Day 112

We had to get things done quickly so I could get to a doctor’s appointment. I spent the morning doing subjects that required one-on-one instructional time.  Then, I left a list of independent work to be done after I left.  That independent work was (not unexpectedly) half-heartedly attempted and then carried over to Day 113. Not a big deal, since Wednesdays are relatively light days.

N (age 11):

  • Math: N had an assessment (she did well) and a 30-problem worksheet on fraction simplification.  N loves assessment days because they go so quickly.
  • Spelling: N continued practicing her words ending in the “l” sound using “al,” “el,” and “le.”
  • Writing: N and I discussed how writing about a house is similar to drawing a house: she starts with a general description and then moves on to specifics.
  • Reading: N read a chapter of I am Malala.
  • Science: N and C learned about various kinds of storms, like thunderstorms, hurricanes, and tornadoes.  They were introduced to the Beaufort scale.
  • Geography: It’s unbelievably difficult to find information for kids on Middle Eastern countries.  Today, we studied Kuwait.  I thought I would find a wealth of information, but I was mistaken. I was able to find some bare-bones facts about the country.  The girls filled in all the countries they already learned on their Middle East maps and then added Kuwait.
  • Social Studies: After reviewing the first five amendments (and many outburst of “I plead the fifth!”), N and C learned about the Sixth Amendment.
  • Spanish: N took a break from Spanish today and will make it up on Friday.
  • Music: N has requested that she continue piano lessons and worked very hard today on the lesson that is frustrating her so much.

C (age 9):

  • Math: C started the day practicing the 7 and 9 times tables.  Then, she used manipulatives to begin learning about adding and subtracting fractions with common denominators.  She picks up concepts very easily when she’s able to use manipulatives, and she was solving the problems without them in short order.
  • Spelling: N helped C practice her homophones.  They decided together that C was ready for an assessment, so N gave C the assessment. C only got one wrong, and she copied it correctly five times.
  • Reading: C read a chapter of Moby Dick.
  • Science: Combined class, so C had class with N.
  • Geography: Another combined class.
  • Social Studies: Combined again.
  • Music: C continued to practice last week’s lesson.

S (age 6):

  • Math: S continued to practice telling time on digital and analog clocks.
  • Reading: S learned about the letter B today.  She and I sang the alphabet song together.  S located the “B” on the alphabet poster.  I read S a poem about the letter B involving bears and bees wearing bibs when they eat.  S pointed to all the capital Bs she found on the pages.  S colored in a capital B with bears and bees around it. Apparently, dyslexia and other such processing disorders make rhyming difficult.  We played a game similar to Memory, where S picked out cards with rhyming pictures on them (e.g. a king and a ring, a tree and a bee, etc.).  This was quite difficult for her, but she got the hang of it by the end.
  • Writing: S practiced writing the capital letter B on a worksheet
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Homeschool Daily

I was an education major in college, but I hated teaching. And then I started homeschooling. Good days, bad days, I love them all! It's a great adventure with my favorite people in the whole world.

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