took 3 minutes.
Children in the second plane of development typically are the messiest. T is no exception. Here he is organizing all the on-goings in his cubby. I didn't think that we did much with paper and pencil, but I guess my estimates were wrong!He filled up this entire 1" binder.
In the Keys of the Universe Elementary Geography album, this lesson is the first one about the tilt of the earth's axis and how that tilt impacts our view of the sunrise and the sunset, as well as the length of day and night over the course of the calendar year.
We discussed when the solstice occurs (in the winter and the summer) and its Latin language roots "sol" meaning "sun," and "sistere" meaning "to stand still."
Then we used this clay ball on a knitting needle and a lamp to demonstrate the length of night and day can vary depending upon where the earth is in relation to the sun.
Today, they went to the classroom first and surprised me when I arrived with a bout of poised work ethic. That lasted for about thirty seconds. After that, they put their cursive books away and wandered. I collected everyone to do a geography lesson and to regain some focus. After recapping the ball and stick demonstration we'd done not even 24 hours earlier I only got blank looks. I asked questions, inquiring about fact and opinion. I still got blank looks and utterances of, "uhhhh." REALLY People?
So I stopped the lesson and put them to work. T's work and S's work were both works they had previously undertaken, independently and unprompted. I decided today was the time to finish these works. (And then bridge into new schedule planning.)
A few days ago, S had started thinking about a Fundamental Needs of Humans Food chart. We started by talking about the foods our family eats. (Though the foods she named aren't necessarily foods SHE eats.) Then I printed out some other icons from the Keys of the Universe History Albums and she added the ones she liked to her chart.
This was her final chart we "laminated" with contact paper.
I guess it was a fairly productive day after all.