tag:blogger.com,1999:blog-82036635359289260352024-02-07T19:39:20.501-05:00Unschool the TeacherFollow the journey of a science teacher turned homeschooling momAndreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.comBlogger111125tag:blogger.com,1999:blog-8203663535928926035.post-50271214376468733842015-09-18T19:00:00.000-04:002016-04-11T00:08:33.768-04:00Week 16<h2>
Kindergarten Week 16</h2>
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This week M worked on addition, geography, history, botany, telling time, reading, fine motor skills, gross motor skills, Spanish and art.<br />
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Day 65 - Monday</h3>
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Before PE, we spent some time using the colored bead bars to review the addition facts that M has been practicing. She has a printed addition facts booklet that she's working through. If she knows the answer in her head, she writes it down. If she doesn't know, she can take out the corresponding bead bars and count them to find the sum.</div>
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M played "quick ball" at PE today. I'm still hanging around to watch for now to make sure she's comfortable with the program, so I was able to see her get her first hit! She said she really enjoyed playing- yay!<br />
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When we got home, M helped me sort the new <a href="http://www.pinitmaps.com/Teaching-Aids_ep_52.html" target="_blank">Photo and Definition Cards for Animals</a> from Pin It! Maps that I'm prepping for co-op. We have a full set of the <a href="http://www.pinitmaps.com/" target="_blank">Pin It! Maps</a>, and they are AMAZING! These cards are absolutely free, and will be a great addition to use with the world map.<br />
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Day 66 - Tuesday</h3>
In co-op today, we did a group presentation on the globe and land, air, and water. The older kids started using a handwriting journal in which they will copy a sentence (handwriting practice) and draw a picture to go along with the topic of the sentence. Our sentence today was "Our planet is made of land, air and water." M chose to draw a picture of a shark that lives in the water, and added a couple of lines of additional writing about animals and where they live.<br />
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At the end of co-op, one of the families shared with us about Rosh Hashanah, the Jewish New Year. We listened to a story, heard about their family traditions, and walked down to a small creek in the back yard to throw pieces of bread to symbolize the "casting off" of sins. The kids took turns blowing the shofar (hollowed out ram's horn). <br />
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Later that afternoon, we headed to the property to transplant some apple and avocado seedlings that we had started at the apartment. We transferred them to pots and watered them. Hopefully they'll survive the winter and we can plant them in the ground after we move in!<br />
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Before bed, M asked to work with her Golf Tee Clock. She placed all of the numbered golf tees (1-60) around the perimeter of the clock face. She drew in the clock hands on her paper to show different numbers of minutes past the hour.<br />
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Day 67 - Thursday</h3>
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At co-op today, I gave a group presentation on the needs of plants. This was review for most of the kids, but I found a fun little song on YouTube (<a href="https://www.youtube.com/watch?v=dUBIQ1fTRzI" target="_blank">The Needs of a Plant</a>) that the kids really enjoyed. </div>
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M copied the journal sentence (Plants need sun, air, water, soil and space to grow.) and drew a picture of a flower growing in soil.</div>
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She must have been craving some fine motor work, because she chose to work on sewing (sewing a button on felt to make a button bracelet) and weaving. </div>
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After co-op, we spent time playing outside. I built a little make-shift balance beam from some cinder blocks and scrap wood that was laying around, and both girls had fun walking from end to end.<br />
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Day 68 - Friday</h3>
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Today we had Spanish class. We missed last week's class when they learned about primary and secondary colors, but luckily they reviewed colors today as they learned to count from one to ten in Spanish. They practiced with a little Bingo-style game where the teacher called out a color and number (in Spanish) and they had to find the matching combination on their paper.</div>
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After Spanish class, we drove home and spent the afternoon playing and exploring in the woods. M has been interested in finding different kinds of leaves and bark and comparing the shapes and textures.<br />
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Later, when we returned to the apartment, we completed a couple of reading lessons from <a href="http://amzn.to/1SIFlc0" target="_blank">The Ordinary Parent's Guide to Teaching Reading</a> (Amazon affiliate link). M is working on silent letter combinations right now ("gn" like in "gnome" and "kn" like in "knight"). She chose a couple of sentences from the stories she read to copy onto journal paper. She wanted to draw a picture of a knight with his horse, but wasn't sure how to draw a horse. I found an <a href="http://www.drawingnow.com/how-to-draw-a-knight.html" target="_blank">online tutorial</a>, and I was really impressed with how well her picture turned out! I think we need to start looking for some "how to draw..." books at the library!<br />
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-33054937491129444622015-09-11T19:00:00.000-04:002016-04-10T22:31:46.360-04:00Week 15<h2>
Kindergarten Week 15</h2>
This week we started back at co-op! M worked on the hundred board, golden bead operations, handwriting, reading, and learned about concrete.<br />
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Day 61 - Tuesday</h3>
Co-op started back today!! M was really excited to see her friends (and meet some new friends!). Since it was our first day back, we didn't put out all of the materials and had some options that we wouldn't normally have available (blocks, play-doh, etc) to ease the kids back into the routine.<br />
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M spent a good portion of the morning working with the hundred board. She is still working on sequential counting, and gets stuck sometimes at the end of a row (what comes after 29, what comes after 39), so this was good practice for her.<br />
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She also spent some time relaxing at the play-doh table and catching up with friends. :)<br />
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On the ride home, she flipped through an old reader that my dad gave her (it had been his when he was a kid!). There were a lot of words that she was not familiar with, so it was definitely a lesson in reading AND history! As we were driving down the road I heard her say, "As old as WHAT?" She had to spell the word out to me, and we figured out that it was talking about Methuselah, the Old Testament patriarch who was said to have lived to be 969 years old. (We read all about it when we got home.)<br />
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Day 62 - Wednesday</h3>
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We're continuing handwriting work using the sand tray. Today M chose to use a wooden stylus (from her scratch off books) instead of writing with her finger. She reviewed g, s and e. We're mainly working on letter formation, and making sure she's starting the letter at the correct place and avoiding reversals. </div>
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She also spent some more time on golden bead addition, and chose to record her work in her Math Journal today. The journal is just a wide-lined composition notebook that I drew lines in to create boxes for the addends and sum. </div>
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Day 63 - Thursday</h3>
Co-op Day 2 was another success. I love that the kids are able to have this experience - it's like the best of both worlds, in my opinion. We get all the benefits of homeschooling, but also the opportunity for that classroom environment and time to work with other kids their age.<br />
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M chose a variety of different work - parts of a fish, reading books, golden beads, and more. I think she liked the opportunity to show off everything she has been working on with the golden beads lately, and to be challenged by working with an older friend.<br />
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Day 64 - Friday</h3>
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We spent the day at the new property to watch the concrete pour for our garage. We were there when the truck arrived, and M was able to see how the wet concrete was pumped through the hose into the frame on the ground, and then the workers leveled and smoothed it before letting it dry.</div>
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When she had seen enough, we drove down to the pond and spent time looking at plants and watching the minnows swim around at the edge of the water.<br />
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<br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-74424449897378389052015-09-04T00:59:00.000-04:002016-04-10T21:52:16.692-04:00Week 14<h2>
Kindergarten Week 14</h2>
This week we worked on handwriting, golden bead formation of numbers and addition, art, PE, Spanish, geometry, and history.<br />
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Day 57 - Sunday</h3>
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Reading, reading, reading. Writing, writing, writing. That's what's happening in our home right now! M is working on perfecting her lower case letters, and she likes this new Frozen printing practice board (from the Target Dollar Spot).</div>
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M had her 5th Birthday Party (Frozen themed, of course!) on Saturday. Elsa and Anna made an appearance to join the fun, and several friends spent the night camping outside the cabin by the pond in our new neighborhood. She was so fortunate to receive lots of gifts from family and friends, and she started writing thank you notes right away!</div>
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Day 58 - Monday</h3>
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More golden beads practice for math. We're focusing on two-digit numbers to practice counting tens (one-ten, two-tens, three-tens rather than ten, twenty, thirty to help her make the connection with the numeral cards). </div>
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She's slowly making her way through the stack of thank you cards. I have a feeling she will get LOTS of writing practice over the next few weeks!<br />
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This week was basketball at PE. M said it wasn't her favorite because she needs more practice learning to dribble the ball.<br />
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She made it a little more than half way up the rock wall. She's going to need a growth spurt so her arms and legs are long enough to reach all the grips - haha!<br />
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After PE, we headed out to the pond for art. M got a nice set of art journals and <a href="http://amzn.to/1PwtWtW" target="_blank">watercolor pencils</a> (Amazon affiliate link) for her birthday. We spent the afternoon testing different methods of sketching and painting with the pencils.<br />
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Day 59 - Tuesday</h3>
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Today we went to the Magic Tree House traveling exhibit at the Upstate History Museum. This exhibit was FANTASTIC! They had interactive displays, complete with costumes and props, for three of the Magic Tree House series books - Thanksgiving on Thursday, Civil War on Sunday, and Twister on Tuesday. M loves these books, and we have read several in the series. She spent literally hours exploring the exhibits, and got to take home one of the books (she chose Twister on Tuesday). </div>
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<a href="http://www.amazon.com/Civil-Sunday-Magic-Tree-House-ebook/dp/B003QMLHI8/ref=as_li_ss_il?s=books&ie=UTF8&qid=1460339168&sr=1-1&keywords=civil+war+on+sunday&linkCode=li2&tag=unschtheteach-20&linkId=0eeae01dc6e234fca92d8f33e104ea18" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=B003QMLHI8&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=unschtheteach-20" /></a><a href="http://www.amazon.com/Twister-Tuesday-Magic-Tree-House-ebook/dp/B003QMLHTM/ref=as_li_ss_il?s=books&ie=UTF8&qid=1460339139&sr=1-1&keywords=twister+on+tuesday&linkCode=li2&tag=unschtheteach-20&linkId=f7bd329e2412a24ebde45aacf00d03be" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=B003QMLHTM&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=unschtheteach-20" /></a><a href="http://www.amazon.com/Thanksgiving-Thursday-Magic-Tree-House-ebook/dp/B003QMLI32/ref=as_li_ss_il?s=books&ie=UTF8&qid=1460339082&sr=1-1&keywords=thanksgiving+on+thursday&linkCode=li2&tag=unschtheteach-20&linkId=6ae5653b422fb09b7b327be3833982be" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&ASIN=B003QMLI32&Format=_SL160_&ID=AsinImage&MarketPlace=US&ServiceVersion=20070822&WS=1&tag=unschtheteach-20" /></a></div>
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When we got home, we read through the entire book in one sitting! She loved reading about the one room school house, and got out her small chalkboard and copied part of the lines Annie had to copy in the story.</div>
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<h3>
Day 60 - Friday</h3>
We're moving along with more Golden Beads practice. Today M wanted to work on addition. I made simple cardstock addition cards, and she used her beads to build the two addends and find the sum. She did a combination of static (no exchanges necessary) and dynamic (requiring exchanges) problems.<br />
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Next, she pulled out her box of sandpaper letters for writing practice. She chose to trace the letters in her sand tray.<br />
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After working on letters for a bit, she grabbed her basket of geometric solids, and decided to roll them around in the sand. She explored for a while and discovered that different solids make different shapes and paths when rolled. Explorations like this will create a great foundation for future math (like seeing that a cylinder creates a rectangular path when rolled).<br />
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We drove to the library for a new Spanish class that a local mom is teaching. The first class was a lot of fun! The kids made paper bag puppets and used the puppets to practice making introductions.<br />
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We wrapped up the day with an evening bike ride around the apartment complex. Lots of great exercise and practice balancing on her <a href="http://amzn.to/1RZVie6" target="_blank">balance bike</a> (Amazon affiliate link).<br />
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<span id="goog_2094142190"></span><span id="goog_2094142191"></span><br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-72332516460721295792015-08-28T00:57:00.000-04:002016-01-24T22:44:51.194-05:00Week 13<h2>
Kindergarten Week 13</h2>
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<h3>
Day 53 - Monday</h3>
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M pulled out her basket of geometric solids, so we reviewed the names of each of the solids and used the labels to read and match with each solid. Since it was clear that she knew them all, I sent her on an object hunt around the apartment to see if she could find something to match each solid. She was able to find most of them, but a few were definitely tricky! We couldn't find a square-based pyramid, so she decided to mold one out of play-doh.</div>
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M randomly asked about even and odd numbers, so I took out her unit beads and showed her how she could arrange the beads in pairs as she counted them to determine if the quantity was even or odd. She laid out the quantities one through nine, then told me whether each was even or odd.<br />
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She took out her <a href="http://www.pinitmaps.com/" target="_blank">PinIt! Maps</a> Landform Map and started looking for the land and water forms. When she got to "glacier" she remembered that we had seen glaciers on our trip to Alaska, so she pulled out our photo book to look through the pictures. I love when she makes connections like that!</div>
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That afternoon was her first day of Homeschool PE. She was so excited because some of her older friends were in the class last year, and she was old enough this year to enroll! The class is two hours, and includes a team sport, rock wall or outdoor playground (or game room, depending on the weather), and swim time. They played soccer the first week, and M had a great time!<br />
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<h3>
Day 54 - Tuesday</h3>
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The new <a href="http://www.theyoungscientistsclub.com/themagicschoolbus/" target="_blank">Magic School Bus Kit</a> arrived! This kit was all about water. We've done lots of <a href="http://unschooltheteacher.blogspot.com/2013/06/water-week-update-2.html" target="_blank">water experiments</a> in the past, so I was excited to see that this included some new experiments we hadn't tried before, like dissolving substances and separating colors using capillary action.</div>
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Day 55 - Wednesday</h3>
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M spent more time with her <a href="http://www.pinitmaps.com/" target="_blank">PinIt! Maps</a>, especially the landform map. Today she used play-doh and water beads in a baking pan to make models of different land and water forms as she found them on the map. Her favorite, of course, was the waterfall!</div>
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<h3>
Day 56 - Thursday</h3>
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I've been encouraging lots of practice with the golden beads, and M is getting much more confident with building quantities, identifying and naming numerals, and completing addition problems independently.</div>
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Here she's using the operation mat to build two quantities to add together.</div>
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She was back on the <a href="http://www.pinitmaps.com/" target="_blank">PinIt! Maps</a> world map to find all of the oceans and seas.<br />
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Then she took out the set of <a href="https://www.teacherspayteachers.com/Product/Children-around-the-world-Montessori-Cards-1731385" target="_blank">Children Around the World cards</a> (free!) and found where the children were from on her <a href="http://amzn.to/1Pwr7sP" target="_blank">talking globe</a> (Amazon affiliate link). After she located their country, she learned information about that country, such as the language spoken, national anthem, and weather.<br />
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She told me that the little girl from India was so beautiful, and she wanted to tie her play silks to look like her sari.<br />
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<br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-46660929560301835842015-08-21T00:48:00.000-04:002016-01-24T22:14:07.082-05:00Week 12<h2>
Kindergarten Week 12</h2>
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<h3>
Day 50 - Monday</h3>
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M is very much still on a reading kick. She says she enjoys math, but doesn't usually choose math work on her own. We have tried a few different things, including introducing this math journal, to make the math work a little more fun for her. Today, I wrote addition problems on cardstock strips and she used her colored bead bars to find the sums. She copied the problems into her math journal.</div>
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Next, she read through all of the <a href="http://wasecabiomes.org/" target="_blank">Waseca </a>readers I have made so far. I printed these free blackline masters from their website and bound them into booklets with my <a href="http://amzn.to/1K5OfSX" target="_blank">comb binder</a> (Amazon affiliate link). I really love these readers because they are phonetic, but also nonfiction and have great facts about plants, animals and biomes.<br />
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M spent some time working on her <a href="http://amzn.to/1Ulca16" target="_blank">Usborne "Around the World" sticker book</a> (Amazon affiliate link). This book is really well designed because it describes the clothing and has some information about the people you are dressing and where they are from. When I bought this, I was hoping it was like the Melissa and Doug cling "stickers" that can be reused, but that isn't the case. I did cut out the clothing labels from the sticker sheet and backed them on little strips of red paper so she could read them and label the clothing after she had dressed all the people on the page. We'll definitely buy more books in this series!<br />
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We're continuing to work our way through <a href="http://amzn.to/1Jwipi7" target="_blank">The Ordinary Parent's Guide to Teaching Reading</a>. Have I mentioned how much I love this book? It makes us both feel so confident! This lesson reviewed "oi" and "ow" sounds.<br />
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Day 51 - Wednesday</h3>
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On Wednesday we went on a field trip to Paris Mountain State Park. M had a great time exploring with her friends. Park Ranger Cathy pointed out lots of interesting insects along the way, and the kids were given nets to try to catch some aquatic life to inspect under the microscopes back in the classroom.</div>
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Along the hike, we saw lots of different types of fungi and moss. M liked these in particular.<br />
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We took time to play with friends after the program was over.<br />
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Day 52 - Friday</h3>
