Tuesday, October 28, 2014

Week 3 Part 1 October 27, 2014

I finished ONE set of cards!! Yeay! Okay, I kind-of finished one set of cards...the Animal Story card folders. I made 9 sets (one set is from Jessica) and I got some invertebrates in there, but I don't REALLY feel like it is a perfect set. I would have liked to have had two of each vertebrate species, and then one of each of the invertebrate species to make everything complete. But since I have 9 folders, the album says to not have too many folders, and I have a ton of other card material to make, my brain decided to let it rest. (But my heart is in turmoil so I'll probably come back around to this at some point and make those extra few folders.)

If you are following the Keys of the Universe elementary albums and would like a source for those first folders for the animal stories, you can borrow mine. Check out Jessica's message boards for the red fox folder. (I don't own these photos, but I am not making any money on this either...so you can borrow them if you need.) Please note that these are just the first folders in the complete Animal Stories set. This file doesn't include any picture cards, nor any question cards. (I got my question cards, along with some animal riddles ("who am I",) from ETC.) Go to the bottom of the blog and click on my Elementary Printables Page, or you can go here. Okay, now back to the paper cutter and geology and botany command cards and that whole/half step control chart for the bells.

Monday we didn't do much of anything. Some pin maps and I don't remember what other fluff. Tuesday we got down to it.

Botany: Needs of Plants
Math: Money
Language: Sound Cards, Sentence Analysis
Zoology: Animal Stories
Sensorial: Rough and Smooth Boards
Other: 4th Great Lesson - Communication in Signs
We started out Tuesday early with a little botany. We did the first lesson in the KotU albums: The Needs of Plants. I like how the structure of this lesson starts children in on the scientific investigation right off. We have a control which receives everything, light, warmth, and water. Then take away a single stimuli to see what happens. 

We used four ceramic ramekins and filled them with cotton balls and alfalfa seeds I purchased from Mountain Rose Herbs. To one ramekin we added water and stuck it in a location where it would get warmth and light. To a second ramekin we did not add water and stuck it in a warm light local. To the third ramekin we added water and stuck it in a warm location with no light. And the final ramekin we gave water and light, but tried to find a cold place for it. We weren't very successful with this one...so during the day we'll bring it in, and during the evenings we'll put it outside. Unless I break out my heating mat and add heat to all but one. Hummn. THAT could work. We'll check back in a few days and see what happens to each batch of seedlings and record our findings in our work notebooks.

We stuck the no-light trial in the media cabinet.
Among other card projects I've been very slowly coloring this file for D. It has an alphabet of first sound cards. I like these because they are not three part cards. These are perfect for building vocabulary, isolating first sounds, and in D's case honing pronunciation. I think he has the cards for the short "e" sound, "f", and "b." 

Oh, I have also been struggling to find containers and organizers that fit our materials, and environment exactly. Stores run out of stock, so they only offer black, and no longer carry clear. I purchase two packets of envelopes, they work in the classroom and now I immediately need to return to the store to get two more packets of envelopes. I walk around and around the Container Store with a stash of Montessori materials in my purse and I try to fit them into every box, container, organizer, and holder I lay my eyes on. Then I find that most of the materials don't fit any container in the entire store. However, I did discover that my picture cards which are 3-part cards from Montessori Print Shop fit in these plastic hinged containers. And D can actually get these open. We tried that out in the store.

This is my botany and zoology, and history and geography corner. *I-need-more-shelf-space!* I know that you aren't supposed to "put out materials" that aren't complete and ready to use, but I am bending the rules here because I am so antsy about this corner and my kids don't try to get into any folder of cards they haven't already been introduced to by moi. Paper and laminate...plah...now wooden materials, that is another story all together...check it out below. So, now you know that this space needs some more organizing to become the logical space I know it can be.

Above you'll see in those very plain folders the animal story cards I made yesterday. S was very eager to get her hands on them. We chose, "red fox" and "clown fish" and proceeded to explore both. These lessons are in the KotU Botany/Zoology album. 
S is a bit more than 6 1/2 years old, but she only got the benefit of a single year in Montessori school. Sometimes I forget that she used that entire year to acclimate to her classmates and new environment and didn't really gain good traction with the lesson sequence. So even though she is a first year lower el, we are still doing lessons that are on the primary margin. Apparently this is a lesson for young elementary, but not older elementary.

