Friday, October 9, 2015

Reviewing with the Olders

Still reviewing past works. Still in total pause on new topics. Still trying to cultivate and encourage focus, rhythm, and forward momentum. Maybe by Christmas we'll be ready to move forward.

I thought that the kids would be totally bored reviewing and doing works that they've already done for literally years, but they seem pretty content for the moment. 

Here is a tiny peek at what we've been doing during school time.
T is slowly working through the problems for the racks and tubes. We left off last year doing most of the long division math; estimating how many distributions we could make, multiplying what was distributed, subtracting this from what was available to be given out, and finding the remainder. But last year the process was long and hard. T is STILL now working on math facts. He knows most of them okay, but it just takes a while to work the brain. Still this year, things are going more smoothly. Except, he doesn't remember at all what he is doing. He doesn't remember dividend, divisor, or quotient. He doesn't remember remainder, or which quantity is what we have to give out, what we gave out and how much we have left. He can move the beads around just fine and get a right answer. He can even move around the beads and do all the math and get a right answer. But he can't verbalize the process AT ALL.
The speed at which we unpack the brain and get a definition or description out...ugh.That problem next to problem 8 took us 90 minutes. I sat next to him the entire time, meanwhile not giving anyone else a lesson. We are reviewing every day. And probably will everyday for a long, long, long while.
S and T have been working on their math facts. S is still working on addition and subtraction. T is on to multiplication. Wow, this would have been easier if they had done this at D's age. 

This memorization is an entirely different thread we work on every single day. Knowing your math facts, makes all advanced math works so much easier. The child may have a prayer of being able to explain what they are doing with the decimal fraction board if they aren't bogged down with 8+7. 
 They quiz each other.
S is revisiting the bead chains. To avoid the skip counting plague, she gathers up the tickets, picks one randomly and places it along the chain, noting how many 9s are in 63. 
Then she chose to write out the multiples of 9, and then to diminish the skip counting tendency, she wrote out each multiplication problem, 9*1 = 9...etc.
For further addition facts practice, S is finally using the large bead frame for addition problems. Here she is adding in to the millions and carrying.

Another place we are doing a lot of review is grammar. No one seems to remember what a noun is. Really. And then if they remember it is a person place or thing, they don't remember that there are plural nouns, collective nouns, abstract nouns, concrete nouns, proper nouns, or common nouns. 

Here T is doing workbook work. (They are Seaton Homestudy books.) Yes, I've resorted to workbook work. It is for review, the kids like doing workbook work (perhaps because they don't get to very often,) it frees up my time to work with someone else since it is super self-guided, and because we use the workbook pages to enhance other work. Here T is writing the definitions of different types of nouns, in his own words, on a separate paper. He has a single paper where he is collecting all of his noun related definitions. Some of these definitions are from the Montessori noun boxes, some are from these Seaton books, some are from the Montessori noun extension exercises and cards, and some are from our Spectrum Language Arts book.

S is collecting her noun related definitions in this tiny journal booklet.
S has also chosen to delve into a bit of geography. Here she made a pile of the states she knows. This way we don't have 50 random states all over the place and a mess that is confusing. She names the state and takes it out of the frame. Then she names another state and takes that out of the frame. After she has taken out all the states she knows, she refers to the control map and takes out just two that she doesn't know to "learn these." Then she puts back all of the states she knows, trying to remember the two new states. She proceeds in this manner until she has mastered all of them.
She is also working on the continent of Africa using the same process.
T is working on our artist folders. This one is from our American artists set. I purchased half of our American set from the Montessori Print Shop and I made the other half since there were a lot of famous artists (or rather favorites of mine) that were missing. I also augmented our European set as well.

Here he has Mary Stevenson Cassatt. He has our folder of artist works and our two art activity/reference books: Discovering Great Artists: Hands on Art for Children in the Styles of the Great Masters  and Great American Artists for Kids: Hands on Art Experiences for Children in the Styles of the Great American Masters both by MaryAnn F. Khol and Kim Solga.
I left it up to T to decide what to include in the artist report write-up. These were the things he chose to include for Mary Cassatt. I think he added to this report the day after when he wrote up his report for Georgia O'Keeffe. 
Here is his Georgia O'Keeffe write up. We'll be working to include a little more descriptive emotion in the coming weeks. And there are some really cool art activities in the books we hope to explore that help the children understand the style and methods each artist use to express themselves.
Since we are a private school and we didn't cut our arts budget, we do music as well as art appreciation. S has taken to sounding out all of her flute pieces on the bells and the tone bars. 
And then she also "writes" the notes on the green boards. Now that I look at this, I haven't a clue what she was trying to do. She can read music, so she isn't putting stuff up there randomly. But I have no idea what this piece was.

There is always more to our school days than you see here. This is just a taste of all that does, and then again, doesn't, happen during our days. And now I am signing off and to help S practice her flute.

Have a great weekend!!

1 comment:

  1. Wow! Tell T I am super impressed with his new Lacrosse muscles!
    Beautiful pictures. I'm going to miss the tubes when they are put away and sold because they really make for beautiful pix :) Love your LBF and paper pictures too.

    Print S some staff paper from here and maybe she'll have piles of self-composed music like Me Too does. He's the only one who can play it, but he has fun. http://www.susanparadis.com/category/staff-paper/

    Love the line about not cutting the arts. Snicker. Me Too studied Georgia O'Keefe in coop today. Ask T what state she's from.

    I sold the puzzle maps and seeing your pictures make me miss them already. The boys have been working with pin maps a ton though. Me Too is working on Africa like S. Kal-El is working on reviewing Europe. He never "perfected" it and he wants his patch for his vest.

    I've read good things about the Life of Fred language books lately. They say "for an above average eight-grader" and are meant for high school. But good idea for the back pocket as these things will need review: http://www.stanleyschmidt.com/FredGauss/11catofLG.html

    For younger kids a good friend recommended a 75 book series by Brian Cleary. http://www.brianpcleary.com/

    As for divisor, dividend, quotient, etc., I just use the words A LOT. Ridiculously a lot. Every opportunity I can come up with.

    It may not be new, but it all looks like great work! Good job family!

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