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We wrapped up the week with an Herb Fairies meeting, followed by a group trip to the Kroc Center for swimming and team sports. We were studying calendula and read the book "<a href="http://amzn.to/1UldtwM" target="_blank">Cally's Summer Extravaganza</a>" (Amazon affiliate link). We made a calendula and lavender milk bath and tasted some tea. </div>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com1tag:blogger.com,1999:blog-8203663535928926035.post-44007764476146509892015-08-14T00:35:00.000-04:002016-01-24T21:48:10.080-05:00Week 11<h2>
Kindergarten Week 11</h2>
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<h3>
Day 46 - Monday</h3>
M has been cycling back to some work she already mastered (mainly Practical Life and Sensorial) because her little sister is showing interest. H (15 months) likes to carry the heavy brown stair prisms across the room, so M decided to demonstrate the *proper* use of the brown stair.<br />
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The weather has been gorgeous, and we've been taking every opportunity to explore the property where we're building our new house. M loves splashing along the edge of the pond, watching the fish swim by, and looking for butterflies and dragonflies.<br />
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And, of course, we're taking all the opportunities to learn about house construction! We spent a long time watching the crane pick up and place the trusses for our roof.<br />
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Day 47 - Tuesday</h3>
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Obviously watching the house construction is having an impact! M spent a long time building all kinds of elaborate buildings and cities with her blocks and arches.</div>
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Day 48 - Wednesday</h3>
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M has been wanting to learn to tell time, so we're working with the <a href="http://www.jmjpublishing.com/hope4meculture.html" target="_blank">Golf Tee Clock from Livable Learning</a>. We started with the hour hand only to practice reading full hours on the clock, then moved on to the minute hand. She transferred each of the golf tees (which are numbered 1-60) from the tray to the clock to count minutes after the hour. This is a great combo math/history/PL activity. Once the tees are on the clock, she can practice moving the minute hand to point to different times.</div>
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M also spent a long time working with her new <a href="http://www.pinitmaps.com/" target="_blank">PinIt! Maps</a> World Map Set. These maps are so much fun! She loves the little flags, and she gets some reading practice as she matches the labels on the flags with the control map. She also practiced pointing to the continents while she sang The Continent Song.<br />
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We headed back out to the property for an afternoon of art journaling. After exploring a bit, she decided that she wanted to paint a butterfly. I helped her to carefully catch a couple of butterflies to observe in her tank. She used her watercolor paints to paint the butterflies in her journal.<br />
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Day 49 - Friday</h3>
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On Friday, we did an art lesson and reviewed some of the artists we learned about over the past year with the Meet the Masters curriculum. I gave M a set of 3 part cards with a famous painting and the name of each artist. She matched the pictures first as we talked about the artists, then tried matching the artist names to the paintings and checked with the control cards.</div>
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<br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-39062335854561786392015-08-07T00:04:00.000-04:002015-10-02T00:28:25.591-04:00Maps, Music and Pollock<h2>
<b><span style="font-family: inherit;">Kindergarten
Week 10</span></b></h2>
<h4>
<b><span style="font-family: inherit;">Day 42 - Monday</span></b></h4>
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<span style="font-family: inherit;">Starting with the knobbed
cylinders (demonstrating for little sis).</span></div>
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<span style="font-family: inherit;">Math - This work took a LONG time to complete. M has been slowly
gaining confidence in recognizing larger numbers, and she has wanted to attempt
the hundred board again after giving up about half way the last time. My only
guidance was getting her started grouping the numbers. I think it would be good
to add some labels (0-10, 11-20, etc) to remind her to do that on her own,
otherwise she spreads the tiles out randomly and can't find the numbers she's
looking for. Even after sorting, it took a lot of concentration to complete the
board, and she was extremely proud of herself at the end!<o:p></o:p></span></div>
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<span style="font-family: inherit;">Geography - I printed a set of <a href="http://ibelieveinmontessori.blogspot.com/2015/02/expanding-child-horizons-part-2.html"><span style="color: blue;">Children Around the World cards</span></a> from I
Believe in Montessori, and they are unbelievable! The images are beautiful, and
M is just drawn to them. She flips through the stack of pictures and it's like
she wants to get to know the children.<o:p></o:p></span></div>
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<span style="font-family: inherit;">She spent a long time looking at the pictures, comparing their
faces and their clothing, looking at the backgrounds of the pictures, and imagining
where each child lived. Then she took out her world map and sorted the cards by
continent (each card has a continent icon in the corner, and I also glued the
name of the child's country to the back of the card).<o:p></o:p></span></div>
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<span style="font-family: inherit;">After she sorted the cards by continent, I suggested that she find
each country where the children were from. We took out her <a href="http://amzn.to/1QEKLWb"><span style="color: blue;">Melissa&Doug
Write-a-Mat</span></a> (affiliate link), found the country on the map, and
colored the blank side to match the Montessori color for each continent. (For
example, she colored Mexico orange because it's in North America.)<o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Day 43 - Tuesday</b></span></h4>
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<span style="font-family: inherit;">Practical Life / Sensorial - We made bottle cap tambourine sticks
as part of our Art & Music camp. M meticulously wrapped different colors of
string around her stick to cover the wood. We tested a few different types of
string to attach the bottle caps, and sadly none worked very well (if you shook
it too hard the string would break or slide off the stick). The instruments
were fun while they lasted!<o:p></o:p></span></div>
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<span style="font-family: inherit;">Music / Math - After finishing her instrument, she spent some time
working with the bells. We did a presentation on matching pairs of bells (3 at
a time), and then I gave her and a couple of other children a small group
lesson on whole, half, quarter, and eighth notes. We took out the fraction
circles and matched the fractions to the notes, then we practiced using
different notes to make rhythms.</span></div>
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<span style="font-family: inherit;">Geography - After seeing another friend working on maps, M chose
to complete the Africa continent map. She ended up dumping most of the pieces
instead of placing them on the control map, so this took her a long time to put
back together.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Music - After snack, we had a Musikgarten teacher teach a class
for the kids. <o:p></o:p></span></div>
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<span style="font-family: inherit;">Language - M has really taken off with reading, and she can't get
enough right now. She brought some library books along to check the progress of
our house construction. Here she's reading the Dr. Seuss book <a href="http://amzn.to/1GmGz7s"><span style="color: blue;">I Can Read With My Eyes
Shut</span></a> (affiliate link). <o:p></o:p></span></div>
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<span style="font-family: inherit;"><b>Day 44 - Wednesday</b></span></h4>
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<span style="font-family: inherit;">Science / Language - M read the book <a href="http://amzn.to/1JIlxAr"><span style="color: blue;">Beth and the Bugs</span></a>,
in which the kids go on a field trip to search for bugs. M wanted to recreate
the "Bug List" they used in the book, so I gave her a blank book to
make her own journal of bugs she found outside. <o:p></o:p></span></div>
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<span style="font-family: inherit;">History / Math - M has really enjoyed learning about calendars
this summer. She uses a wall calendar as a control to fill in blank calendar
sheets with dates. She used this month's calendar to fill in upcoming events,
like her first Homeschool PE class and an Herb Fairies Book Club meeting.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Math - Snake game (review - making 10)<o:p></o:p></span></div>
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<span style="font-family: inherit;">Science / Language - Did I mention that I can't stop M from
reading? Such a horrible problem, right? Here she's reading <a href="http://amzn.to/1N6Jzwz"><span style="color: blue;">Franklin in the Stars</span></a> (affiliate
link) and finding constellations on her chart from the <a href="http://www.theyoungscientistsclub.com/themagicschoolbus/"><span style="color: blue;">Magic School Bus kit</span></a>.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Practical Life - Punching a quatrefoil; Walking Daddy's job site,
watching the crane move steel beams<o:p></o:p></span></div>
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<span style="font-family: inherit;">Language / History - M has been on a Magic Tree House kick lately.
We have been reading adventure after adventure at bedtime! We recently
finished <a href="http://amzn.to/1QOqsoV"><span style="color: blue;">Pirates
Past Noon</span></a> (affiliate link) and found the <a href="http://amzn.to/1JIrSf0"><span style="color: blue;">Pirates Research Guide</span></a> (affiliate
link) at the library. M really liked the timeline of pirates, and copied it
into her own notebook. <o:p></o:p></span></div>
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<span style="font-family: inherit;">Geography - If you haven't heard of <a href="http://www.pinitmaps.com/"><span style="color: blue;">Pin It! Maps</span></a>,
go check out their website (I'll wait)!! Seriously, they're amazing. I'll give
a full review soon, but we have been having a lot of fun starting to explore
some of the possibilities with these. As soon as they arrived in the mail, M
wanted to get started. I frantically assembled the first set of pins for the
land form map, and we spent the rest of the afternoon and evening finding land
and water forms. <o:p></o:p></span></div>
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<span style="font-family: inherit;">Day 45 - Thursday</span></h4>
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<span style="font-family: inherit;">This was our last day of summer camps. We wrapped up the Art and
Music camp with a session on Jackson Pollock. We did a mini session on the
background of Pollock, followed by some Pollock-inspired art projects. We
started with some marble painting, and then splatter painted canvases with
each child's initial taped in the middle. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><i>Disclaimer: This post contains Amazon Affiliate links for your
convenience. I receive a small commission for all purchases made through
affiliate links. There is no additional cost to you for making a purchase
through an affiliate link.</i><o:p></o:p></span></div>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com1tag:blogger.com,1999:blog-8203663535928926035.post-35660473840405005562015-07-31T00:09:00.000-04:002015-08-14T01:12:21.929-04:00Golden Beads, Japanese Tea Party, and the State Museum<h2>
Kindergarten Week 9</h2>
<h4>
Day 37 - Monday</h4>
Have you noticed that we've been working with the golden beads a lot lately? I can not stress enough how thankful I am that we backtracked and worked through the golden beads sequence from the beginning. M went from total frustration and wanting nothing to do with math, to choosing math first almost every day!<br />
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I reviewed the tens board presentation, and we built the quantities from 10 to 99 to match the numerals on the board. M mostly watched (I offered to let her take over, but she wanted to see me do it).<br />
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When we reached the end of the board, M said "Next comes 100!!"<br />
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I then used the numeral cards to make random numbers on the board. M used the golden beads to put the matching quantities next to each number.<br />
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When she finished her bead work, she chose to the Day of the Week tray. She put the days of the week cards in order from Sunday through Saturday, then flipped over the control card to check her work. She has this mastered now. I need to add more challenging calendar work for her to do!<br />
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I suggested that we try an I Spy game to practice the sounds she is working on in her reading lessons. Instead, she grabbed one of her I Spy books from the shelf. I realized that she can now use these books independently! She can read the list of items to find on the bottom of the page, and she is getting so much better at finding the objects. (Now if only she could apply that same level of concentration when finding her shoes...)<br />
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While she worked through her I Spy book, I took out the knobless cylinders. I put each set in order on a rug, then started stacking them and combining the sets in different ways. My "work" caught M's attention, and she put her I Spy book away and asked if she could join me.<br />
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She spend a LONG time exploring with the cylinders, and we reviewed a lot of the vocabulary as well.<br />
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<h4>
Day 38 - Tuesday</h4>
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After a two week break, we were back to co-op for the Art and Music session. This first day was a music session. We danced like different animals to <a href="http://amzn.to/1IPM9jO" target="_blank">A to Z, The Animals and Me</a> (which the kids LOVED) (affiliate link). Then we made mini rain stick / shakers out of cardboard tubes filled with different sized beans. After sealing the ends, we gave each child a pre-cut piece of contact paper to decorate with feathers, sequins and colored paper. We wrapped the contact paper around the outside of the paper tube and taped along the seam. This was a really easy way to decorate the instruments without using messy glue!!</div>
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We did a group presentation introducing the bells (how to carry and play them properly and how to match to the control bells). After snack, we had a special Musikgarten class with lots of fun nature and animal themed rhythm activities.<br />
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That afternoon, we attended a Japanese class at O-CHA Tea Bar downtown. M had so much fun! They learned how to say and write several words in Japanese, counted to five, tasted traditional and bubble teas, and tasted several flavors of Mochi ice cream.<br />
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<h4>
Day 39 - Wednesday</h4>
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On Wednesday we headed down to Columbia to meet some friends at the South Carolina State Museum. I was excited to find out that the State Museum offers free admission to homeschoolers! The museum was fantastic, and we will definitely go back!</div>
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Some of M's favorite exhibits were the cotton gin and model buildings from the late 19th century, the Native American displays, and the giant robotic bug exhibit.</div>
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Shespotted a luna moth on the wall of our building when we got home!<br />
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<h4>
Day 40 - Thursday</h4>
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The second co-op day of the week was an art day. We learned about Andy Warhol and pop art. After a lesson on Andy Warhol, the kids learned to draw abstract flowers, and learned about contrasting colors by finding colors that were opposite each other on the color wheel. </div>
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They applied this knowledge by sketching abstract bouquets of flowers.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGZII0A4Dx_DlhBoqC1R6jmVCGKP_ERd7zLuVHz8uDRYxR98BFqA98d3ObRO64CFgVS20wLW_yAKQpIll3AQJbvS8JCBNMM5haNgnB4miuoDcRdyaCpk_JnPlDJW4_4x2rXoGUnC16RjV_/s1600/0814150024.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGZII0A4Dx_DlhBoqC1R6jmVCGKP_ERd7zLuVHz8uDRYxR98BFqA98d3ObRO64CFgVS20wLW_yAKQpIll3AQJbvS8JCBNMM5haNgnB4miuoDcRdyaCpk_JnPlDJW4_4x2rXoGUnC16RjV_/s200/0814150024.jpg" width="158" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUY61ol9hqhooC19YSZfOO_svbQYGkuWiKcdd18NSobyCqVZhnI62MkWT3BxXYAg1NvhiPZwDzBZzNWAnZbo6mHYLLruvWnfir1YgRuAeupA7Svvx1FDanJ8Bqan67tupRWNppFQ-AKkhr/s1600/hand-with-flowers.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUY61ol9hqhooC19YSZfOO_svbQYGkuWiKcdd18NSobyCqVZhnI62MkWT3BxXYAg1NvhiPZwDzBZzNWAnZbo6mHYLLruvWnfir1YgRuAeupA7Svvx1FDanJ8Bqan67tupRWNppFQ-AKkhr/s200/hand-with-flowers.jpg" width="148" /></a> </td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: xx-small;">http://home.earthlink.net/~chrisnep/warhol.html</span></td></tr>
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After snack, they made their own liquid "chalk" to paint on the driveway. </div>
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After co-op we went out to watch the progress on our house! M is excited to see the walls going up, and it's really starting to look like a house.<br />
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<h4>
Day 41 - Friday</h4>
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M chose to start with golden beads again. She worked pretty independently on this, and matched the beads to the numeral cards she chose.</div>
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She is making a lot of progress in her reading book - <a href="http://amzn.to/1gFmcvy" target="_blank">Ordinary Parent's Guide to Teaching Reading</a> (affiliate link). We are going in order, but she already knows some of the letter combinations from other work. She will often complete two or three lessons at a time. This week she completed lessons for the "oo" sound (as in good or book).<br />
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She wrapped up with a little handwriting practice in her sand tray.<br />
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<h4>
Successes and Challenges</h4>
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Successes this week -<br />
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<li>M is making huge strides with her math work. It's very exciting to see her confidence grow as she becomes more comfortable with larger quantities.</li>
<li>M's reading level blows me away. It's incredible to see how far she has come in such a short period of time. She is choosing to read more books and magazines on her own, and is starting to sound words out in her head so her reading sounds much more fluent.</li>
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Challenges this week - </div>
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<li>I'm still trying to figure out how we can make the most of the time at co-op. It often turns into a social time, which is not necessarily a bad thing, but it means that I feel like we have to have a second work period in the afternoon when we get home. We're throwing around ideas for accountability for the school-aged kids when we start back up in the fall.</li>
<li>I need to find fun ways to work on handwriting. M writes a lot, but in her own free writing she often chooses to write capitol letters or will form the letters incorrectly. She doesn't seem to make the connection between the handwriting practice we do and the writing she does at other times.</li>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-65517230943302712872015-07-29T00:00:00.000-04:002015-08-13T23:37:38.406-04:00Acids and Bases<h2>
Acids and Bases</h2>
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The <a href="http://www.theyoungscientistsclub.com/themagicschoolbus/kittopics.html" target="_blank">Magic School Bus Young Scientist's Kit</a> on Acids and Bases couldn't have come at a more perfect time! We just finished exploring the <a href="http://unschooltheteacher.blogspot.com/2015/07/the-digestive-system-for-kids.html" target="_blank">digestive system</a>, which of course included a discussion on stomach acid. So what exactly IS an acid? Are there different kinds of acids? Are acids dangerous? We explored these questions and more as M worked her way through this exciting kit!</div>
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<h4>
The Taste Test</h4>
What does an acid taste like? M tasted a series of (safe) liquids to determine whether they tasted sour. She labeled each liquid, then recorded her taste-test results in a table.<br />
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Yep, lemon is sour! She didn't want a second taste of that one!! LOL<br />
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<h4>
Using an Indicator</h4>
M prepped a red cabbage indicator solution by ripping cabbage leaves into small pieces and putting them in a bowl with boiling water. We left the cabbage/water solution sitting for about 30 minutes while we completed other parts of the lab.<br />
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<h4>
Litmus Test</h4>
While we waited for the cabbage indicator solution, M explored the acidity of various liquids using litmus paper. There are two kinds of litmus paper - red and blue. Red litmus paper stays red in an acid, and turns blue in a base. Blue litmus paper stays blue in a base, and turns red in an acid.<br />
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I drew a pH scale and explained that pure water was in the middle - neutral - at pH 7. The further you go to the left (less than 7), the more acidic a solution is, and the paper will turn red. The further you go to the right (greater than 7), the more basic a solution is, and the paper will turn blue.<br />
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M enjoyed putting drops of the liquids on the test strips with her pipette and watching the colors change. She compared the results of this test to the results of her taste test.<br />