These cards explore the habitat, diet, characteristics, and behaviors of the animal. S was happy to read these cards with some help here and there. At one point I asked her if she wanted me to take a turn and read, but she insisted, "I can read it!"
T pulled out the racks and tubes and did a three-digit divisor noting only the quotient...an got a completely incorrect answer. I think we really need to go back to square one here. Do any of you find that you need to really sit with the child for multiple lessons before the child can do the work independently? Or is it that if the child cannot do the lesson independently after a single lesson that he/she isn't ready for the work? I am sick of seeing sloppy work and the kids thinking that they are being productive. Okay, breath, this is a journey of self-formation...a s-l-o-w journey.
 D did his construction puzzle from Melissa and Doug.
And then I showed him again how to sensitize his hands and work with the touch boards. (He did this last year.) 
This year, I am trying to fill in the gaps that start with telling time, linear, volume and mass measurement, money, and temperature. The album pages seem to touch upon these subjects very briefly and end up saying something like, don't forget to explore these areas too! (For anyone who knows, how do you do this in the regular Montessori classroom? Do you have lessons and materials? Or is it a group presentation? Leave a comment if you know.) I don't remember reading any lesson for teaching the child about the clock and telling time. So we are just winging it. (Winging it is not something I like to do, but I shove myself off the cliff from time to time because immobility gets to me more.) 

Here we have the Judy Clock which I think helps a lot. As we started using it I began to understand it more. The hour hand is red, so are the hour numbers. The minute hand is blue and so are the minute numbers. It is pretty large. When I took it out of the package I wondered where we would put it. It fits practically sideways on the shelf.

S is more advanced with this material since she did these lessons last year. T had a terrible time learning remembering just the hours. I guess we'll have to start from scratch on this one.

FINALLY, we started with the sentence analysis. I have been seriously dragging my heels on this one, not because I didn't have the material, but because I didn't learn how to do this in school and I am seriously confused when I read the album pages. I need a fresh cup of coffee, the material right next to the album and absolute silence to understand what is supposed to go on here. T seemed to pick it up cheerfully and easily.
This is the very first introduction and we used only simple sentences. (No adverbial modifiers here.) We have the predicate in the middle here, which just happens to be the same as the verb grammar symbol, and the direct and indirect object, on the left and right respectively. The direct object is the who or what that is doing the action, and the indirect object is the who or what receiving the action. 

T figured out pretty early on that it was funny to reverse the direct and indirect objects. Instead of "Joshua ate breakfast," it is funnier if you write, "breakfast ate Joshua." (It sounds like a horror flick just in time for Halloween.) So he wrote a few of his own sentences, cut the apart, and then pasted everything into his working notebook.
I also introduced the 4th Great Lesson, Communication in Signs, today. We talked about how with human brains, hands and hearts, early people wanted to communicate the things they experienced and the knowledge they had gained. And so, they began communicating by writing pictures, and then alphabet symbols. The kids seemed to think it was "somewhat" cool that someone invented the written language system we use everyday. (This is the post I did last year about the 4th Great Lesson. We used the same book materials this year because I am waiting on this book to come in the mail. I'll let you know if we like it.)
And this is what I mean by new wooden materials. I haven't given anyone a lesson on this yet, but EVERYONE couldn't wait to get their hands on it. These are the coin boards from Hello Wood. This year I got the quarter coin set and one of each of the other coin boards. I got them mostly as a sensorial experience, but I know this material will get T and S thinking about coin quantities and enable them to work on new word problems. I'll be sure to write about these again after I've given a lesson.
I can hear T upstairs being very patriotic, singing the Star Spangled Banner. The kids now know most of Texas Oh, Texas. And so do I because they sing it ALL THE TIME.

My Friday post could go up on Saturday. We are going trick-or-treating with friends, probably early, and my husband is traveling in the mean time which means I am not going to have much time to blog each day. You'll hear from me soon though! Have a happy Halloween!

Friday, October 24, 2014

Week 2 Part 2 October 20, 2014

Oh goodness, another week has passed. These days time seems to slip by so very quickly. I barely got laundry done this week and finally got to clean my floors, which always need to be cleaned again exactly 13 minutes later. I am still feeling optimistic about school. I feel we are still rolling along in the right direction. I had a mini celebration (all by myself in my head) when S spontaneously combined the teen beads with the teen boards and "finished" the Teen lessons! Then we finished all 3 ten-bead lessons in one sitting! We are moving forward! 

