This week we covered:
Math: Long Division Racks and Tubes, commutative and distributive properties of multiplication with beads and number tiles, finding multiples with bead chains
Language: spelling, writing, open and closed syllables, grammar boxes
Sensorial: color tabs box 2 extension lesson
UPDATE: As it was just pointed out to me (Thank you!! Jessica) we are a long way from being completely done with the Racks and Tubes. In one week, after hours of work, we've done four digit divisors with zeros and remainders... and now it is onto abstraction.
I was going to say that this was a good work finding like-bases...but now that I look at that triangular pyramid sitting on that cube, well, I now decline to comment on this geometric solid work.
S found something in our environment that was very inspiring. It was lurking over in a particular corner near the moveable alphabet.
So, she decided to write about what she found.After sounding, segmenting, and sorting she came up with...
And then we digressed to this.
After all the giggles about the last phrase had subsided, I was able to gather T and S for a little syllable lesson. S first read the word "got." I asked T and S which letter was the vowel. No one knew. So I pointed out that the "o" was the vowel. Then we reviewed what a consonant was. I asked them where the "o" was in relation to the other consonants and S said the "o" was in between the other consonants. I pulled the "t" away from "got" and asked T to read that word, and he said "go." We discussed that the sound the "o" makes in the word "got" was the short vowel sound and the sound the "o" makes in the word"go" was a long vowel sound. We also discussed that when the "o" is in between two consonants it is "closed in," and that makes it a closed syllable. Likewise, when the "o" in "go" can run away, because it isn't closed in, we call that an open syllable. Both T and S caught on right away and we went through a couple of other closed and open syllable examples.
I got these lessons from the All About Spelling curriculum. I am not one for a work-book/boxed curriculum, but as a terrible speller, I needed some help making sure T and S learned the rules of spelling. I'll talk a little bit more about why I chose these books in another post.
T said that "fast" was a closed syllable word.Just a little someone acting very proud of himself.
D and I did a color box 2 extension lesson. He picked out the pink color tabs, matched them on the rug, and, while leaving the tabs on the rug, went to retrieve many pink items from our classroom environment. This kind of exercise, where the child must find items that match a certain tab color, is introduced after the first color tab box lesson.
T and I reviewed the commutative property of multiplication...
and the distributive property of multiplication.
And then he went into abstraction. There are no signs in this problem. Hummm. Maybe next time.
(For all who are wondering, these are the Grey and White Number Tiles that can be used with the checkerboard, decimal checkerboard, flat bead frame, and other math exercises. Typically the child will start with the grey and white number tiles that have numbers printed in red, blue,or green, so they can more clearly see the different hierarchies. These number tiles, which are printed in all black, are said to be the "advanced" set, (by Nienhuis) since they don't differentiate hierarchies. Way back when, I purchased these in error. But when T used them with the checkerboard, he didn't seem to be confused by the black tiles. I haven't thought about whether I'll purchase the "right" first box of number tiles for S.S is using the movable alphabet again to write.
Here is her first attempt. She completed these words independently. When I review it all with her, we read the words together just as they are spelled. She is still having some issues with the cursive "n" and "u." They do look pretty similar and they are next to each other in the box.
We ran out of "t's" so we made an extra one.
Here, I asked S to choose three of her favorite objects and write a couple of original sentences. This is what she wrote. THIS is what the moveable alphabet is really for. It allows the child, who can sound out his/her words, to express themselves in writing before they can actually form the words with a pencil and paper. So THIS is what S was thinking!Here T is finding common multiples using the cubed bead chains for 6 and 8. (There are short square chains, and long cubed chains. The short chains span from 1^2 to 10^2. The long chains span from 1^3 to 10^3.) T kept shouting out common multiples to me at random times, which was highly disruptive since I was giving S a golden bead division lesson.
I am getting ready to give him some more formal multiple and factor work soon.
Finally, at my suggestion, because he was wandering again, T got out some grammar box work. He found a typo in one of the cards already, which he thought was pretty funny. Thank goodness for my young editor's skills, because if you've been reading this blog at all, you can probably tell my editing skills are terrible.