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<h4>
pH Test</h4>
Next, we used pH paper to see if we could determine how acidic or basic the solutions were. The pH paper changes color, and the color chart is used to see where the solution falls on the pH scale.<br />
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<h4>
Indicator Solution</h4>
Finally, the cabbage indicator solution was ready. (We should have prepped this the night before.) This was M's favorite part because she loves pouring and measuring, and there was a more dramatic color change.<br />
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M measured the same amount of cabbage indicator solution for each cup and lined the cups in front of her test solutions.<br />
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I showed her how to use the volume markings on her pipette to suck up exactly 1mL of solution to add to the indicator in the cup.<br />
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The purple color of the cabbage indicator immediately changed color when the test solutions were added. The acid solutions turned the indicator different shades of red, the neutral solution (water) remained purple, and the basic solutions turned the indicator blue or darker purple.<br />
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This was a really fun introduction to acids and bases! There are tons of test strips left that we can use another time, and there were some additional experiments that we can attempt as a follow-up (neutralizing an acid, using an acid for cleaning or metal plating).Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com1tag:blogger.com,1999:blog-8203663535928926035.post-21450007496247179372015-07-25T12:00:00.000-04:002015-08-13T22:37:19.394-04:00Spelling, Telling Time and Counting Money<h2>
Week 8 of Kindergarten</h2>
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This was another fun week with a few scheduled field trips and lots of progress on our new house. M did her own planning this week. She requested to learn about the digestive system, and told me about an experiment she saw online that she wanted to try. She also chose to do lots of reading and spelling work this week, and she finished several lessons in her reading book, as well as reading some new books. We also worked on telling time and counting money.<br />
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Day 32 - Monday</h4>
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We started the morning by learning about the digestive system. You can see a full post on all of the activities we did <a href="http://unschooltheteacher.blogspot.com/2015/07/the-digestive-system-for-kids.html" target="_blank">here</a>. M took a quick break from the experiments (while I was binding her booklet) to draw a picture of our new house. She is starting to add a lot more detail to her drawings (this drawing was of the house at night, with fireflies outside her window).<br />
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Later that morning she pulled out her <a href="http://amzn.to/1huHX25" target="_blank">BOB Books Sight Words</a> set (affiliate link) and wanted to try using the flash cards that were included. I was pretty sure she already knew all of the words, so we played an I Spy game to check. I laid out the cards in a grid on the floor and called out a word (I spy "and") and she had to find the card as fast as she could.<br />
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She pulled out the activity books that were included with <a href="http://amzn.to/1IB0qTq" target="_blank">Set 3</a> (affiliate link). The activity books are not great, but she had fun coloring the pictures, and she found and read the corresponding book for each activity page.<br />
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That afternoon she cut out "puppets" from her Herb Fairies set. We had plans to meet with her "book club" to talk about lemon balm, and she wanted to act out the story.<br />
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We continued working with the golden beads and the operations mat. She is now confidently counting out the appropriate number of units, tens, hundreds and thousands to match the numeral cards (or finding numeral cards to match a quantity of beads).<br />
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<h4>
Day 33 - Tuesday</h4>
We started the day with a reading lesson from <a href="http://amzn.to/1DEMY2c" target="_blank">OPG </a>(affiliate link) on "ue" sounds. I found objects around the house that contained the "ue" sound using the different spellings (gl<u>ue</u>, tiss<u>ue</u>, scr<u>ew</u>driver, t<u>u</u>b<u>e</u>, r<u>u</u>l<u>e</u>r, sp<u>oo</u>n). We took the phonogram cards from the "ue" folder and I sorted the objects based on their spelling. M then used the movable alphabet to write the names of the objects. She could sound out the remaining letters (except for tissue, which I didn't think through, and sounds like it has an "sh") and use the appropriate letter combination for the "ue" sound.<br />
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Next, we took out the new golf tee clock that I just finished and M has been dying to try! You can find the printables and directions to make this clock, as well as presentation summaries for teaching time, on <a href="http://www.jmjpublishing.com/hope4meculture.html" target="_blank">Hope4Me</a>.<br />
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We started with just the hour hand and no tees. I moved the hour hand around the clock, and we counted the hours (1, 2, 3...). We have done this before, and M was ready to move on to the tees. I showed her how to place the tees around the outside edge of the clock. We have been working a lot on linear counting, and this was great practice! She placed all 60 tees (yay practical life work!), and then I gave a presentation on reading just the minute hand. I moved the minute hand to different places and showed her how she could read the number of minutes by looking at the number on the top of the tee.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dMDdR1rWwitq9X8kK1x_c1wp4o2XTimkkUKMeWFydI0aCb5e9YUkISJJJLMckSEtLZTK1BFilhMS9hwww1ZepmA1YA8HZTRGkkUpnF4S4-6QUXTXpNPqh_OfKRMX_c6ZNIaib_Ff6RZn/s1600/0721151025a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3dMDdR1rWwitq9X8kK1x_c1wp4o2XTimkkUKMeWFydI0aCb5e9YUkISJJJLMckSEtLZTK1BFilhMS9hwww1ZepmA1YA8HZTRGkkUpnF4S4-6QUXTXpNPqh_OfKRMX_c6ZNIaib_Ff6RZn/s200/0721151025a.jpg" width="133" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-vappk87S1V3FaJSGl6RYnxjTpUctgwVFF65dOLYBLtVMs2n2VT_Qkm2w0vKyxsRbBAnjb87XQbmaJcLKkrvlZMQUboAp7hWVdQM0-sZjNcEvZ67QiqFGz5jM1aQEIFawm6k1562yBotK/s1600/0721151106b.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-vappk87S1V3FaJSGl6RYnxjTpUctgwVFF65dOLYBLtVMs2n2VT_Qkm2w0vKyxsRbBAnjb87XQbmaJcLKkrvlZMQUboAp7hWVdQM0-sZjNcEvZ67QiqFGz5jM1aQEIFawm6k1562yBotK/s200/0721151106b.jpg" width="133" /></a></div>
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That afternoon we went to the library and the Children's Museum. We spent most of the time at the Children's museum in the Japan exhibit (again). Below you can see her tracing different cartoon features to create her own cartoon character.<br />
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<h4>
Day 34 - Thursday</h4>
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M was a little restless this morning, so I pulled out her foam pattern blocks. <span style="font-family: 'Times New Roman', serif; line-height: 107%;">She spent some time making shapes, and quickly realized that there were
several different ways to make the same shapes. I took the opportunity to throw
in a quick lesson on fractions. </span></div>
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<span style="font-family: 'Times New Roman', serif;">When we talked about
quarters, she said "Oh yeah, like money!" I pulled out a box I had
put aside recently to start talking about money, and laid out one Sacagawea
dollar, two half dollar coins, and four quarters.</span><span style="background: white; color: #222222; font-family: Arial, sans-serif;"> </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">Next, we moved on to
some practical life exercises - knot tying and folding. We're practicing tying
knots with a long piece of thick fabric so M can practice untying the knots as
well.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">She then practiced
folding a cloth napkin several different ways (and then insisted on tying the
napkin on her head like a bandanna). <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">I started making these
amazing leveled readers from <a href="http://wasecabiomes.org/" target="_blank"><span style="color: blue;">Waseca Biomes</span></a>. They have
some incredible materials that I hope to invest in for elementary, but for now
I'm really loving the free resources they offer! The set pictured below is
"<a href="http://wasecabiomes.org/products/parts-of-a-biome-readers-animal-life" target="_blank"><span style="color: blue;">Parts of a Biome Readers - Animal Life</span></a>."
There is a link to download the master copies for each of their reader sets.
The drawback is that the masters are formatted to print six copies of each
book, but I got around that by using the snipping tool to copy and paste one
image of each page into a powerpoint file to print. I highly recommend looking
into their materials!<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">M started reading around
February at about age 4.5, and really took off from there. She can now read all
of the levels of these readers (red through gold). I wish I had made these
sooner so she would have had more readers at her level when she was just
starting out. It's very difficult to find books that are truly phonetic, and
even harder to find readers that have any real substance. These are fantastic
because they are based around the biome study, and the red series books can be
read by children who are just starting to blend sounds and read CVC
words. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">After reading a couple
of the animal readers, M pulled out her tray of geometric solids and labels.
This time I laid out the labels in a column on her rug and she read the labels
and found the matching solid. She really enjoyed doing it this way! She definitely
knows the names of all of the solids now, and is ready to move on to more
advanced extensions.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">I've been trying to find
ways to sneak in handwriting practice, and decided that we would switch thing
up by using the green boards and a laminated sheet of blue-lined paper I made.
We have recently been talking about spacing and about the differences in the
sizes of various letters. I showed her the blue lined paper (which I sized to
fit out movable alphabet), and asked her if she thought she could find any
letters that would fit inside the blue area. It was like a scavenger hunt, and
she tried each of the letters in her movable alphabet, and then kept a list of
the letters that fit on her green board. <o:p></o:p></span></div>
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<h4>
Day 35 - Friday</h4>
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<span style="font-family: 'Times New Roman', serif;">We started the morning
with some golden bead exploration. M compared the unit beads to the ten bars,
and the ten bars to the hundred squares. I can see that she's really making the
connection between the materials and their values.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">I did a quick
presentation on the value of money (penny, nickel, dime) to build on the lesson
we did the day before. I used the red "one bars" from the colored
bead bar set for pennies, blue "five bars" for nickels, and golden
ten bars for dimes. I laid out a certain number of coins on the rug and had her
find the matching quantity to show the value of the coins.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">That afternoon we met my
parents in Hendersonville at the Hands on Museum. I was lucky enough to get to
sit back and relax a little while my parents chased the girls around the museum,
but I did get a chance to explore the Nano exhibit with M. They had some really
neat hands-on activities and displays to explain nano materials at preschool /
early elementary level, and they also had some very cool story books, including
"<a href="http://www.nisenet.org/catalog/media/alice_nanoland" target="_blank"><span style="color: blue;">Alice in Nanoland</span></a>,"
which M really enjoyed.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">Hendersonville is a
quirky little town, and M enjoyed spotting the painted bears throughout the
downtown area.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman', serif;">That evening, M played a
few round of Hangman with me. She stumped me with the word
"care." <o:p></o:p></span></div>
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<h4>
Day 36 - Saturday</h4>
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<span style="font-family: 'Times New Roman', serif;">We don't usually count
the weekends as "school days" (although we're obviously learning new
things every day!), but I think it 's so cool that M is able to watch and learn
about the construction process as our new house is being built. My husband
decided to install the water line for the house himself, so we all went out to
the property to help lay the pipe. M got to compare 1/2" and 1/4"
diameter pipe (water lines for the house and for irrigation). She watched my
husband dig the ditch to bury the pipe, and watched him connect the pipe at the
water meter.<o:p></o:p></span></div>
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<b><span style="font-family: 'Times New Roman', serif;">Successes and Challenges<o:p></o:p></span></b></div>
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<span style="font-family: 'Times New Roman', serif;">Successes this week
- <o:p></o:p></span></div>
<ul type="disc">
<li class="MsoNormal"><span style="font-family: 'Times New Roman', serif;">Child led learning. M chose the main topic to explore
this week (digestion), and we were able to work together to find resources
for experiments and other activities.<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: 'Times New Roman', serif;">Integrated language work. I love that M is reading and
writing about everything! She is becoming a stronger reader, and we are
starting to move past the "readers" that have basically no story
line, and are able to find materials she can read that have real
substance.<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: 'Times New Roman', serif;">Progress with math. While M is still struggling with
some of the numbers and need more practice with the golden beads, I can
see the progress she is making!<o:p></o:p></span></li>
</ul>
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<span style="font-family: 'Times New Roman', serif;">Challenges this week
- <o:p></o:p></span></div>
<ul type="disc">
<li class="MsoNormal"><span style="font-family: 'Times New Roman', serif;">Time!! Where does the time go?? This is mainly my
issue, as we just have so much going on with the house construction and
other family commitments. We're trying really hard to carve out a
dedicated time for a work period in the morning, but I also want to be
flexible enough that we don't miss out on opportunities that pop up. (Are
you seeing a pattern here??)<o:p></o:p></span></li>
<li class="MsoNormal"><span style="font-family: 'Times New Roman', serif;">Independent work time. I'm still trying to convince M
that she can, in fact, complete her work when I'm not sitting right next
to her. I've tried a couple of little tricks, like getting her started
with something, then slipping away to "go get something" and
seeing how long I can stay out of the room before she notices that I'm
gone. I love that she wants to share her learning with me (that's part of
the reason we're homeschooling!), but I would also like for her to be
confident enough to keep going on her own. <o:p></o:p></span></li>
</ul>
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<span style="background: white;"><span style="font-family: inherit;">Disclaimer: This post
contains Amazon Affiliate links. I receive a small commission for all purchases
made through affiliate links. There is no additional cost to you for making a
purchase through an affiliate link.</span></span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-65266955081119160232015-07-24T00:00:00.000-04:002015-08-03T00:05:55.947-04:00The Digestive System for Kids<h2>
The Digestive System</h2>
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<div>
We were driving to the grocery store, and M starts telling me about a science experiment that involves crackers, coke and a ziplock bag. She tells me that she wants to try this experiment and learn about the stomach. Well, you don't turn down a kid when they ask to learn something new, right?? So we added coke to the grocery list and I started researching as soon as we got home.<br />
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The next day, I cut and sorted the Internal Organ cards I bought from <a href="http://www.pinayhomeschooler.com/2014/02/internal-organs-of-body.html" target="_blank">Pinay Homeschooler</a> (I usually stick to free cards or make my own, but these were well worth the $1.50 for the nice images and definitions) while M watched a short video about the digestive system on <a href="https://jr.brainpop.com/health/bodies/digestivesystem/" target="_blank">Brain Pop, Jr.</a></div>
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<div>
I gave M the nomenclature cards and a blank <a href="http://www.momjunction.com/articles/anatomy-coloring-pages_00105691/" target="_blank">anatomy coloring sheet</a> and we talked about how the food we eat passes through the body. We matched the cards to the organs on the coloring sheet, and M colored the different organs when we were done. </div>
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Next, we matched the pictures and definitions from the Pinay organ set to make a mini booklet. M read the booklet (with very little help from me!) and then traced the names of the organs on the corresponding organ cards.<br />
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Now it was time to act out the process of digestion! <a href="http://little-blossoms-childminding.blogspot.com/2013/04/learning-about-digestive-system.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+blogspot/cfel+(Little+Blossoms)" target="_blank">Little Blossoms</a> has a great post that we followed for the investigation.<br />
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First the teeth chew the crackers. M used her fists as molars to crush the crackers.<br />
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Now we need some saliva! Spray a little water into the bag and keep crushing to form a bolus.<br />
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The bolus moves from the pharynx into the esophagus. Waves of muscle contractions squeeze the bolus down the esophagus. M used her hands to squeeze the "bolus" down the "esophagus" (aka ballet tights).<br />
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Now it gets to the stomach, where gastric juices in the stomach break down the food chemically. We added coke ("stomach acid") to the cracker/water mixture in the bag.<br />
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Next, the digested food moves into the small intestines. We learned that the small intestines are actually 20 feet long! We measured 20 feet of yarn and stretched it across the apartment to get a visual of how long that really is. Then we coiled the "intestines" to see how the could fit inside our bodies.<br />
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Here's the "stomach" connected to the "small intestines." M liked running her finger along the yarn like a maze to see how far the digested food had to travel.<br />
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We took a break to review the organ cards for the pancreas and liver to see how they contribute to the digestive system. Since Daddy is diabetic, M had lots of questions about how the pancreas contributes to the digestive system. We talked about how Daddy's pump helps his body since his pancreas doesn't do it's job.<br />
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We looked back at the coloring sheet to see where the large intestine was, and to find the anus - the end of the digestive system. (M thought this part was a little too gross to act out.)<br />
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While I put the baby down for a nap, M reviewed her organ booklet, and matched up all of the 3-part cards.<br />
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We borrowed the book <a href="http://amzn.to/1IdYaBi" target="_blank">Quest to Digest</a> (affiliate link) from the library, and M enjoyed looking at the pictures and learning some new details about the organs that make up the digestive system. In the picture on the right, she's using a hand mirror to locate her uvula in the back of her throat.<br />
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This was a really fun lesson, and I have a feeling it will lead to more anatomy investigations in the near future!</div>
Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-41048851143348547272015-07-22T10:00:00.000-04:002015-08-01T22:48:45.674-04:0013 Months<h2>
What's My Toddler Doing?</h2>
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I decided to start a new series of posts with observations of my toddler. (Toddler??!! Can that be right??) She is 13 months now, and is a little ball of energy. She is gaining new skills every day, so I will use these posts to record pictures and observations of what she has been up to for the past month.</div>
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<h3>
Gross Motor</h3>
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<ul>
<li>Opening and closing cabinets and drawers (including pulling things out, and occasionally putting things in)</li>
<li>Walking on all different surfaces - indoor and outdoor (looking for challenges)</li>
<li>Sitting in chairs (climbing on and off)</li>
<li>Climbing (step ladders, stairs, piles of gravel, moving boxes to assist in climbing onto the bed)</li>
</ul>
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<h3>
Fine Motor</h3>
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<ul>
<li>Putting objects in containers</li>
<li>Picking up small objects (many of which go into the mouth)</li>
<li>Turning pages of books (finally not purposely destroying them)</li>
<li>Opening and closing containers</li>
<li>Inserting one object into another (egg in cup, object permanence box, knobbed cylinders, puzzles)</li>
<li>Tracing shapes with finger (knobbed cylinder)</li>
</ul>
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<h3>
Language</h3>
<div>
<ul>
<li>Words - dada, mama, dog, hi</li>
<li>Signs - more, eat, all done</li>
<li>Starting to look at pictures in books</li>
<li>"Asks" questions - holding up objects, pointing </li>
</ul>
</div>
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<br />
<h3>
Practical Life</h3>
<div>
<ul>