D is feeling a little less than enthusiastic about being in the classroom these days. Somehow he still stays relatively busy. It is my goal to let him know that he isn't required to be in the classroom with us and that he is free to leave when he wishes. It is also my goal to let him know that there are some really fun and interesting things to explore in the classroom and that he might WANT to be in the space with us doing new works. We'll see what happens.

So on to the rest of the week...
Math: LBF, Stamp Game, Teens Boards, Tens Boards, Equivalent Fractions
Language: Art folders, Biome readers, plural/singular nouns
Practical Life: paper cutting, stringing, dusting
Other: 3rd Great Lesson - Coming of Humans, Fundamental Needs of Humans
Last year, T got the first lesson for all of the grammar parts of speech. I am pretty sure he didn't get any grammar in Primary at his Montessori school. Last year he was always really gung-ho to move to the next grammar symbol but he was barely interested in any deeper exploration of any one part of speech. So this year I am guiding him through the other grammar boxes and a deeper look at each part of speech.
Our second grammar box 2 illustrates definite and indefinite articles.  This third grammar box 2 (the 2 notes the noun part of speech and corresponds to a filler box we aren't using here) illustrates singular and plural nouns.
There are four packets of singular/plural examples in this box. T and I went through the first packet together and then he took more an hour to go through the second packet. I stepped in at around minute 57 and after a short discussion, wrapped everything up in 15 minutes.

Each of the packets illustrates a different plural spelling:

  • add (s), pots
  • when to add (s) and (es), boxes
  • add (es) for the ending (o), tomatoes
  • add (ves), halves

(Noun grammar box 4 also explores singular and plural. These cards are from Montessori Print Shop.

In the initial lesson, I pointed to a singular ruler and asked him its noun name. He said, "ruler." I added two more rulers to the pile and asked him what their noun name was. He said, "rulers." We repeated the process with "pencil" and "pencils" before I figured out that "scissors" and "scissors" comes in Noun box 4.

We discussed that singular means a single item is present and plural means that there is more than one item present. After that, I asked T to read the noun tickets and place them under their appropriate "singular" and "plural" category heading tickets. And then I asked him what was different about the words in the columns. He said that there was an additional "s" on the end of the words in the plural column. He got out his working notebook and wrote down his favorite example of a plural word that has "s" at the end.
The second singular/plural packet reviews some of the rules for when we use "es" to indicate plurality.
I didn't realize that there were rules for when to use "es", "ves", "ies." etc. I was never taught these lessons. I guess I just recognized the correct spelling by sight. Now I know. T "highlighted" his "rules" in a red pencil.
Then he wrote down his rule description in his Work Journal. I was very impressed by these phrases. He doesn't usually want to write at all. THIS is a HUGE step forward, and I can only hope that he felt proud of his work and gained some confidence from this process. (I am referring to my Keys of the Universe albums for all these noun variation lessons.)
S breezed through the teen beads in about a week. A caveat here though, she is older than 6 1/2 and has watched way too much TV during our 6 month transition/crazy relocation, and may have been very familiar with the names of each teen number because some cartoon character talked about it a lot. Connecting the names with the physical quantity could have been the only challenge for her here.
So, we moved onto the teen boards. We first introduce the child to the physical quantities 11 through 19 and add language to those quantities. Then we show the child how to express these quantities with written symbols. This material includes two long boards that fit into that long box in front of D. There are wood dividers between each number space, and number cards that can slide along those dividers to create each teen number. Between the dividers, a 10 is printed on the board. This board represents the single 10 that makes up part of each teen quantity. Then we "add" a number of units to each 10, (or the number card, or the colored bead bar) to express the entire teen quantity.
S easily recognized the written form for all of the teen numbers and then was able to match the physical bead quantities to each number symbol combination. We did a three period lesson, but it felt like we only really needed to do the third period. A note: the beads are on the wrong side of the boards. It is very hard to slide the number cards in from the right when the beads are in the way. BUT The beads are ordered correctly. You want the 1-ten bar to be on the left so it is the same as the written "1" digit in the tens column.