<li>Interest in clothes - pulling clothes out of the drawer, attempting to put on clothes, helping to get undressed, tries to put on shoes, undoes velcro</li>
<li>Eating - sits at the table (child-sized), eats mainly finger foods, attempting to use a spoon, drinks from a sippy cup or straw</li>
<li>Hygiene - rubs hands together to wash hands, holds (and bites on) toothbrush, attempts to brush hair, enjoys baths and showers</li>
<li>Potty - introduced potty seat, learning to sit on it, talking about potty and teaching sign, peed and pooped once (purely accidental, I'm sure, but it saved a diaper!)</li>
<li>Sleep - sleeps on a toddler bed that she can climb in and out of on her own</li>
</ul>
</div>
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<br />
<h3>
Sensorial</h3>
<div>
<ul>
<li>Exploring textures - indoor and outdoor</li>
<li>Adventurous palette - will eat just about anything (except sweet potato...)</li>
<li>Loves splashing in water (bath/shower, pool, dog's water bowl) </li>
<li>Dances to music, plays instruments (including xylophone and bells)</li>
</ul>
</div>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-33132800045508850802015-07-20T00:14:00.000-04:002015-08-01T22:58:01.495-04:00Golden Beads, Concrete, Watercolors and a Covered Bridge<h2>
Week 7 of Kindergarten</h2>
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Day 28 - Tuesday</h4>
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As I've been saying for the past few weeks, we're struggling with setting up a schedule. We're in limbo right now because we're between houses and we don't have all of our belongings (a good bit is in storage). Since this is a short-term housing situation, we are trying to make do rather than spend the time and money to really set up the space to meet our needs. </div>
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I haven't found a great way to set up the kitchen to allow M to be as independent as she can be. Meals have become stressful, especially breakfast and lunch, which seem to take f.o.r.e.v.e.r! I want M to take more responsibility for preparing her own breakfast and snacks, and I'm hoping that this will encourage her to focus on eating her food. </div>
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We talked about all of this on Monday, and came up with a game plan. I let her choose two options for breakfast that she could prepare independently (she chose a bowl of cereal or a bagel with cream cheese). I prepared the ingredients so she would have access to them. I pre-measured the cereal and put it in a container on the pantry shelf (she was concerned that she would spill if she tried to pour from the cereal box). I also filled her small pitcher with milk and put it on a low shelf in the fridge. She can reach her bowls and spoons, and also has access to fresh fruit.</div>
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After breakfast, I gave her a list of "task cards" to help her stay focused on getting ready. She had cards that said "Put pjs in hamper," "Go to the potty," "Get dressed," etc. (We talked through her typical morning routine on Monday as we made the cards.) This allowed her to get herself ready independently without getting distracted like she usually does, and allowed me to put the baby down for a nap before we started her work period.<br />
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We started the work period with more golden beads review. She placed the appropriate quantities of hundred squares and then ten bars to match the numeral cards that were placed in mixed order.<br />
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She is still occasionally mixing up 6 and 9, and sometimes forgets the numeral 8, so we did a 3 period lesson to practice. She was much more confident after finishing this lesson.<br />
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Next, she sorted all of her golden beads in the appropriate sections of her operations mat.<br />
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And finally, we put her practice to the test as she matched the numeral cards to the quantities on her mat.<br />
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After math, she chose to do the next reading lesson in <a href="http://amzn.to/1HDKU8O" target="_blank">OPG </a>(affiliate link). She ended up doing several lessons in a row, all focusing on different spellings for the sound "ue" (as in glue).<br />
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She followed this up with some handwriting practice in her journal using the sandpaper letters as a guide.<br />
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That evening we drove to our new property to check on the progress. We were there when the dumpster was delivered, and M got to watch the truck's hydraulic arm lower the dumpster to the ground. Once the dumpster was placed, M helped me walk around the yard and pick up all the trash that had been left behind by the construction crew. This gave us the opportunity to talk about pollution and the importance of caring for our environment.<br />
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Day 29 - Wednesday</h4>
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M made her own breakfast again Wednesday morning, and helped me pack a picnic lunch to take to the property. We spent the morning waiting for the concrete truck to arrive to pour the foundations. They were a few hours behind schedule, but luckily I had some water color paints in the car. M worked on color mixing and experimented with wet and dry brush strokes. </div>
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When she got bored of painting on paper, I suggested that she try painting on other surfaces - leaves, sticks, rocks. She particularly enjoyed painting leaves, and was able to make some leaf prints by pressing blank paper on the painted leaf when she was finished.<br />
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The pump truck and concrete mixer finally arrived, and we spent the rest of the morning eating our picnic lunch and watching the progress on our house.<br />
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After lunch, we stopped by for a short mini-co-op session. M checked out her friends' new President Guess Who? game, then worked together with her friends to complete addition problems on the strip board.<br />
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When we got home, M had some quiet time in her room, and chose to work on puzzles. She completed several small puzzles, and followed the directions to create different shapes out of her puzzle eraser set (like the heart in the picture below).<br />
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<br />Day 30 - Thursday</h4>
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M chose to work on math again, starting with building numbers with her golden beads. I offered to do a lesson on addition, but she said she wanted to practice counting instead.</div>
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She moved on to the hundred board. She is still having trouble recognizing numbers larger than 30, but she was able to use the control chart to check for accuracy as she worked. She also took out a blank chart and wrote the numbers as she added them to the board.<br />
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Once she got to 29, I took out the golden beads and talked her through which number would come next. (After twenty-nine would be twenty-ten. What would twenty and ten look like? Here's twenty - two tens - and another ten. Then she realized that that was the same as three tens, or thirty.) I continued to add one more golden bead on the mat next to her so she could count the beads to determine which numeral tile to find next. She made it up into the 40s before she got tired and put it away.<br />
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After lunch (yes, still in pjs), she worked on a closure book, including buckles and laces. She asked me to give her a lesson on braiding, which I did, but she didn't quite follow the pattern and ended up mostly twisting two strands together. I need to get a braiding board with different colored strands of yarn to make it easier for her to see.<br />
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Later, she helped me with a ton of cleaning around the house. I vacuumed while she cleaned up her own room, and then she asked if she could mop the floors in the kitchen and bathroom. </div>
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<br />Day 31 - Friday</h4>
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On Friday, we met some friends at Campbell's Covered Bridge for a morning of splashing in the creek and walking through the woods.</div>
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There were TONS of tadpoles in the shallow areas of the creek. M watched them for a while, and found a few froglets with legs too. There were lots of other critters to watch as well, including butterflies, damselflies (we learned that dragonflies have their wings open at rest, and damselflies have their wings closed at rest!), blue tailed skinks, and various insects. </div>
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M enjoyed reading the interpretive signs to learn about the history of the covered bridge. The bridge, constructed in 1909, is the last remaining covered bridge in South Carolina. We talked about the function of a grist mill, which used to be on the property adjacent to the bridge, and read a story about the previous owner of the land.<br />
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That afternoon, I helped M bake zucchini bread. She took the lead and did most of the baking on her own! She read the recipe, found the correct ingredients, helped to measure the ingredients, peeled and grated the zucchini, crushed the walnuts, operated the mixer, and filled the muffin pans. And, of course, she helped taste the finished product!<br />
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<h4>
Successes and Challenges</h4>
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Successes this week - </div>
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<li>Independence - We had a conversation about why it is important for M to learn to do things for herself. She gets jealous that the baby gets more help (which she views as extra attention). We talked about things that she could do for herself, and also talked about things we could do together so she would still have one-on-one time with me.</li>
<li>Math - There were lots of mini breakthroughs with the golden beads. She is making connections between the various materials, becoming more confident in recognizing the numerals, and most importantly, is choosing more challenging work that she didn't want to attempt before.</li>
<li>Schedule - We're attempting to designate a "school time" so M knows what to expect in the mornings, and have more flexibility with the schedule in the afternoons. This seems to be working well so far.</li>
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Challenges this week - </div>
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<li>Keeping up with interests - M changes her mind by the minute it seems! I have a to-do list a mile long with ideas and materials to make based on the topics M says she is interested in. I need to find a way to narrow down the topics and pick something she can stay focused on rather than jumping from topic to topic.</li>
<li>Patience. I think I'm doing decently well in this area, but it has been difficult. I have to sit on my hands a lot, especially as she works with the math materials, to keep myself from interfering. I'm practicing my observational skills, and trying to determine when she can figure things out on her own, and when she needs a tiny bit of help to keep moving along in the right direction.</li>
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Disclaimer: This post contains Amazon Affiliate links. I receive a small commission for all purchases made through affiliate links. There is no additional cost to you for making a purchase through an affiliate link.<br />
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com1tag:blogger.com,1999:blog-8203663535928926035.post-75843874896377308412015-07-13T22:38:00.002-04:002015-08-01T22:58:56.139-04:00Volcanoes, Geography and Golden Beads<h2>
Week 6 of Kindergarten</h2>
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Day 24 - Monday</h4>
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We spent most of the week learning about volcanoes. See more information on <a href="http://unschooltheteacher.blogspot.com/2015/07/explosive-volcano-unit.html" target="_blank">this post</a>.</div>
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The volcano experiments led to lots of practical life activities - scooping and pouring, washing the table and chairs, and washing dishes, followed by lunch prep.</div>
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After all of the excitement of the day, M wound down before bed with her new <a href="http://amzn.to/1IWLyQV" target="_blank">High Five magazine</a> (Amazon affiliate link). I love that it includes all of the fun activities, puzzles and game you would expect from a Highlights magazine, but also has stories and poems that are on a reading level that is perfect for an emergent reader.<br />
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Day 25 - Tuesday</h4>
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Co-op was all about volcanoes (again, <a href="http://unschooltheteacher.blogspot.com/2015/07/explosive-volcano-unit.html" target="_blank">more detail here</a>). M spent most of the independent time exploring continent boxes. She was particularly interested in the Africa box. She looked through all of the souvenirs that my brother and sister-in-law brought back from a trip to Africa. She also matched the Ancient Egypt TOOB figures to the picture and label chart, and looked at the African animal figures. Her exploration of continent boxes often turns into play, but I can tell that she's learning a lot, so I leave her alone. Eventually I'd like to find a way to use the continent boxes as a way to discover topics for introductory research.</div>
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I've been trying to encourage more practical life skills, so M helped with folding laundry and peeling vegetables to prepare dinner. M has had a bit of a regression in PL skills since the baby was born last year. She is still perfectly capable of doing things independently, but she doesn't WANT to do things independently. She's having some jealousy issues, and feels like the baby gets special attention. She now wants help with things she was previously doing independently, like picking out her clothes and getting dressed, preparing snacks, and getting ready for bed. I'm hoping that adding in more challenging PL skills will help her feel proud of all the things she can do.<br />
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Day 26 - Wednesday</h4>
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My sister-in-law's Air Force retirement ceremony was this week. The girls and I stayed home, but my husband hand-delivered this card that M worked on. I asked M if she wanted to draw a picture of Aunt Beth on the card, and she asked if I knew what she would wear for the ceremony. This gave us the opportunity to look up military uniforms for different occasions. </div>
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On the inside of the card, she used her <a href="http://amzn.to/1IWO4Xy" target="_blank">"Make Your Own Cards" kit</a> (affiliate link) and her pattern block templates to make a rocket ship.</div>
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Later, we worked our way through several reading lessons. M has picked up on a lot of the rules of vowel pairs just through practice, so she flew through these lessons on "long o."<br />
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I copied a couple of the practice stories (from <a href="http://amzn.to/1IWOpcN" target="_blank">Ordinary Parent's Guide to Teaching Reading</a> - affiliate link) into mini books. She read the stories and illustrated the books.<br />
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While M was illustrating books, I was printing these free geography cards (<a href="http://ibelieveinmontessori.blogspot.com/2015/02/expanding-child-horizons-part-2.html" target="_blank">Children Around the World</a> from I Believe in Montessori).<br />
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I gave the cards to M and let her flip through and see which children she wanted to learn more about. She chose the first three cards, and she took our her globe to see if we could find the countries where the children were from.<br />
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I love these cards for several reasons. They have absolutely gorgeous pictures, but I also love that they have an outline of the continent on the front, and then the specific country on the back. This helps M locate the country on her globe because she can find the continent first to focus her search.<br />
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We have the <a href="http://amzn.to/1HZuJUJ" target="_blank">Interactive Talking Globe from Oregon Scientific</a> (affiliate link). After finding the right country for a specific card, M could use the different modes on her globe to learn more about the child's country, like the official language, weather, geographical features, and more. She really enjoyed this activity (and I think this could be a good way to focus her use of the continent boxes!).<br />
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Day 27 - Thursday</h4>
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In co-op, we talked about electrical energy. We started with a circuits demo using this cool <a href="http://amzn.to/1M2OuMV" target="_blank">Energy Stick</a> (affiliate link), which was actually a gag gift that my brother got one Christmas and passed along to us (thanks Matt!!). The kids held hands in a circle to create a circuit, which lit up the Energy Stick. If anyone dropped their hands (broke the circuit), the lights would stop flashing.</div>
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Next, I used the conductive play dough (recipe from this <a href="http://amzn.to/1O2pEez" target="_blank">Squishy Circuits kit</a> - affiliate link) to demonstrate that some materials are conductors and some materials are insulators. I built a basic circuit with a battery pack and a buzzer connected by balls of dough. I inserted different materials (pipe cleaner, popsicle stick, string, paperclip, etc) and the kids listened to see if the buzzer made a noise. We separated the materials into conductors and insulators, then the kids had some time to experiment with their own "squishy circuits."</div>
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After co-op, we did some math work at home. M asked to put her "baby" on her back so she could have her hands free.</div>
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We're backtracking on some of the math materials to make sure there aren't any gaps in her knowledge. She was struggling with the tens board over the past couple of weeks, getting mixed up between counting by ones and counting by tens. I decided to go back and focus on the golden beads and matching units, tens, hundreds and thousands to the numeral cards.<br />
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Here she's counting unit beads. I put the numeral tiles in mixed order to make sure she wasn't just counting in order. Through this exercise I realized that she's still mixing up 6 and 9, and forgets what the numeral 8 looks like. She knew all of the rest of the numerals, and could easily count the correct number of beads to match each card.<br />
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Next, we repeated the same activity using thousand cubes. Again, I put the numeral tiles in mixed order to reinforce her comprehension. She turned this into a building game where she had to build skyscrapers and castles of a certain size.<br />
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After we finished math, we did one more reading review game. This game was called "Cross the River" and involved a series of cards with words written on them. One card in each column had the "long u" sound. Only those cards could be used as "rocks" to get across the river. I wrote sight words and other long vowel words on the remaining cards. She read all three words in the column, then placed her toy horse on the "long u" word.<br />
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Finally, we wrapped up with some handwriting practice. A friend had suggested using a larger box for our salt/sand tray for handwriting. I tested this out by transferring her purple sand into a 12x12 scrapbook case I had. She really liked the larger format, and worked on several different letters. She is making progress with remembering the proper formation of the lowercase letters, but still has some reversals that she needs more practice with.<br />
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That evening, we made a quick trip out to the property to check the progress. We got to talk to "Mr. Wayne" who was finishing up some prep work for the house foundations.<br />
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Successes and Challenges</h4>
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Successes this week - </div>
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<li>Volcano study - This really held her interest, and involved all of the major subjects. We have had a lot of luck with unit study - type projects in the past, and I need to find more ways to incorporate these when we find a topic that M is interested in.</li>
<li>Practical Life - I feel like we're making progress with promoting independence. I want to talk with her about more chores she might want to learn to do, and continue to make things accessible to her so she can do more on her own.</li>
<li>Math - Taking a step back allowed me to observe the root of the problem with the golden beads. It looks like an easy fix, and by practicing and reviewing a few lessons, I think we can move ahead and avoid the frustration she was feeling.</li>
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Challenges this week - </div>
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<li>Energy levels - I don't know if M is hitting a growth spurt or what, but she has been so overtired. I've been trying to get her to sleep earlier, but she's still acting tired and cranky by about 3-4pm. She won't nap, so I need to look into some calming/relaxing activities she can do around this time to avoid meltdowns.</li>
<li>Consistency - Still an issue. Still not sure if I want to create more of a schedule or just go with it. We're off from co-op for the next two weeks, so I may experiment with a morning schedule. </li>
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Disclaimer: This post contains Amazon Affiliate links. I receive a small commission for all purchases made through affiliate links. There is no additional cost to you for making a purchase through an affiliate link.</div>
Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-42473889572034697902015-07-11T21:46:00.000-04:002015-08-01T22:59:13.819-04:00Explosive Volcano Unit!<div class="separator" style="clear: both; text-align: center;">
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We spent most of this week learning about volcanoes! We have explored volcanoes in the past when we did a <a href="http://unschooltheteacher.blogspot.com/2013/08/fun-with-dinosaurs.html" target="_blank">unit on dinosaurs</a>, but M is older now and was interested in learning about the parts of a volcano and understanding what causes a volcano to erupt.<br />
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We received the <a href="http://amzn.to/1MnD84e" target="_blank">Magic School Bus Volcano Kit</a> (Amazon affiliate link) through the <a href="http://theyoungscientistsclub.com/" target="_blank">Young Scientists Club</a> (we receive a monthly kit). It started with a lesson on the layers of the Earth, so I prepared a set of <a href="http://thehelpfulgarden.blogspot.com/2012/09/layers-of-earth-nomenclature-cards-and.html" target="_blank">3 part cards from The Helpful Garden</a> and printed blackline masters to make a booklet.<br />
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As she was reading the names (we use the 3 part cards for reading practice now as well), we talked about the meaning of the words - inner core, outer core, mantle and crust. I asked her what she thought of when she read the word "crust" and she said it was like the crust on pizza or bread. I quickly grabbed a piece of bread and remembered reading that you can paint on bread with colored milk. We colored the milk with a couple drops of food coloring to make red and yellow to match the diagram in her Magic School Bus guide and she painted the bread to look like a slice of Earth. She tried using a paint brush at first, but found it was easier to fill an eyedropper with the milk and "paint" by dripping the color on the bread. She made a red "core" in the middle, then painted the yellow mantle right inside of the crust. Finally, she mixed together the remaining red and yellow milk to make orange and painted the "outer core."<br />
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Next, I showed her the <a href="http://thehelpfulgarden.blogspot.com/2013/01/parts-of-volcano-nomenclature-cards.html" target="_blank">Parts of a Volcano nomenclature cards</a> (also from Helpful Garden). I made a blackline master by copying one of the volcano images into word. M loved learning all of the new nomenclature, and was able to read most of the words on her own. She colored and labeled her own booklet as she went.</div>
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You can see in the second picture above that I colored each of the highlighted parts of the volcano in red. (I did the same with the layer of the Earth cards. Some of the sets from The Helpful Garden use multiple colors. She has updated some versions of her cards to use only red, but the older cards have not been updated.)</div>
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Now that she knew how a volcano worked, it was time to build a volcano model! We bought a six pack of soda specifically for this project (we don't keep soda in the house), which M thought was pretty funny. I read that the shape of the soda bottle was better for the reaction. The Magic School Bus kit included two sheets of black construction paper that you wrapped around the soda bottle to make a cone shape. We then paper mache'd over the construction paper using a 1:1 flour / warm water mix. We have done paper mache before (see our <a href="http://unschooltheteacher.blogspot.com/2014/02/a-is-for-africa.html" target="_blank">African milk jug mask</a>), and I thought that M would bail on me, but she actually did about 90% of the volcano on her own. </div>
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This lead to some Practical Life - washing the table!</div>
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We took a break for lunch and played for a while. Then, after the baby went down for her afternoon nap, M asked if we could read the Magic Treehouse book we picked up from the library. <a href="http://amzn.to/1Cwj2oi" target="_blank">Vacation Under the Volcano</a> (Book #13) (Amazon affiliate link) is one of the shorter books, so we actually read the entire book from start to finish! In the story, Jack and Annie travel back in time to the Roman Empire to save a book from being destroyed when Mt. Vesuvius erupts near Pompeii.</div>
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After the story, we took out the pumice samples that came in the Magic School Bus kit. M compared them to some of her rocks from her rock collection, and was surprised by how light they were. She looked at the pumice with her magnifying glass and saw that it had lots of little holes. She decided to draw a picture of it before moving on to the next experiment.</div>
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After sketching, she put the pumice and other rocks in water to see if they would sink or float. The pumice floated, while the rocks sank to the bottom. (This was a nice addition to our <a href="http://unschooltheteacher.blogspot.com/2015/07/chemistry-and-construction.html" target="_blank">lesson on density</a> last week!)</div>
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The water activity turned into a giant volcano-design-water-pouring-mess-everywhere activity. I pretty much closed my eyes and let her go (eventually moving her off the table and into the kitchen sink). She promised to clean everything up when she was done "experimenting" (and she did). She had elaborate explanations for how she arranged the scoops and cups (magma travelling up from the magma chamber, ash clouds, etc.) and used her "parts of a volcano" booklet to describe it all to me.<br />
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We wrapped up the long day by reading the <a href="http://amzn.to/1CwmDmn" target="_blank">National Geographic Reader "Volcanoes!"</a> (Amazon affiliate link).<br />
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The next morning was co-op and the theme was, you guessed it, volcanoes! I redid the layers of the Earth lesson, then we looked at <a href="http://thehelpfulgarden.blogspot.com/2013/03/volcano-photo-cards-set-for-early.html" target="_blank">picture cards of all different volcanoes</a>, and M showed her friends her parts of a volcano booklet. We passed around M's pumice samples, and compared it to a piece of lava rock from Hawaii.<br />
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The kids used hardening clay to make volcano models. (This project was a fail. We used mini plastic water bottles and wrapped the clay around the bottles and put it outside to harden. The clay cracked and most of it fell off of the bottle.)<br />
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After snack, we gave the kids small cups of baking soda and vinegar with red food coloring, and let them make "lava" on their trays. This was a good exercise in fine motor skills. I got tiny spoons from the dollar store that they used to scoop baking soda from the cup into the wells on the plastic trays. Then they used the eyedropper to drop vinegar onto the tray to see the "volcano" erupt. When their tray was full, they could use the eyedropper to transfer the liquid back into the cup and start over.<br />
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On Wednesday morning, M painted her volcano and put it outside to dry.<br />
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Later that evening, she FINALLY got to test out her volcano! We followed the directions in the Magic School Bus kit and combine baking soda, water and dish soap in the bottle, then added the red-colored vinegar to make it erupt. It was pretty cool to watch (the dish soap helps it to bubble more), and M repeated it several times before we cleaned up for bed.<br />
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We got a second viewing on Thursday at co-op (after repairing everyone's broken volcanoes with a layer of paper mache).<br />
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This was definitely a fun unit! I have a feeling there will be more volcanic eruptions in the near future. Good thing I bought our baking soda and vinegar at Costco. ;)<br />
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Disclaimer: This post contains Amazon Affiliate links. I receive a small commission for all purchases made through affiliate links. There is no additional cost to you for making a purchase through an affiliate link.Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com3tag:blogger.com,1999:blog-8203663535928926035.post-738566995828327402015-07-06T00:45:00.000-04:002015-08-01T23:01:04.027-04:00Chemistry and Construction<h2>
Week 5 of Kindergarten</h2>
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Planning</h4>
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This was a busy week for house construction, so we took it easy with planned "school" days and focused on learning through experience. We still had two co-op days, which were based on physical science and chemistry this week.</div>
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Day 20 - Tuesday</h4>
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At co-op on Tuesday we learned about density. My co-teacher gave a lesson on making butter, and the kids shook a jar of cream until it clumped together (became more dense) and formed butter. </div>
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I gave a presentation on density where I passed around two golf balls - on regular and one hollow plastic. Even though they were the same size and shape, the regular golf ball was heavier. We also compared similar balls made of different materials - a baseball, a soft cloth ball, and a styrofoam ball. I explained that an object with more mass feels heavier, and that density is the amount of mass in a certain volume or space. As we passed the balls around, I had each child hold up the heaviest ball and say "this ball has the highest density." </div>
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Next, we talked about how liquids can have different densities too. We compared several different liquids, then the kids helped measure the same volume of each liquid into paper cups (one full paper cup, approximately 1/2 cup of each liquid) and pour the liquids into a cylindrical vase. We added food coloring to some of the clear liquids to help differentiate them.</div>
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The liquids settled out to create a "rainbow" in our vase, and we were able to see which liquids were the most dense (heaviest) and sank to the bottom, and which were the least dense (lightest) and floated to the top. </div>
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The full experiment can be found on <a href="http://www.stevespanglerscience.com/lab/experiments/seven-layer-density-column" target="_blank">Steve Spangler Science</a>.</div>
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We took small water bottles and added oil, water and food coloring to make mini density bottles for the kids to take home.</div>
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During the work period upstairs, M checked on the mealworms (some have changed into darkling beetles),<br />
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and worked with the rock tray and identified some of the mineral samples.<br />
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After snack, we made homemade bubble solution, and continued exploring density with sink/float toys in the water table and blowing bubbles. The kids learned that they could coat their hands in the bubble solution and blow bubbles through their finger and touch the bubbles without popping them!<br />
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We made a quick run by the property that evening, and got in some PE in the form of bike riding.<br />
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<h4>
Day 21 - Wednesday</h4>
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My husband took the day off on Wednesday so we could all go to the property and watch the basement wall installation. There was a giant crane to lift and place the pre-poured walls. </div>
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While the construction crew worked, we took a walk through the shady woods to cool off. M observed an ant community living in a dead log, found different types of fungi growing on the sides of trees, and picked blackberries to eat (and share) along the edge of the property.<br />
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That afternoon, we had a meeting with a lumber company to discuss the lumber package and start picking out the doors and windows for the house. While we talked, M designed her own book of wall and window options. She wants a Frozen themed room, a pool in the backyard, and shelves for her school work.</div>
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Day 22 - Thursday</h4>
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On Thursday we talked about physical vs. chemical changes. I demonstrated some physical changes (crumpling or ripping paper, melting ice) and a chemical change (baking soda and vinegar reaction). The kids loved watching the baking soda and vinegar reaction. I started with a soda bottle half filled with vinegar. Then I used a funnel to put baking soda inside a balloon. I carefully put the balloon on the mouth of the bottle, then shook the balloon around to get all of the baking soda to dump into the vinegar inside the bottle. When the baking soda and vinegar react, they form carbon dioxide gas, which fills the balloon. The kids can clearly see that a new substance has formed - a solid (baking soda) and liquid (vinegar) form a gas (carbon dioxide).</div>
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Next, the kids did their own chemistry experiment. We poured milk into shallow plates and added drops of food coloring. I gave each child a Q-tip, and they dipped it into the milk and saw that nothing happened to the food coloring. Then, I put a drop of dish soap on the end of each Q-tip and they tried again. This time, the colors started moving and swirling on their plates! The dish detergent was reacting with the milk, and causing the food coloring to get pushed around. The kids had a lot of fun using the Q-tips to push the colors in different directions, and trying to get the colors to mix together.</div>
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The full experiment can be found on <a href="http://www.stevespanglerscience.com/lab/experiments/milk-color-explosion" target="_blank">Steve Spangler Science</a>.</div>
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During the independent work time, M chose to work with the continent map and traced Asia to add to her collection of continents she has punched. She also worked with a group on the hundred board for a little while, and worked with my dad (who came down for the day to help) on the cash register identifying coins.<br />
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After snack, we worked together to create a batch of slime (another <a href="http://www.stevespanglerscience.com/lab/experiments/glue-borax-gak" target="_blank">Steve Spangler</a> project). The kids couldn't agree on which color the slime should be, so we made it white and then added the food coloring after we divided the slime. I put a couple of drops of whatever color food coloring the child wanted into a ziplock bag with their white slime. After zipping it up, they squished the slime around until most of the color was absorbed. It had a kind of marbled look to it that was really cool! They took the slime out of the bag and explored its properties (kind of stretchy, but breaks if pulled), and they even used cookie cutters to make different shapes.<br />
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<h4>
Day 23 - Friday</h4>
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Friday was another day on the property. The plumber had been there early that morning to lay the pipe before the basement floor was poured. My husband wanted to run by and check the measurements, and M was more than happy to help with the tape measure. She mostly enjoyed unwinding and winding the tape, but she also measured between some of the pipes and found the distance from the front wall to a tree in the backyard.</div>
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Our reading and writing practice came courtesy of a Chick-fil-A decoding toy. I wrote messages in "code" for her to decode, and she practiced finding letters and drawing the corresponding symbols.<br />
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Successes and Challenges</h4>
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Successes this week - </div>
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<li>Real life learning. We have a LOT going on right now, and we are fortunate that we can include M in the construction process. She looks at the floor plans, visits all of the vendors, and follows the progress on our property. </li>
<li>Organization - We had a funny week since my husband was off on Wednesday and Friday, plus the 4th of July on Saturday. With an extra set of hands, I was able to spend some more time organizing M's room and getting more of the extra stuff that doesn't fit in our temporary apartment out of our living space and into storage. Hopefully this will make things easier in the coming months until we are able to move into the new house.</li>
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Challenges this week - </div>
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<li>Crazy schedules - This is just an ongoing problem that we'll have to deal with. We will continue to do our best to fit in learning opportunities and to make the most of the real world experiences. It's definitely taking a toll on M (and me!) to be on the go so much, so we need to try to find more balance in our days.</li>
<li>Waning interest - I don't know if it was exhaustion (M has been SO tired lately), or Daddy being home, or the holiday weekend, but M wasn't particularly interested in much this week. I guess everyone needs some downtime to just take it all in. I think I will prep some extra practical life activities for next week to help build her focus again.</li>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-78584254009071312622015-06-28T23:45:00.000-04:002015-08-01T23:01:21.037-04:00Starry Night, Solar System, and Pizza Fractions<h2>
Week 4 of Kindergarten</h2>
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Planning</h3>
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I'm continuing to use the same work plan to keep M on track throughout the week, but I plan to print a new version for next week. I may change the format to use push pins or stickers instead of the paper clips because the clips tend to slide on the laminated paper.</div>
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We continued with "Young Chefs" camp, and I added a few new materials to M's shelves. M also received the second kit from the Magic School Bus Young Scientist's Club. I have several of these kits that I modified and used with my high school science classes when I was teaching, and I was excited when a friend passed along a great deal on the annual membership for this club. I put away the first kit (on volcanoes) for next week to prepare for our science camp, so we jumped ahead to this month's kit - <a href="http://amzn.to/1LvocTc" target="_blank">The Secrets of Space</a> (affiliate link). I really like getting the monthly kits because it has a wide range of activities, most of the materials are included, and it helps me narrow down which science theme to pursue that month.</div>
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Day 15 - Monday</h3>
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Our weekends have been really busy lately, so Mondays are typically our slowest days. M spent the morning playing with H. She said she wanted to make her a "language basket" to teach her some new words. It was so cute to watch them!</div>
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Later, we spent some time working on handwriting. I pulled out a few of the sandpaper letters that she needs practice with, and had her trace the letters, trace them in the sand, then write a row of the letter in her journal. She wanted to work on her own, so I left her in her room and told her to write me a note in lower case (she thinks upper case is easier, so she writes the "hard letters" in upper case) when she was finished.<br />
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Here's her note - haha! "i wont a moovie now"<br />
So she watched A Bug's Life.<br />
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<h3>
Day 16 - Tuesday</h3>
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Week 2 of Young Chefs camp started with homemade play-doh. We used this <a href="http://www.instructables.com/id/How-to-Make-Playdough-Play-doh/" target="_blank">Instructables recipe</a>, and let the kids help measure the ingredients and mix the dough before it went on the stove. After it cooled, each child received two balls of dough to color. We talked about color mixing, and used the primary colored food coloring to mix all of the colors of the rainbow. Later, the kids enjoyed playing with their play-doh to make pretend food and cut out letter and number shapes.</div>
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While at co-op, M chose a second continent to trace and punch. She is working to learn all of the continents so she can make her own continent map. This week she punched Australia.<br />
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Finally, she worked with two other girls to make her own version of van Gogh's Starry Night. I love to see how much M is progressing with her drawing and coloring skills. She is adding much more detail than she used to!</div>
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After co-op, M wanted to do more coloring. She chose this neat <a href="http://amzn.to/1edEgfb" target="_blank">flip and draw fairy coloring book</a> that my mom got her (affiliate link). Again, I was excited to see that she was paying attention to the details and really thinking about what colors she wanted to use. Previously, she would color the whole picture with one color, but now she is putting a lot more thought into her coloring work.<br />
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We worked together on the next lesson in <a href="http://amzn.to/1SWeWto" target="_blank">Ordinary Parent's Guide to Teaching Reading</a> (affiliate link) - Lesson 96 on Long "i" sounds. Then she chose the addition snake game as her math activity for the day.<br />
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I was cleaning out some extra materials from her room, and she saw her tape measure. She wanted to measure the width of the board. I showed her how to read the tape measure, then she found some chalk and started drawing different lengths of lines on the board.<br />
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We took the dog for a walk and checked the mail, and found that her Magic School Bus kit had arrived. She opened it immediately. She was so excited that she started some of the projects after dinner. She created some solar system and planet flashcards, a solar system model, and a solar system poster. She is excited to do more of the projects over the next couple of weeks.</div>