Then little D wanted to "slide" the cards too, so S showed him how. Although he was good at sliding the cards in and out, I think he ended putting the material back in wrong order. Hey, he doesn't know his numbers yet and, despite those cartoon characters, I am trying to keep it that way!
D kind of deconstructed the Living/Non-Living lesson and the Water, Air, Earth - Animal lesson and took his favorite doggie figure/picture from each. I think he returned the materials to their appropriate places afterward.
Then, without a work rug, he covertly did the smelling exercise. I blogged last year about this lesson here and here. (The second link has a fantastic pic of little D.) I'll blog more about how I set up this lesson this year when I actually give him a refresher lesson on this material. As you can see he needs one!! I also NEED to find a better box for this material. I have a strong dislike for plastic containers in the classroom environment and the wooden box I used last year is too big for our space, and the material.
S has taken over much of the daily "I Spy" sound practice with D. Here they are working on "c." I observe and step in when needed of course, and prepare new sound objects. For now, I am glad that they are working together, and that D is getting extra guidance that I don't have time to give him.

Later in the week we moved on from "c/k" to the "s" sound. He asked why there were fewer objects in the "s" collection. See, I told you...just a small handful of sound objects isn't going to cut it with my kids.

Also later in the week, D asked for a banana to eat. I asked him if he knew what the first sound in "banana" was, and he looked at his fruit and said with a big grin, "b." We are getting somewhere people!!! (I think I am really excited about these little things because we never seemed to move forward last year. I felt we were perpetually all over the place just sliding backward and forward to find out where every one was in terms of skill level. This year, I feel like we are actually slowly moving in the forward direction.)
Then D saw T using the metal fraction materials, so he went to our fraction cabinet(s) and took out this drawer. AND, WITHOUT a rug got to work exploring the same sort of equivalencies T was exploring across the room. D is exploring fraction equivalencies in a sensorial manner without the nomenclature and language. T is actively working toward the decimal fraction board and is working with all the language that goes along with the fraction lessons.
Then when D took out the drawer with the triangular 1/16ths he needed a little bit of Noona's help putting them back in their forms.

I just need to comment here, that little D has the chubbiest, cutest, shortest, little, 3-year old legs. Okay, I am back to thinking of him as a whole person who is actively trying to reconcile his environment and inner self.
(Darn, dark picture...I am still not used to this camera flash.) Last week T was labeling all of the circular fractions up to 1/10ths. Here we are exploring equivalencies, which you can do with the circular fractions, but he already had this experience last year. So this year I decided to let him get his fingers on our newer fraction materials for the review. He thought the rectangular and triangular fractions were pretty "cool."
First through trial and error, he found which fractions are equivalent. For example, (8) 1/16th pieces fit into the 1/2 frame. Then we discussed how to note this relationship on paper. I introduced the term "equivalent" which means "equal" and showed him that "=" represents this relationship. Then he was able to note the equivalencies he found in his working notebook. He worked with both the triangle fractions and then with the square/rectangle fractions.
After this work he demanded that I look up how many lessons he needed to do before he could get to the decimal fraction board. A "new" material can be a good motivator!
S has been doing a great job at forging forward and writing her completed works in her work journal. This journaling thing seems to be working. There isn't a check-list any more and the kids are using their brains and hearts to choose the next work that calls their attention. The kids need tons of reminders to note down the works they've completed but they are happy to record their progress. 

For now, I am the reminder who keeps them rolling along in all the different disciplines. If they get caught up in a certain work, I let them remain there in that work until they decide they are finished. Eventually we'll get to the point where the kids are using the journal more to note their thoughts about different works and which ones they might like to pursue further. I think that movement in this direction will be very slow, which is fine with me.