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Day 17 - Wednesday</h3>
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Wednesday was another slow day. M helped me to make some new materials for her shelves. She was so excited to be trusted to help with the new materials. She said "Mom, my friends are going to be so jealous that I get to cut all these letters and sort them in these boxes!" Hahaha! Win for Mom. ;)</div>
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These new printed movable alphabets will be used for phonogram practice.</div>
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M also helped work on her new golf tee clock. I don't know who is more excited about this material. This brilliant idea is from Suzanne at <a href="http://www.jmjpublishing.com/hope4meculture.html" target="_blank">Hope4ME</a>. I printed the clock face and glued it to styrofoam, then taped around the edges. M helped to pound golf tees around the edges (60 tees for the minutes).<br />
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She finished up with some preliminary sewing activities. I bought a couple of new pin cushions and some straight pins. She transferred the straight pins from cushion to cushion, counted the pins, and then found buttons to pin to the cushions.<br />
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Day 18 - Thursday</h3>
On Thursday, we made pizza at co-op. The kids mixed their own pizza dough, then left it to rise. Later, they came back and rolled out the dough and added toppings. They were very excited to get to eat their very own pizzas for snack.<br />
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While they waited for their pizza dough to rise, they made pizza fraction posters. They cut out toppings to decorate their pizzas, then cut them so they had a whole, halves, thirds and quarters. They backed them on construction paper to match the fraction skittles we looked at, and added these free printable templates from <a href="http://finallyinfirst.blogspot.com/2013/04/free-pizza-fractions-craft.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+FinallyInFirst+(Finally+in+First)" target="_blank">Finally in First</a>.</div>
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She also started a new sewing project. She drew a picture on the embroidery fabric, put it in the hoop, and started embroidering some details on her design. I have a feeling that this will be an ongoing project for a while.</div>
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At home that afternoon, M wanted to work with her clock. I didn't have the colored tees yet (I ordered a set of <a href="http://amzn.to/1CDnLz9" target="_blank">pink </a>and a set of <a href="http://amzn.to/1eTChh3" target="_blank">white </a>from Amazon - affiliate links), so I just did the first lesson using the hour hand.</div>
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Later, we reviewed the long "i" phonogram folder, and I gave her a basket with an object that was spelled with each of the different letter combinations (tie, fry, five, light). She used her new printed movable alphabet to spell the names of the objects, using the red letters for the long "i" sound, and black letters for the remaining sounds in each word.<br />
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She insisted on reading a bedtime story to her little sister that night. Is this not the cutest??</div>
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Day 19 - Friday</h3>
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Friday was a busy day as M wrapped up the rest of the work on her work plan. She chose to start with music. We played the scales, and she remembered the names of the notes that we had talked about last week. I took down one set of the bells for her to grade. She asked if she could just put the numbers in order (they have small numbers engraved in the top of the bell - ugh). To avoid the temptation, we decided to put a small piece of painter's tape over each of the numbers. She had to work harder to really listen to the sounds, but she enjoyed this activity. She checked her work by matching them to the second set.</div>
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Next, she wanted to do some calendar work. She already finished her June calendar and the corresponding command cards I had made, so I brought out her annual calendar and helped her find the next month. She copied the numbers from the calendar onto her blank template to create a July calendar that we can start using next week.<br />
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For math, she chose the short bead chains. She can get through the 5's by herself, but gets stuck on the 6's for some reason. After she placed the 18 arrow, she suddenly decided that she had forgotten how to count and couldn't figure out what the next arrow should be. I pulled out some of her golden beads to help her visualize. (Earlier this week we spent some time working on the ten board, but she wouldn't let me take pictures. I'm encouraging her to count the tens as 1-ten, 2-tens, 3-tens, etc to help her remember the place values.)<br />
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She didn't want to work with her movable alphabet, so I gave her a set of spelling puzzles to put together. These are really too easy for her now, but she had fun matching the pieces.<br />
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She finished up with geometry. I asked if she wanted to punch one of the shapes I had traced. She really wanted a heart, and came up with a plan to make one using a square and a circle. She cut out the square with scissors and punched the circle, and then I showed her how to fold the circle in half so she could cut along the fold to create two semi-circles. She taped the semi-circles to the sides of the square to make a heart. Very creative!</div>
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Successes and Challenges</h3>
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Successes this week - </div>
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<li>M completed everything on her work plan! She wanted to finish it all, and enjoyed choosing which work to do for each category on her list. I still want to tweak the plan a little by changing the number of some of the subjects, but overall I think it's working well.</li>
<li>M is working more independently! There were some days when she worked in her room alone, which was practically unheard of before. Usually she stops working if I stop watching, but this week she wanted to try a lot of the work on her own without me.</li>
<li>Concentration and thought. I noticed this most with her coloring and with the geometry / heart activity, but I'm excited to see that she is concentrating more and taking her time with her work to really give it her best effort. I can tell that she is really proud of her work when she is finished!</li>
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Challenges this week - </div>
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<li>Energy levels. This challenge will probably be ongoing since we just have so much going on in this stage of our lives. Our weekends are pretty hectic, and they are definitely not as relaxing as I wish they could be. That leads to tired little girls (and tired mommy) on Monday morning. I may just need to accept that Mondays will be slow days. I need to be mindful that I don't push too many things to the end of the week and overload our Fridays.</li>
<li>Putting things away. I admit, this is at least partially my fault. We still aren't fully moved in, and since this apartment is just temporary while we build our house, I don't think we'll ever be fully moved in. This, of course, makes it a challenge because M isn't used to the space and where all of her materials belong. We're working on paying attention to where you got something so you can return it to the same place. Especially markers, scissors, and small objects that tend to be left out and found by the 1-year-old. </li>
<li>Grace and Courtesy. Maybe we need some role playing or actual lessons on grace and courtesy, or maybe I need to set up an actual peace table or area for M to retreat to when she feels overwhelmed. I don't know if it's a sleep thing (she stays up too late looking at books in her bed) or a change thing (being in a new apartment and hearing us talk about the new house all the time) or a sibling rivalry thing (now that H is walking and starting to assert herself more). Either way, there is entirely too much yelling, grabbing toys, excluding, etc. Definitely something to work on. </li>
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-16696892228904705262015-06-21T16:00:00.000-04:002015-08-01T23:01:35.867-04:00Work Plan, Cooking, and American History<h2>
Week 3 of Kindergarten</h2>
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Planning</h3>
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This week was the start of the "Little Chefs" camp for our co-op. We also got in an order of new materials from <a href="http://www.montessoriequipment.com/default.asp" target="_blank">IFIT</a>, including two sets of bells, and we planned a field trip with friends to the <a href="http://www.upcountryhistory.org/" target="_blank">Upcountry History Museum</a>.</div>
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In addition to those planned activities, I printed our first attempt at a work plan based on the post by <a href="http://www.whatdidwedoallday.blogspot.com/2014/09/work-plan-20142015.html" target="_blank">What DID we do all day?</a> I decided to go with daily and weekly options so we could reset it at the end of each week. I will probably play around with the subjects listed until we find something that we're comfortable with, but this was a good start. M really likes moving the paper clips from one side to the other as she completes her work, and she likes having the chart to look at to see what her options are for the day.</div>
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Day 11 - Monday</h3>
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On Monday we spent the day finishing prepping cards for the week and exploring the new materials. M wanted to help me cut the cards using the paper cutter. I gave her the scrap paper that I cut off the cards I was making, showed her how she could use the ruler on the paper cutter to measure, and carefully cut the paper strips to different lengths. She worked on this for a LONG time. She even labeled the paper strips with the lengths. </div>
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I attempted to show her how she could use the strips to work on addition (2+3=5), but she just rolled her eyes and said, "Just put them down, Mom. I'm working here!" And off she went, creating more sets of graded papers.</div>
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We brought home some materials from my parents' house, including this fasteners book. M is able to do most of the fasteners (large buttons, snaps, zipper), but we worked on a few that she is still learning (buckle and ties).</div>
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We had some errands to run in the afternoon and a meeting to look at rock for our new house. We were out for the rest of the day, and I hadn't intended to get much work done when we returned. I showed her the new work plan in preparation for the next day, and she liked it so much that she wanted to start working immediately. She tried the set of fruit cards I prepared for camp. These cards from <a href="http://thehelpfulgarden.blogspot.com/2012/06/fruit-inside-and-out-matching-cards.html" target="_blank">The Helpful Garden</a> have pictures of the inside and outside of various fruits to match. M enjoyed matching the cards and naming the fruits.<br />
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I did the first presentation for matching the bells. Unfortunately, my very observant daughter quickly noticed that the bells have numbers engraved on the top, and she started matching the numbers rather than listening to the sound. She still enjoyed playing the bells and listening to the scale.<br />
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M noticed a basket I added next to her geometric solids with some of her toys and food from her play kitchen. She matched the toys/food to the solids, and we reviewed the names as she worked.<br />
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<h3>
Day 12 - Tuesday</h3>
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On the first day of Young Chefs camp, the kids decorated aprons and chefs hats and worked on lots of different food prep activities. M's favorites were juicing lemons and oranges (and making homemade lemonade!), flipping pancakes, and making fruit kabobs. I also gave a presentation on fractions using the new fraction skittles we purchased from IFIT. </div>
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I talked with M about using the materials at co-op, so she took the opportunity to work with the continent map. She decided that she is going to learn all of the continents, then trace and punch each continent to make a poster just like one her friend made. She started with Antarctica, which is the one continent she can always identify correctly. (Maybe because she had so much fun with our <a href="http://unschooltheteacher.blogspot.com/2014/02/ice-snow-and-antarctica.html" target="_blank">Antartica unit</a> last year??)</div>
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At the end of co-op, we gathered outside to release the butterflies. M had enjoyed observing the butterflies over the past few days, and had colored pictures and read stories to learn more about them. The kids all watched as they slowly found the opening in the top of the enclosure and flew away.<br />
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That afternoon we reviewed her work plan, and she chose to use her sand tray and "magic board" to practice handwriting with her sandpaper letters. I wanted to check her progress since we have been working on writing lately, so I took out the whole box of sandpaper letters and had her trace each letter and then write it in the sand. I did say anything, but made two piles of letters - those that she traced and wrote correctly, and those that she traced or wrote incorrectly. I added a couple of letters that I know she usually writes wrong (like backwards s), even though she actually traced and wrote them correctly with the sandpaper letter in front of her.<br />
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She chose two letters from the "needs work" pile and practiced writing those on her "magic board."<br />
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Next, she chose to work on her phonogram folders. She completed the next lesson in <a href="http://amzn.to/1ezqWCN" target="_blank">Ordinary Parent's Guide</a> (affiliate link), which was on the long "i" sound, then reviewed the other long vowel sounds she had learned previously. She read the word booklets from each envelope (long "a", long "e" and long "i"), then sorted the sound cards. (I used this <a href="http://www.whatdidwedoallday.blogspot.com/p/muriel-dwyer.html" target="_blank">collection of posts on the Dwyer Method </a>to create the phonogram folders.)<br />
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<h3>
Day 13 - Thursday</h3>
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We took the day off on Wednesday to play at a friend's house and go swimming, and jumped right back in on Thursday with the second day of Young Chefs camp. This day was all about baking, and M spent the morning helping to measure ingredients, grease muffin tins, mix batter, and scoop the batter into the muffin tins to make banana bread muffins.</div>
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Later that morning I gave a presentation on states of matter (solid, liquid, gas), and we observed the solid ice melting into liquid water. After the presentation, we mixed the ingredients for <a href="http://www.food.com/recipe/homemade-ice-cream-in-a-bag-34257" target="_blank">homemade ice cream</a> to turn a liquid into a solid.<br />
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At home that afternoon, M asked to work with the bells again. This time I had her close her eyes while I played one note, then she listened as I played the second set until she heard the matching note. After she matched the whole set, we pulled out three bells (middle C, A, high C) and I gave her a lesson on the names of those notes. I had her close her eyes while I played one of the notes, and she would point to the bell that I had played. By the end, she could say the name of the note when I played it.<br />
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Next, we pulled out the <a href="http://amzn.to/1ezqWCN" target="_blank">Ordinary Parent's Guide</a> (affiliate link) for another lesson on long "i" words. It had a review lesson with an I Spy game. You were supposed to use index cards for the game, but I modified it to use the movable alphabet. I gave a clue like "I spy something that can fly," and she had to think of a word and spell it on the rug. She had a lot of fun with this game, and I was shocked by how well she was spelling the words.<br />
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"I spy something that can fly" - jet</div>
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"I spy something that cries" - baby</div>
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"I spy something black" - marker</div>
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She chose to do another geometry lesson (to complete the section on her work plan), so we pulled out the geometric solids again. We reviewed the names of the solids, then we played the "What's missing?" game. She turned around so she couldn't see me while I hid one of the solids. She was struggling to figure out which solid was missing, so she used her geometric solid picture cards to match to the solids. She turned it into a police game (I was the robber stealing the solids, and she was the police chief who had to come survey the scene and determine what had been stolen). This game went on for quite a while, and by the end she was very confident with the names of the solids.<br />
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We brought home the DIY teen and tens boards that had been at co-op so M could practice making numbers. I reviewed the teen board with her during co-op that morning, and she worked with it independently that afternoon.<br />
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We ended the day with a trip to our property where we're building our new house. We returned the frogs that we had caught for Nature Explorers camp to their home in the pond. We walked around the perimeter of the pond and M found animal tracks, a butterfly, plantain (that she identified herself!), and wild blackberries (yum!).<br />
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<h3>
Day 14 - Friday</h3>
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We had a field trip planned for the afternoon, so I told M she needed to get her work done in the morning before we left. She had already finished most of the categories on her work plan except for math (bead chains), calendar work, and maps.</div>
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She started with the short bead chains. She has done this work before, but she has started confusing herself with counting now that she is counting larger numbers. She tries to overthink it and skips around between counting by ones and counting by tens (so she'll say 18, 19, 20, 30...). She completed through the 6's (including comparing to the bead squares, which are new), and then started having trouble with the larger numbers at the end of the 7 chain.</div>
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I had her pause and put the bead chains away, and we took out the ten board instead. I did a presentation on quantity and numeral for 10-50, then had her continue through the 50s. You can see below how she made the quantity 53 to match the numerals. We practiced counting tens as 1-ten, 2-tens, 3-tens so she could remember that the numeral in the tens column represented the number of ten bars. I can tell that she would benefit from more practice with the ten board.<br />
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While I was putting the baby down for a nap, she chose to work on her calendar tray and some handwriting practice books. When I got back, she showed me how she could put the days of the week in order without looking at the control card.<br />
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She used this dry erase handwriting practice book to practice drawing straight lines, circles, and letters. She was proud of herself for tracing the letter "e" correctly, since that was one of the letters we had just worked on.<br />
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We were ready to leave, so I packed her map work for her to complete on the way to the museum. I put a colored dot on each of the continents on a control map, then also gave her a set of blank continent cards. She finished coloring the control map, then matched the individual continent cards to the control map to determine which color to use on that card. When she finished, we sang the continent song, and she put the cards in the order of the song.<br />
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We spent the rest of the day at the Upcountry History Museum where M and her friends had a fantastic time playing in the Magic Tree House exhibit. M loves the <a href="http://amzn.to/1LbqwyC" target="_blank">Magic Tree House books</a> (affiliate link), and was thrilled to see Jack and Annie on the displays as we entered. The exhibit was really well done, and the kids were able to dress up in costumes and pretend to be characters in several of the books. It was an interactive lesson in American history, including a visit to Plymouth Bay at the time of the first Thanksgiving, a trip to a field hospital to help Clara Barton during the time of the Civil War, and a visit to a one-room school house to experience life as a pioneer.<br />
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<h3>
Successes and Challenges</h3>
Successes this week -<br />
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<ul>
<li>The work plan. It wasn't perfect (I plan to tweak the categories for next week), but it keep M on track and eliminated any power struggles over which subjects she needed more work on. It was just the right balance to give her choices, but make sure we hit all the major subjects.</li>
<li>Using materials at co-op. The work plan really helped with this as well because we could look over the list and talk about what she might want to accomplish during co-op time, and what materials are available there and what is available at our apartment.</li>
<li>Taking a break when we needed it. We took Wednesday off completely, and we had a great time relaxing and spending time with friends. This is one of the huge benefits of homeschooling, and it's one of the reasons why I chose to do school year-round. We have so much extra time to get in our required days, so there's no reason to feel pressured or guilty when we want to take a day off.</li>
</ul>
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Challenges this week - </div>
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<ul>
<li>Work period. I'm on the fence about whether this is really a challenge worth fighting for. M seems to be doing well with having her work time spread throughout the day, but I wonder if she would choose more if she had a set 3-hour work period. It's challenging to find a 3-hour block of time that is free from distractions (especially little sister), so that may just be something that we put on hold for a while.</li>
<li>Organization. I took everything out of M's room to re-organize, and I'm slowly adding materials back to her shelves. The process is slower than I was hoping, so most of her cultural materials are in boxes right now. On the positive side, she's spending more time with her math and language materials because they are the only things on her shelves right now. </li>
<li>Long term planning. I'm still feeling a little fuzzy on our long term goals for the year. I need to sit down with my primary albums and make a list of the general topics I want to present. I want to keep things flexible enough that M can follow her own interests, but I want to be prepared with lessons to introduce her to some new topics that we haven't gotten to yet.</li>
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Disclaimer: This post contains Amazon Affiliate links. I receive a small commission for all purchases made through affiliate links. There is no additional cost to you for making a purchase through an affiliate link.<br />
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Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-14480756244155090122015-06-13T22:44:00.002-04:002015-06-13T22:44:40.186-04:00Sewing, Butterflies and Fairy Gardens<h2>
Week 2 of kindergarten!</h2>
<h3>
Planning</h3>
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I'm continuing to use the planning sheets I created (<a href="http://unschooltheteacher.blogspot.com/2015/06/montessori-kindergarten-new-year-begins.html" target="_blank">find the download here</a>). I like that I can see all of the subject areas at once, and I don't have to plan by the day (since I know I won't stick to a day-by-day plan). I do want to add a couple more long-term planning sheets to help guide me with material making and to make sure we are making progress in all subject areas.</div>
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Next week I want to try incorporating a bit of a work plan to encourage M to do some work independently. I really like the format described in <a href="http://www.whatdidwedoallday.blogspot.com/2014/09/work-plan-20142015.html" target="_blank">this post about work plans</a> from What DID we do all day? I'm going to try to make something similar, including the daily work and "other" work (which will probably be weekly to get us started until I can figure out a good rhythm). The "work period" is more like several shorter chunks of time added together throughout the day, and a work plan would be helpful in documenting the work that has been done, and acting as a visual reminder to M of what work she has available to choose from.</div>
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<h3>
Day 6 - Monday</h3>
Sewing, sewing, sewing! I have been meaning to start reading "<a href="http://amzn.to/1L6sPDX" target="_blank">Sewing in the Montessori Classroom</a>," (affiliate link) which was recommended to me by another mom. I finally started it and pulled together a few intro activities, and WOW! I had no idea that this would be such a hit!<br />
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M has done lacing cards and has made tons of bracelets and necklaces, so we skipped ahead to the actual sewing activities. I started by hole punching some construction paper and card stock (definitely recommend the card stock over construction paper!). I folded the construction paper in half, then hole punched through the front and back so the holes would line up. I showed M how to pull the yarn through the hole from bottom to top to whipstitch the edges. She thought this was great! When she finished, she thought it looked like a frame, so she drew a self-portrait in the middle.<br />
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She asked for more sewing work, so I punched holes around the border of some scrap card stock, and she made a cute bookmark to decorate. She wanted MORE, so I punched holes in the shape of numbers and showed her how to use running stitch to follow the pattern. We will definitely be adding more sewing work to our shelves next week!<br />
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Next, we continued our work with the golden beads. I used a thick headband as a blindfold and had her identify the unit, ten bar, hundred square, and thousand cube by touch.<br />
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When she finished, I did a presentation on the relationship of materials. (10 units = 1 ten bar, 10 ten bars = 1 hundred square, etc.)<br />
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We have been talking a lot about calendars and time lately (we're building a new house, so we discuss the schedule of construction). I wanted to check her understanding of concepts of time, so we started with the broad concept of seasons. I printed a set of 3-part cards from my <a href="http://khtmontessori.com/" target="_blank">KHT album</a>, and she matched them and put them in order starting with our current season. I read the extra information on the back of the cards, including the typical weather, what you might wear, and examples of activities for each season.<br />
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We spent the afternoon at the Children's Museum. The new Japan exhibit was great, and was definitely the favorite part of the day for M. As their website explains, "Kawaii Central is a streetscape inspired by Tokyo's bustling Harajuku district, bursting with color, trendy shops and cuter than cute kawaii styles. Kids sing karaoke, smile for the photo booth camera, serve up a seasonal Japanese meal, and design adorable mascots for their families. The beautiful, natureal Shinto shrine park invites children to build a bridge, crawl through a forest, encounter kami spirits, and make a wish at a wishing tree. Together the exhibit highlights how old and new traditions coexist in Japan, giving visitors a family-friendly window into Japanese culture."<br />
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In addition, she painted in the Art Studio ("rainbow in sunset") and made an origami cat.<br />
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<h3>
Day 7 - Tuesday</h3>
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Last Tuesday we received our <a href="http://amzn.to/1cTzWAI" target="_blank">Painted Lady Caterpillars</a> (affiliate link). I made the mistake of getting too many critters at the same time, and M found the tadpoles and earthworms more interesting than the caterpillars. I have to admit that the caterpillars in the jar aren't as interesting as the caterpillars on a plant (we got monarchs last year that a friend brought back from a butterfly garden in North Carolina). </div>
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Anyway, we left the caterpillars at co-op over the weekend, and returned to find five chrysalises hanging from the lid of the container. We made cute butterfly life cycle collages using different types of pasta glued to this <a href="http://theartofteachingut.blogspot.com/2011/05/butterflies.html" target="_blank">template from The Art of Teaching</a>. </div>
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While the kids glued, I read the Dr. Seuss book <a href="http://amzn.to/1Beixyr" target="_blank">My, Oh My -- A Butterfly!</a> (affiliate link). We went upstairs to observe the chrysalises, and matched these <a href="http://amzn.to/1Qwk9dE" target="_blank">Life Cycle miniatures</a> (affiliate link) to the <a href="http://thehelpfulgarden.blogspot.com/2011/10/life-cycle-of-butterfly-nomenclature.html" target="_blank">butterfly life cycle nomenclature cards</a> from The Helpful Garden.</div>
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The kids colored pictures to go with the poem "Butterfly, Butterfly" by Jan Warren and assembled them into a little book.<br />
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We wrapped up by starting our fairy gardens. The kids filled baskets (lined with pieces of trash bag) with soil, planted a couple of annuals, and added blue aquarium stones to make "ponds" for their fairy friends. M brainstormed other features she wanted to add to her garden. She drew and labeled pictures of all the furniture and decorations the fairies would need in their house.<br />
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When we got home, M wanted to do a lesson from her reading book. We use <a href="http://amzn.to/1SdOJX4" target="_blank">The Ordinary Parent's Guide to Teaching Reading</a> (affiliate link) to introduce new sounds, then practice with phonogram folders, readers, and other sound games. I absolutely love this book! The lessons are short (1-2 pages), but provide just enough practice to introduce the new sound. I also really like how the lessons build as you progress through the book, so there is built in practice to reinforce previous lessons. Today, M completed Lesson 91, which reviewed the vowel pair "ea" and introduced the sight words "do" and "who."<br />
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<h3>
Day 8 - Wednesday</h3>
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On Tuesday afternoon, we received a shipment of new materials from IFIT International, including this operations felt mat. M has just started working with the golden beads, and she thought this mat was great. She pulled out her golden beads right after breakfast and starting placing beads in the columns. She counted the beads, exchanged when necessary, and found the number tiles to match the quantity she had put out. </div>
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Later, we took a walk in a large field adjacent to our apartment complex. We recently read "A Fairy Festival Surprise" by Kimberly Gallagher, one of the books in the <a href="http://www.herbfairies.com/" target="_blank">Herb Fairies series</a>. The book discusses some of the uses of the plantain plant, and we found tons of plantain in the field. We found several other plants that we attempted to identify using the <a href="https://play.google.com/store/apps/details?id=org.plantnet&hl=en" target="_blank">PlantNet app</a>. My favorite was a gorgeous purple flower that turned out to be a passion fruit plant, and M's favorite was the tall, purple stems and small green and white flowers of the pokeweed plant. This led to a discussion of poisonous plants, and we talked (again) about why we always make sure we know what a plant is before we touch it, and definitely before we eat it.<br />
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<h3>
Day 9 - Thursday</h3>
On our last day of "Nature Explorers," the girls finished their fairy garden baskets. I prepared burlap rectangles and brought several different colors of yarn and yarn needles. The kids learned running stitch, and created their own designs to make beds, blankets, or hammocks for their fairies.<br />
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After a short presentation on land forms (island and lake), the kids chose their own work for the remainder of the morning. M tried out the new teen bead bar hanger, then worked with a friend on the hundred board.<br />
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When we got home, we reviewed the long "e" sound and practiced spelling words with the "ea" vowel pair. I made new printable movable alphabets in different colors (a full set of black, red and green) using a file from <a href="http://www.shop.montessoriprintshop.com/Alphabet-Letters-5-Colors-MAF-4.htm" target="_blank">Montessori Print Shop</a>. We used the red alphabet for the "ea" vowel pair to isolate it, and use the black letters to spell the rest of the word.<br />
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Her new <a href="https://store.highlights.com/high-five-magazine-for-kids" target="_blank">Highlights High Five magazine</a> came in the mail (thanks Gigi!), so we spent the next hour reading the stories (most of which she can read by herself!), playing games, and cutting and assembling the pull out story book.<br />
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We got a little extra exercise by swimming for an hour before dinner. M is making a lot of progress with her swimming skills, and can swim independently without her life vest now. She wants me to teach her breast stroke next week.<br />
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<h3>
Day 10 - Friday</h3>
I set up several trays for M on Friday morning for her to work on while I put the baby down for a nap. She was able to do a few of the activities independently, and waited for me to come back to work on the rest.<br />
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She looked through her Herb Fairies "Keeper's Journal" with information, pictures, coloring pages, and stories about plantain. She copied the scientific name for plantain and drew a picture of the plant. We later talked about what "parallel" means, and compared the pictures to the leaves we found in the field on Wednesday.<br />
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Next, she did some calendar work. She put days of the week cards in order from Sunday to Saturday (reading the cards on her own), and checked her work by comparing to the control card.<br />
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She also made her own calendar for the month of June. I printed blank calendar templates, filled one out with the dates for this month, and laminated mine as the control. She took another blank calendar sheet and copied the numbers from the control onto her sheet. Then, she read a set of command cards I made with statements such as "Draw a star on Father's Day (June 21)" and "Count all the Mondays in June."<br />
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She really liked this activity, and I think I'll repeat this each month. It was really easy to put together, and it allowed her to practice handwriting (copying the month and dates), counting (writing numbers in order), reading (command cards), calendar skills (identifying days of the week, finding dates on a calendar, finding today, yesterday, tomorrow, etc) and math skills (count how many days are left in the month, finding numerals).<br />
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She wanted to repeat the spelling work from the day before, so I added some "sh" words and had her sort the objects and then spell their names using the red and black movable alphabets.<br />
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When she finished, she asked to do another reading lesson from OPG, so we worked through Lesson 92 ("ie" vowel pair and sight word "friend") and Lesson 93 (Review of long-e vowel pairs).<br />
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Finally, she chose to complete the hundred board while I packed the diaper bag to head to Asheville for my dad's birthday.<br />
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We'll end the week with this shot of the first butterfly emerging from its chrysalis!<br />
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<h3>
Successes and Challenges</h3>
Successes this week -<br />
<br />
<ul>
<li>Encouraging M to do independent work - sewing, Herb Fairies, hundred board, etc.</li>
<li>Following the strong interest in reading (requests for reading lessons, spelling work)</li>
<li>Clearing toys out of the main area of M's bedroom to create a work space that won't be disturbed by her little sister.</li>
</ul>
<div>
Challenges this week - </div>
<div>
<ul>
<li>Still don't have a solid block of time as a work period. I need to provide more work that she can do on her own while I put H down for nap, then use nap time for presentations.</li>
<li>Still need to come up with a system to help M better utilize the materials at co-op. She asked to work with the teen board on Friday, but that is stored at co-op. Maybe I could take photos of the shelves at co-op and help her to look over the options before we go.</li>
<li>Feeling scattered. I like the planning sheet I'm using because it doesn't overwhelm me with an excessive number of lessons to prep. However, I don't feel like I have a clear vision of the big picture. I want to think about some long term planning, or possibly just create a list of topics that I would like to present at some point this year so I have goals to guide our progress.</li>
</ul>
</div>
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<br />
Disclaimer: This post contains Amazon Affiliate links. I receive a small commission for all purchases made through affiliate links. There is no additional cost to you for making a purchase through an affiliate link.</div>
Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-70573575164333338512015-06-06T01:22:00.000-04:002015-06-06T01:22:02.802-04:00Montessori Kindergarten - A New Year BeginsThis is it. I officially have a kindergartner! We are officially homeschoolers. For real now. I'm so excited for this year, and fortunately so is M. So here we go. Week 1 of KINDERGARTEN!<br />
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<h2>
Planning</h2>
I created a new planner to use this year based on a sketch from a friend in one of my Montessori Facebook groups (<a href="https://www.facebook.com/groups/296192113868564/" target="_blank">MMS Montessori Material Making Club</a> - Thanks Amanda!). The idea was sparked by a post on What DID We Do All Day? about <a href="http://whatdidwedoallday.blogspot.com/2014/08/work-journals-and-planning.html" target="_blank">Work Journals and Planning</a>. The general idea she came up with was to plan out the next three lessons in each subject area to be prepared for whatever the child may choose to work on. Planning for Montessori homeschooling can be really challenging because you are following the child, and won't know in advance exactly what they will choose! I loved her idea, and with the input of a few other moms, we created a "<a href="https://drive.google.com/file/d/0B595lwXqyWFMa01BN3ZQT3RldFk/view?usp=sharing" target="_blank">Montessori Planner</a>" (click to download) that I think will be perfect to meet our needs.<br />
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First, I jotted down some notes on the overview sheet for the month. I noted her current interests, topics for books I needed to get from the library, reading I needed to do (including albums to review), and any field trips we had planned. I also chose three goals for the month. Since this is our first month, two of the goals have to do with scheduling and organization, and the third goal is to work on handwriting, since that is one area I know M needs some work.<br />
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Next, I have a 2-page spread for weekly planning. There is a row for each subject area with three columns for the next three presentations I want to have available. At the end is a table to list the materials I need to make and supplies I need to buy in order to prepare for all of the presentations.<br />
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I don't expect (or want!) M to do everything on these pages in one week. At the end of the week, I can transfer the presentations she did NOT do to the following week's sheet, and fill in any blanks with new presentations to prep. The goal is to stay a few steps ahead of where she currently is, so when she is ready to move on the materials are there and I am prepared to give the presentations. This will also help to focus my material-making endeavors to ensure that I'm spending my time (and money) on projects that are needed in the near future.<br />
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<h2>
Reality</h2>
So how did it all turn out?<br />
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<h4>
Day 1 - Monday</h4>
M was so excited for her first day of "school!" (I had talked it up that she was going to be officially starting kindergarten. The day really wasn't much different from our normal schedule, haha.) We started a little later than I would have liked (10:30) because I still haven't figured out how to get M started while H (the 12 month old) is awake. (That's one of the goals for this month...) As soon as H was down for nap, we jumped right in with a reading lesson. We've been using the Dwyer Method (see <a href="http://whatdidwedoallday.blogspot.com/p/muriel-dwyer.html" target="_blank">this WDWDAD post</a> for details), and <a href="http://amzn.to/1dkxofu" target="_blank">The Ordinary Parent's Guide to Teaching Reading</a> (affiliate link). M is working on long vowel sounds, so we did a "scavenger hunt" with command cards. I wrote clues on the cards for her to read, then she would stick the note where ever the card said to go. For example, one card said "<b>Place </b>this card on the spot where you <b>bake</b>." All of the cards used long a vowel sounds spelled in different ways (a-e, ai, ei, ay).<br />
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Next, we did a review of the Base 10 presentations on quantity and symbols for 1, 10, 100, and 1,000. We did the quantities and symbols separately, then matched them (quantity to symbol and symbol to quantity).<br />
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When we finished working with the golden beads, M decided to pull out her magnet kit, and worked independently for a while. She searched her room for magnetic objects, experimented with the north and south poles of the different magnets in her kit, and tested the strength of different magnets.<br />
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After H woke up from her nap, M asked to go to the zoo. We spent the afternoon talking about animals, then finally wrapped up with a trip to the library to grab our books for the next couple of weeks.<br />
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<h4>
Day 2 - Tuesday</h4>
The Montessori co-op I help run started summer programs this week, so we used our "camp" days as the work period on those days. The first summer session is "Nature Explorers." We started the morning by making <a href="http://www.simplyrachelbyrachel.com/2015/04/14/nature-journals-for-kids/" target="_blank">nature journals</a> (we did the staple and tape method, and wrote directly on the paper bags rather than gluing the printed journal pages). The kids had a blast decorating their journals, then collecting leaves outside to sketch or do leaf rubbings. The "secret pockets" in the journal were perfect for holding leaves to do rubbings, or to save any treasures they found outside. M consulted the leaf chart to identify the shapes and margins of the leaves she found.<br />
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They took a break to prepare snack (slicing strawberries and balling watermelon, as well as setting the table and pouring drinks).<br />