At this point I feel this exercise will be a good reminder to me of their writing ability, spelling knowledge, and penmanship issues. T and S remember that their journal is for their best work, and that careful work also can look beautiful. There are still a ton of all these "issues," but little by little we will work through them.
S started and finished the tens beads all in one sitting. In the photo above, she created all the tens from 10 to 90 with the golden bead ten-bars and named each one. (My box of tens beads was kind of weird...(or maybe it was me?) It didn't have enough ten-bars. I have a duplicate checker board bead box to borrow from and I supremely hope that these beads are the same size as these ten-bars I just purchased from IFIT. Since there are multiple levels working in our classroom, I wanted to try to stay away from "borrowing" beads from another work and getting things mixed up, like we are doing here with the decanomial beads. S also noticed that the IFIT beads are a different size than the Montessori Outlet beads, not to mention strung on copper colored wire instead of stainless steel wire, and a different color all together. *Note to self, if you need to buy any more beads, ever, get them from the same company.
S went right on to the boards and then on to connecting the written number symbols with the quantities and naming each.
And finally, we added the unit to create, label, and name any number between 10 and 99. You can see in the photo above that the golden beads are actually placed in reverse order. The ten bead bars should be to the left of the unit beads.
This is how S felt about her ten boards work. Now we go onto more linear counting and the 100 bead chain.
First T started out with multiplication with a double digit multiplier on the Long Bead Frame. T has done this before. When that was a disaster, we went back to the first LBF lesson, counting beads and creating and naming quantities. The latter was a much easier, and needed, review. This put T back in good spirits about this work. Wow, in some areas we've gone completely back to square one.
Photo bombed. I received a two orders yesterday, one from Waseca and one from ETC Montessori. And then this happened. CARD MATERIALS are the bane of my existence. Really. Waseca sent me the wrong cards which had me all turned around and in a tizzy for hours. My head hurt afterward trying to reconcile it all. I ordered the Animals of the Continents complete set, but the Animals of the Continents box contained the Biomes of the Continents cards. So now I need to some how get my hands on the Animals of the Continents cards.

I saw first-hand most of the Waseca materials in T's Montessori Primary School classroom and they were beautiful. These materials ARE beautiful. (And not that expensive when you figure in the cost of ink, paper, and the time it would take you to create everything. Goodness. If there is something I can buy, I am inclined to do just that. The problem here is that the many materials out there for sale do not line up with the Keys albums so I am always left with a to-make/to-do list.)

I also received the ETC cards sets for the plant stories, animal stories, and animal body functions. These do not match up with the Keys of the Universe albums. I am putting them together in a way that I can use the cards I have, but I still need to make a bunch of additional card material to match the album lessons. *sigh* If I had it to do again, would I purchase these cards? I don't know. I saved a bunch of time, ink, and laminate not sourcing the images for these cards. But in my mind, ETC is pretty expensive for what you get. (Waseca is a better deal if you ask me..but their materials are entirely different.) Oh, these sets do provide a good variety of plant types and animal species, but the picture resolution still leaves a lot to be desired.

I am waiting for the day I can say that I am primarily done with album materials and can just focus on gathering materials to satisfy the kids' deeper interests. 

You can also see that little D loves my mess.
This is what happens when beginning reader and author S gets her hands on some paper and a cause...

Little D was stringing Melissa and Doug beads in his licensed character pajamas.

He also did a little cutting with his scissors up-side down. Any child physical therapist out there know why this happens?
 And I showed D how to fold a dusting cloth...
...and then dust. He thought this was a pretty fun activity. Next time, I'll be sure to have him dust in a more obvious location. (Is it cheating if you pour the dust your vacuum collected on the stairs so your 3-year-old can pick it up again with a dust cloth?) Oh, this is in the Practical Life album under Care of the Environment.
Friday I put out the primary biome readers from Waseca that cover animals in North America. S is a beginning reader...like just started reading booklets a couple of weeks ago...and she powered through the entire first continent set. 9 books! Good thing I got the sets for all the continents. I purchased these readers for S to inspire additional reading and to cover some of the primary biome language she should be now covering. She was so excited to be able to read an entire booklet by herself...on her back...with her legs in the air.

These booklets are very simple and incorporate wonderful very-easy-to-read biome and animal descriptions. THIS material is a good example of why I don't try to make complicated materials from scratch. I'd be scratching my head forever trying to pen each little booklet using only simple words that are largely phonetic or use only common phonograms. And then illustrating everything, or coloring in all the black-line masters Waseca offers for most of its materials...don't get me started about that headache. If you have the cash...buy them. These are really great first readers.
Next I introduced S to the art folders. I really loved my art history lessons when I was in elementary school. I didn't know that I was learning about art history back then, thank you Ann, but I am so grateful that I feel comfortably knowledgeable enough to help my kids learn about art history.
There is a bit about these art folders in the Keys of the World Primary Language album. I purchased a digital file set of art cards, that are actually for booklets, from Montessori Print Shop. I like the set but it is highly Euro-centric, male dominated, and doesn't include a large enough array of different periods. So I made some of my own cards. I now wish that I had added an information card about the artist. Maybe I'll make a separate info card for each set. 

Before reading the KotW lessons, last year I decided to approach art history from a continent-by-continent perspective. So I created a set of folders for 11 American artists. (Which I guess isn't representative of North America, is it? Maybe I'll make it a Latin America set and a US set and maybe at some point I'll research Canadian artists to add to my northern America set.) So, I think I printed purchased cards for 6 sets? And I made cards for 5 sets; Ansel Adams, Mary Stevenson Cassatt, Andrew Wyeth, Edward Hopper, and Harriet Hosmer. I just copied the format that MPS used. There is a name card that also has a small picture of the artist. I added the artists' first name to this card but MPS only gives the last name. Then I made an artist card that displays his/her portrait and six additional cards each with an image of one of their more famous works. (I think I got most of the images from Wiki.) I also added the date of the work, when that was available, though MPS doesn't include this. Then I made each set a custom file folder (I just cut down a manila file folder and taped the sides with packing tape) and organize them all on the shelf in a mini-file folder organizer. I added the artist's name to the back of each art piece, but I really should color code them.

Generally the thrust of this lesson is to expose the child to different art forms, art periods, and artists. These lessons also aim to stimulate conversation and help generate ideas.

S and I discussed each set she chose individually. We talked about subject matter, palette colors and tone, feelings, the title, themes, and intentions. 

Afterward, she combined the Andrew Wyeth cards and the Norman Rockwell cards and was able to sort them by artist quite accurately.
S also worked on her static addition stamp game with great ease and accuracy. (For those who are interested, our material is from the Montessori Outlet and our mat is a place mat from Ikea. The recipe box I think I got at a church sale sale and you can find the links to my equation cards (set 1) in the links at the bottom of the blog.

Finally, T worked with the fundamental needs chart and cards. (These cards are from Montessori 1 2 3. The range of images and the quality of their definitions are very good. But the resolution of the images are just so-so.) These cards include headings for each of the 9 human fundamental needs: clothing, shelter, food, transportation, defense, religion, beauty and ornamentation, music and dance, and communication. The set also includes definition cards and then a huge number of picture examples for each category the child can sort. T did a very good job with this large work.

The Fundamental Needs chart you see at the top of the photo above is a chart I made with print outs from the Keys of the Universe support albums.

Other things that happened that really happened but that I didn't catch on digital film...
S is still working on those Nifty Fifty State Flags and drawing her own versions of each flag!! Great Great purchase!! Thanks MBT for the recommendation.

I presented the 3rd Great Lesson the Coming of Humans Thursday. There are no demonstration materials for this story and we approached it more like an interactive talk. (I think I got the "script" from Cultivating Dharma.)

This talk points out some of the characteristics that make humans unique and different from all other animals on earth. First, we have brains and imaginations so we can invent new ideas. We also have hands with very unique opposable thumbs we can use to create novel and useful objects. And as humans we also have the capacity to love and extend that love beyond our immediate family and care for and love other humans we may have never personally met. 

After reviewing these points,  I asked the kids what kinds of things might early humans have needed to think up with their brains and create with their hands and opposable thumbs. We decided that they might have found food items and made shelter items. This theme fit nicely with the new-old books I added to our classroom this year. (This Food book and this Houses book I purchased via Amazon.) S found a picture of sugar skulls in the food book and asked "what are those pretty things?" We talked a little bit about El Día de los Muertos and El Día de Todos los Santos and then she declared she wanted to make a sugar skull. There is now one more thing on my research list.

Other things I am pondering:
I've been wondering about the cost vs. time trade off when it comes to acquiring all of the card materials we need for elementary and primary. I have a LONG list of card material I need welcome into our space. (Oh, space...shelf space for everything...well that is another issue all together.) It is always time versus money. My wish list includes cut and laminate sets of cards that reflect the lessons in the Keys albums appearing at my door, (all in little labeled folders organized in letter holders too would be nice, but why push it.) Do you have any go-to sources for primary math story problems, animal and plant stories, command cards for all the different places that need them, elementary classification materials, and primary category cards that aren't 3-part cards? Tall order, I know...but someone might have uncovered a gold mine of already-formatted material...or maybe I can find a genie in a bottle somewhere.