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After snack, we did a presentation on needs of plants, then the kids did a little role-play game where they pretended to give the plant everything it needed. M was the first "seed" and sat in the "soil" in the middle while one child pretended to be the sun, another pretended to be rain, and the rest twirled around as carbon dioxide molecules. When she had everything she needed, M stood and stretched her arms as she "grew." The kids thought this was so much fun and repeated it over and over so they could play different roles!<br />
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Next, one of the girls talked about a tick that had gotten on her while playing in the woods last weekend. Her parents had removed the tick and put it in a plastic bag. All of the kids were able to look at the tick (now dead!), and view it under the microscope. I had a book from the library about ticks too, so we read a few sections while we compared the pictures in the book to the specimen.<br />
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We wrapped up by planting seeds in our mini egg carton gardens. M chose zinnias, peppers, stevia, lavender, and squash. Hopefully we'll be able to transfer them into the ground after they sprout!<br />
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After camp, we grabbed a small travel aquarium and drove out to our new property. The neighborhood has a large pond on the edge of a 500-acre nature and hunting preserve. H was asleep in her car seat, so I parked the car in the shade with the windows down, and M and I kicked off our shoes and waded in the water to catch some tadpoles and minnows. M had an absolute blast playing in the water! We caught a couple of small bullfrogs and one froglet.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhYRcsB1Da7aEQziLzE373eLyZuWa70hG6tmiRktnG8ITMVnQVzvPNavWdQFBIa7FQY7bNqc6x0SYrvsOydOPJ2VzYeWNLgQG67hyphenhyphenmUy-lvuu_TgrGLWmdItBDeDYY2Mb_1mA3ujmIR87e/s1600/0602151541.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhYRcsB1Da7aEQziLzE373eLyZuWa70hG6tmiRktnG8ITMVnQVzvPNavWdQFBIa7FQY7bNqc6x0SYrvsOydOPJ2VzYeWNLgQG67hyphenhyphenmUy-lvuu_TgrGLWmdItBDeDYY2Mb_1mA3ujmIR87e/s200/0602151541.jpg" width="132" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjueG9ZKb3_N3JB4EYQX1VVAosyvqYllBZQywEGhYIW0Vb7reDyYbsmKZ2nHb-Ku2rLpD4t2Fp7RX_aby113-ZEtgb5LIMSQZYzxTUmrRxMrt11FI1TJjhmDi3BgxuU8bugpXIi6vsgpalV/s1600/0602151636.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjueG9ZKb3_N3JB4EYQX1VVAosyvqYllBZQywEGhYIW0Vb7reDyYbsmKZ2nHb-Ku2rLpD4t2Fp7RX_aby113-ZEtgb5LIMSQZYzxTUmrRxMrt11FI1TJjhmDi3BgxuU8bugpXIi6vsgpalV/s200/0602151636.jpg" width="133" /></a></div>
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M got a little reading practice in before bed by reading two BOB books, one that she chose, and one that focused on long a vowel sounds from <a href="http://amzn.to/1RRAoPR" target="_blank">Set 5</a> (affiliate link).<br />
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<h4>
Day 3 - Wednesday</h4>
H had a doctor's appointment in the morning, so this was another odd day. We had some errands to run after the doctor, and I knew we needed to pick up some worms for co-op, so I decided to skip the regular work period and spend the day out of the house. M really wanted to go back to the pond, so we drove back out to spend some more time tadpole hunting. We also collected jars of sand, rocks, sticks, and plants that we could use to build a habitat for the frogs.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHh3srmA0GUpJ4xABlq1WosTY5DX3h8BiSq95XRIZahm2e0598bxLdeLf4GoamqG1pxa7PY9ImKysCbtXZCoubAoiXfrZfnT7kAJxAtzD8iW1dNuiUb1Ft9CDxx6s3DiZtj_gny9N1wFTv/s1600/0603151301.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHh3srmA0GUpJ4xABlq1WosTY5DX3h8BiSq95XRIZahm2e0598bxLdeLf4GoamqG1pxa7PY9ImKysCbtXZCoubAoiXfrZfnT7kAJxAtzD8iW1dNuiUb1Ft9CDxx6s3DiZtj_gny9N1wFTv/s200/0603151301.jpg" width="133" /></a></div>
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We spent the evening researching tadpole and frog habitats. We used the sand, rocks and plants that we had collected, as well as a couple of small clear containers filled with pond water, to create a nice space for the frogs, froglets, and tadpoles.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzX_CJ1HxFiRBY0sOfGccI4HTrxkuCAgyBT6ftVwFg2CjijG-a-y3Z1eGila7SbXrfhClhZUakBJ1h9zGq30s1YPkuvKirhcOf5RgW2XEqiZof9mIn3Qf-L_e7iSOjuCJAfvyeEhyg8zXw/s1600/0603151450.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzX_CJ1HxFiRBY0sOfGccI4HTrxkuCAgyBT6ftVwFg2CjijG-a-y3Z1eGila7SbXrfhClhZUakBJ1h9zGq30s1YPkuvKirhcOf5RgW2XEqiZof9mIn3Qf-L_e7iSOjuCJAfvyeEhyg8zXw/s320/0603151450.jpg" width="213" /></a></div>
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<h4>
Day 4 - Thursday</h4>
The second day of "Nature Explorers" camp was all about critters! I set out the frogs and tadpoles, painted lady caterpillars, mealworms, and earthworms for the kids to observe. We read a story about larvae and talked about the life cycles of caterpillars and mealworms. Next, we split the kids into two smaller groups for more observations. M started in the earthworm group. She and her friends sketched the earthworms, measured their length, talked about where they live and what they eat, and observed how they used different body parts.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjttOaBgYGqym6VI26bp5Xi6wmf9ZxAi7sMLGeUyK0aMglkag3ul9eAl5V9PohX8NT8Cu0WEQAEIgZYOEFjCyyB3xHcm469LQuN9O1bFvr3b58dQpkCtKAaEzPbb3NCkysqr2vt1PCyseCS/s1600/0604150948a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjttOaBgYGqym6VI26bp5Xi6wmf9ZxAi7sMLGeUyK0aMglkag3ul9eAl5V9PohX8NT8Cu0WEQAEIgZYOEFjCyyB3xHcm469LQuN9O1bFvr3b58dQpkCtKAaEzPbb3NCkysqr2vt1PCyseCS/s200/0604150948a.jpg" width="200" /></a></div>
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She wasn't interested in touching the worms (she doesn't really like getting her hands dirty), but she wrote notes about the worms as she watched.<br />
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It says, "Stretches and stay in dirt all the time. They like the dark."</div>
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After snack, she assembled a frog nomenclature book (from <a href="http://www.montessoriprintshop.com/Free_Montessori_Downloads.html" target="_blank">Montessori Print Shop</a>). I read the text pages, and she found the matching pictures. We also did a presentation on vertebrates and invertebrates, and the kids helped to sort a set of animal miniatures and picture cards.<br />
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Finally, we went outside to make a habitat for the worms. We talked about what living things need (food, air, water). I poked holes in the top section of a 2-liter soda bottle. The kids all worked together to put a layer of rocks at the bottom of the bottle, then alternated pouring sand and dirt through the funnel to fill the bottle about half way. The poured some water to moisten the sand and dirt, then searched for "worm food" (dead leaves, roots, etc) to add before putting the worms in their new home.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2rXgYmFxm4Bxp9RIxTLBqOJF4UAUwI6lozcvrlHvnsljahZlU76HmFeZR2oJ2k5SotBe8WpOvvdinM4MQVevFOx60KOk2TEK5hSh3tFp7xyuZhX_zqOWRiL4221d5L_PTxY4UGcUSwQWL/s1600/0604151142a.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2rXgYmFxm4Bxp9RIxTLBqOJF4UAUwI6lozcvrlHvnsljahZlU76HmFeZR2oJ2k5SotBe8WpOvvdinM4MQVevFOx60KOk2TEK5hSh3tFp7xyuZhX_zqOWRiL4221d5L_PTxY4UGcUSwQWL/s200/0604151142a.jpg" width="133" /></a></div>
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When we got home, I suggested that M spend some time working on handwriting. She writes a LOT, but doesn't form all of her letters correctly (like drawing "s" backwards) and prefers to use capital letters rather than lower case. I recently bought her several composition journals (similar to <a href="http://amzn.to/1QcXBi3" target="_blank">these </a>- affiliate link). I grabbed her box of sandpaper letters, and we sat down at the table together with one of the journals. I traced the letter "a" and then wrote several a's on the first line. She traced the sandpaper "a" and then traced my a's in the journal. She filled the rest of the line with more a's.<br />
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She decided that she wanted to teach me to write, so she proceeded to follow that same format (trace the SPL, draw a few sample letters in the journal, ask me to trace the sample letters, then draw the letters to fill the line). She enjoys playing the role of teacher, so I played along and she filled three full journal pages with different letters!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFeQob0iTkYPqaBdPpIgSo9rXo2OGuADfAvCROywBHKfcHAD_-jGJJZemZNB1LvWxLcvLs8f2FK3MHSJNC0t1BvkIfzRwIB9W35IHIl9WweDezzkG-lvO4TmgCiL-V5gm0lzotCfWWuf89/s1600/0604151620.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFeQob0iTkYPqaBdPpIgSo9rXo2OGuADfAvCROywBHKfcHAD_-jGJJZemZNB1LvWxLcvLs8f2FK3MHSJNC0t1BvkIfzRwIB9W35IHIl9WweDezzkG-lvO4TmgCiL-V5gm0lzotCfWWuf89/s200/0604151620.jpg" width="133" /></a></div>
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As she wrote, we played a version of "I Spy" where she thought of words that contained the letter she was writing (at the beginning, end or middle of the word).<br />
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She rounded out the day by reading a bedtime story to her little sister, and then reading one of the longer BOB books to me.<br />
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<h4>
Day 5 - Friday</h4>
We didn't do a Montessori work period on Friday, but it was still a successful school day. We drove up to Asheville to visit my parents and help sort boxes in their attic in preparation for their move. We listened to Classical Conversations history songs on YouTube for most of the hour long drive. We have never actually participated in CC, but our friends have and the kids all seem to love it. It's not a program that I would personally enroll in, but I have to admit that the songs are quite catchy! M is obsessed with them, and has all of the Cycle 3 history songs memorized. (<a href="https://www.youtube.com/watch?v=4o03OBN7YEI&list=FLMzht1KuTcjWc_e1U_tt7ew&index=6" target="_blank">Weeks 1-12</a>, <a href="https://www.youtube.com/watch?v=SR8tY11XHAE&list=FLMzht1KuTcjWc_e1U_tt7ew&index=4" target="_blank">Weeks 13-24</a>)<br />
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We also had a discussion about world religions. Car rides always seem to be the time when M comes up with some of her most interesting questions...<br />
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While I sorted boxes, M got in her PE for the week. She and my parents took a walk (approximately a mile) down the trail in their neighborhood. When they got back, she rode a trike around the driveway, and then played catch for about 30 minutes. Needless to say, she slept for most of the drive home!<br />
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<h2>
Successes and Challenges</h2>
<div>
Successes this week - </div>
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<ul>
<li>Being flexible and willing to follow M's interests (like going out to the pond twice to catch frogs)</li>
<li>Allowing M to be in charge and do things her way (like with handwriting); not stepping in and requiring it to be done my way</li>
<li>Having the right materials prepared - frog nomenclature book, parts of an earthworm cards, vertebrate/invertebrate classification, handwriting journal, SPLs, golden beads, etc.</li>
</ul>
<div>
Challenges this week - </div>
</div>
<div>
<ul>
<li>Not having a dedicated work period. I need to find a system that allows M to have a dedicated 3-hour work period at least 3 times per week without distractions from H.</li>
<li>Disorganized work space. We're in the middle of moving, so things are pretty crazy. I need to carve out an area for M's shelves to keep her materials organized and easy to access.</li>
<li>Not taking advantage of materials at co-op. Several of our Montessori materials are being stored at another family's house (where we currently hold co-op), and are therefore only available during co-op time. I need to encourage M to use the materials during the time, rather than doing work that we have available at home. I might experiment with developing a work plan for co-op time...</li>
</ul>
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<i style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.8500003814697px; line-height: 20.7900009155273px;">Disclaimer: This post contains Amazon Affiliate links.</i></div>
Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com4tag:blogger.com,1999:blog-8203663535928926035.post-62662725456993622052014-04-23T20:39:00.000-04:002014-04-23T20:39:08.036-04:00States of Matter - Liquids<h3>
Physical Science - States of Matter</h3>
<h3>
Liquids</h3>
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The Physical Science album is a precursor to the other 3-6 Science albums. I'm using the <a href="http://khtmontessori.com/" target="_blank">KHT Montessori albums</a>, which I love! We started with the 3 States of Matter - solid, liquid and gas. This was not entirely new since we had played with <a href="http://unschooltheteacher.blogspot.com/2013/06/water-week-update-2.html" target="_blank">water</a> and done several experiments in the past with <a href="http://unschooltheteacher.blogspot.com/2013/06/water-week-update-5.html" target="_blank">ice</a>, <a href="http://unschooltheteacher.blogspot.com/2013/06/water-update-3.html" target="_blank">water and steam</a>.<br />
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We had some friends over to join us for our work period. I started by introducing the definition of "matter" as anything you could touch or that takes up space. I asked the kids for examples of things they could touch (the couch, the floor, a book) and we talked about how all of those things are made of matter. I showed them the matter tray with a container of water for liquid, air for gas, and a rock for solid. I passed the containers around so they could see the differences. Then we listened to this <a href="https://www.youtube.com/watch?v=sWM4eaa779o" target="_blank">States of Matter song</a> on YouTube.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBo6rbh3OOrWwTuwNqHltrSC20ve0zmreLtNjxpFzhrkLPYvp3mzwX-zkI_rJ2wLGh0XOu0u5DijUncGpBTu52HDdVBQ7fcrrVH4SY1BN2SgwKpKQyUb_k0NoDyQ00C8zUiK49G5QFb8v/s1600/MADISON_20140324_5764.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyBo6rbh3OOrWwTuwNqHltrSC20ve0zmreLtNjxpFzhrkLPYvp3mzwX-zkI_rJ2wLGh0XOu0u5DijUncGpBTu52HDdVBQ7fcrrVH4SY1BN2SgwKpKQyUb_k0NoDyQ00C8zUiK49G5QFb8v/s1600/MADISON_20140324_5764.JPG" height="211" width="320" /></a></div>
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Next, we talked about a couple of the properties of liquids. Liquids don't have a definite shape, and will take the shape of the container they are poured into. Liquids are a type of matter, so they do take up space. Liquids also have a definite volume. You can measure the volume of a liquid, and that volume will stay constant if you transfer the liquid to a new container.<br />
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I set up a water station at the table (with lots of towels - this would be better outside if it hadn't been so cold that day!). I had a large bucket of water in the middle of the table, and several trays around the table where kids could sit and experiment with pouring water into different shapes and sizes of containers.<br />
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We were so involved in the activities that I didn't get any pictures (how did that happen??). Here are a few examples of things you could do:<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIiSO23JWUdgSbU0BIQ_BRXIroF1PrjIn0wT3SW-X5MlZeC0EG76pORLnyiAMFEW0ptE995JFKs5o1ClDDlFcVs0LFYodCIPxgafy1XOIaQfZl7UjznrXEVFFzoBojAGrKKaGeBVIcY283/s1600/MADISON_20130626_486.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIiSO23JWUdgSbU0BIQ_BRXIroF1PrjIn0wT3SW-X5MlZeC0EG76pORLnyiAMFEW0ptE995JFKs5o1ClDDlFcVs0LFYodCIPxgafy1XOIaQfZl7UjznrXEVFFzoBojAGrKKaGeBVIcY283/s1600/MADISON_20130626_486.JPG" height="320" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: start;">Measure the volume of a liquid, then pour into a different container. <br />See how the shape changes, but volume stays the same.</span></td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYHwLI9jrjZkNyQZhSUcvFa4Q969lplSzU7iJuiLJ_yRagRE30VMnPy57WMk59mQq_vhpWzH-JJyLVlRGR273nJsDTuvedPmEWn7H6UJbW2WKjmtsoouhPq4iZ8llFMylwkbYEwVRiGZiM/s1600/MADISON_20130626_475.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYHwLI9jrjZkNyQZhSUcvFa4Q969lplSzU7iJuiLJ_yRagRE30VMnPy57WMk59mQq_vhpWzH-JJyLVlRGR273nJsDTuvedPmEWn7H6UJbW2WKjmtsoouhPq4iZ8llFMylwkbYEwVRiGZiM/s1600/MADISON_20130626_475.JPG" height="320" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Pour liquids into containers with very different sizes or shapes.</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFH-36KVf9C4bNWNoIUGIgQZP0cE7Ju5z3isbM-Cq5ymlvkYEPbkphcll7AfhkJSVbCdvsapyX5tTVRVuF3boX44yIkvm7RBEB1x3JNlC7_ZWPIg2sacyuZBKgPY05L9kON2Glp-Fvl259/s1600/MADISON_20130613_251.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFH-36KVf9C4bNWNoIUGIgQZP0cE7Ju5z3isbM-Cq5ymlvkYEPbkphcll7AfhkJSVbCdvsapyX5tTVRVuF3boX44yIkvm7RBEB1x3JNlC7_ZWPIg2sacyuZBKgPY05L9kON2Glp-Fvl259/s1600/MADISON_20130613_251.JPG" height="213" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Play with different sized/shaped containers in the pool or bathtub.</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI7b87gYjQVjZJOPF-xhXaut4E1-Fe0lGKf9-b7R2Kb3hn4kvUnpwmdTZ9hHOL5nMZTvSKhnMVJj3wpFXTnN0Poj4Te9byprqrmTAhfUH9CO9HMG9_UxyWWxnhfzu0lDNX1SA59-fGs9jc/s1600/20140422_133910.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjI7b87gYjQVjZJOPF-xhXaut4E1-Fe0lGKf9-b7R2Kb3hn4kvUnpwmdTZ9hHOL5nMZTvSKhnMVJj3wpFXTnN0Poj4Te9byprqrmTAhfUH9CO9HMG9_UxyWWxnhfzu0lDNX1SA59-fGs9jc/s1600/20140422_133910.jpg" height="320" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Use a water table to fill lots of containers with water. Practice pouring the liquid from <br />
one container to another to see how liquids flow and take the shape of their container.</td></tr>
</tbody></table>
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See more Science activities <a href="http://unschooltheteacher.blogspot.com/p/cultural-science.html" target="_blank">here</a>.<br />
<br />Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-9794444591169882662014-04-15T21:22:00.001-04:002014-04-15T21:22:25.285-04:00PL - Washing a Doll<h3>
Washing a Doll</h3>
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In preparation for her new role as a big sister, we bought a new baby doll for M to take care of. She has an incredible number of stuffed animals, but doesn't have many actual dolls. I bought this <a href="http://www.amazon.com/gp/product/B0088RLR8G/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=B0088RLR8G&linkCode=as2&tag=unschtheteach-20">Waterbabies doll</a><img alt="" border="0" src="http://ir-na.amazon-adsystem.com/e/ir?t=unschtheteach-20&l=as2&o=1&a=B0088RLR8G" height="1" style="border: none !important; margin: 0px !important;" width="1" /> specifically because it could go in the tub.<br />
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I set up a bath station with a bowl of water, a small cup, a baby bathtub (which could be substituted with any shallow tub or pan), a washcloth, and a small towel. I demonstrated how to use the cup to get water from the bowl and pour it over the baby doll to get her wet, use the washcloth to wash the baby, rinse her with more water, and then dry her with the small towel. We didn't use any soap, but that could definitely be added as an extension. You could also demonstrate how to wash hair if you have a doll with hair.<br />
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This was a huge success - I can't tell you how many times this doll took a bath! This would be easy to do in the real bathtub, or as an outdoor activity to minimize the possibility of a mess.<br />
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<i>Disclaimer: This post contains Amazon Affiliate links.</i><br />
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See more Practical Life activities <a href="http://unschooltheteacher.blogspot.com/p/practical-life.html" target="_blank">here</a>.Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-88308868884537795212014-04-12T16:48:00.001-04:002014-04-12T16:48:14.778-04:00PL - Unloading the Dishwasher<h3>
Unloading the Dishwasher</h3>
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M helps as much as she can in the kitchen. I'm trying to make more things accessible, especially her own dishes and snacks, but her learning tower is also a big help. (My husband build this one using the directions from <a href="http://ana-white.com/2010/12/helping-tower.html" target="_blank">Ana White's DIY site</a>.) She can't reach most of the dishes, but she is able to sort and put away the silverware. When I find a better way to store her dishes she'll be able to help with those as well.<br />
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See more Practical Life activities <a href="http://unschooltheteacher.blogspot.com/p/practical-life.html" target="_blank">here</a>.Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-61285034922071952612014-04-12T16:43:00.001-04:002014-04-12T16:43:13.501-04:00PL - Setting the Table<h3>
Setting the Table</h3>
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M is a huge fan of <a href="http://unschooltheteacher.blogspot.com/2013/09/princess-week-sensory-play.html" target="_blank">tea parties</a>, so she gets a lot of practice setting the table. I printed table setting place mats from <a href="http://www.simplyfreshdesigns.com/2011/01/printable-placemats/" target="_blank">Simple Fresh Designs</a>. I'm trying to get better at involving M in "real" chores around the house, but realistically, we don't typically set the table before we eat. We also talk about different ways to set the table when we eat out at restaurants, especially when there are multiple utensils or glasses.<br />
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See more Practical Life activities <a href="http://unschooltheteacher.blogspot.com/p/practical-life.html" target="_blank">here</a>.Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0tag:blogger.com,1999:blog-8203663535928926035.post-13529493765903019092014-04-12T16:31:00.001-04:002014-04-12T16:31:17.914-04:00PL - Tooth Brushing<h3>
Tooth Brushing</h3>
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Like many Practical Life activities, this is something you teach your child to do naturally. M likes to do things on her own, and this is no exception. She can open and close the toothpaste (she still needs some help squeezing the toothpaste onto her toothbrush), wet her toothbrush, and brush her teeth. I typically do a quick follow-up brushing, but she is pretty thorough on her own now. </div>
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See more Practical Life activities <a href="http://unschooltheteacher.blogspot.com/p/practical-life.html" target="_blank">here</a>. </div>
Andreahttp://www.blogger.com/profile/00385236065613316605noreply@blogger.com0