It’s so nice out, with partly cloudy skies and a cool breeze to blunt the heat. There was excitement with the dirt being delivered for the garden boxes, which resulted in lots of dirt-covered children. N tried to feign serious illness in an attempt to get a day off, but her temperature of 98.7 didn’t cut it for a sick day. The most concession I was willing to give her was to allow her to stay in her pajamas. She knows to take what she can get! S had a bit of a frustrating day. She’s so precocious in so many ways, but today happened to hit on all her weak points. She was relieved to finish early.
N (age 11):
- Math: N did mental math and a worksheet on fraction simplification to warm up. Her lesson was on finding fraction-decimal-percent equivalents. She’s been working on the basic concepts of this for a while now, so she breezed right through the lesson and did a lesson review.
- Spelling: N practiced her words with vowel digraphs “oi,” “oy,” “ou,” and “ow.”
- Reading: N read a chapter of Harry Potter and the Sorcerer’s Stone.
- Bible: N and C reviewed their memory verses and recited the books of the Old Testament. We sang the song about the twelve tribes of Israel. The lesson was about Joseph revealing his identity to his brothers and bringing his family to Goshen to live. We talked about the generosity of the Pharaoh to Joseph’s family, even though the Egyptians of that time didn’t like the Hebrews very much.
- Science: N and C continued to learn about the formation of igneous rocks, comparing it to candle wax that melts near the flame and then hardens is it drips down the candle. We talked about intrusive and extrusive igneous rocks. We found a piece of pumice and floated it in water. The girls learned that it will eventually sink as it becomes water logged.
- Geography: N and C filled out their maps of the Middle East for review. Then, they filled out all the countries they know so far on their maps of Southeast Asia. Today, they learned about Bangladesh. They concluded that they’re happy not to live there. It seems to be quite a hard life for the Bangladeshi people, with a low life expectancy, high illiteracy rate, and natural disasters.
- Social Studies: N and C reviewed the Bill of Rights. They’re still a little murky on remembering the Sixth, Seventh, and Eight Amendments, but they’ve got the rest down.
- Music: The usual.
C (age 9):
- Math: C warmed up with a worksheet on subtraction and some mental math. Her lesson was on regrouping more than twenty (carrying a 2, 3, 4, and more) when adding. It was a very gentle transition from what she’s already been learning, so she picked it up easily and did her lesson review.
- Spelling: C practiced her words using different spellings for the long “o” and long “u” sounds.
- Writing: C and I discussed the importance of showing body movements along with dialogue in writing in order to make a composition more interesting. She began preparing a short story by describing two individuals that were going to have a dialogue and describing what they were going to talk about.
- Reading: C read Goddess Girls: Pheme the Gossip for 20 minutes. She read aloud to N today. The girls occasionally read aloud to one another.
- Bible: Combined class with N.
- Science: Combined class with N.
- Geography: Combined class with N.
- Social Studies: Combined class with N.
- Music: C learned how to chart A on a fret notation. She practiced reading music to combine A with chord strums in a song.
S (age 6):
- Math: S counted to 100 by 1s and 10s using the 100-number chart for number recognition. She counted backwards from 10 to 1. I taught S two lessons today to make up for the math she missed on Friday. Her lessons were to use a geoboard and geobands to copy increasingly complex shapes. She expressed frustration from the very beginning. I showed her how to focus on the corners of the shapes to determine the geoband placement, which helped a little bit towards the end of the lessons. She let me know she didn’t like math class today.
- Reading: S began working on lowercase letter recognition today. She and I sang the alphabet song, and she found the letter “a” on our lowercase alphabet chart. I read her three poems (“Megan Has a Spoon,” “Animal Crackers,” and “The Ant Explorer”), being sure to stress the short “a” sound whenever I read it. She colored a picture of a lowercase “a” and an apple. I showed her the three ways the lowercase “a” is written, and she identified them on a sheet of paper with various letters scattered about on it. We played a game wherein I read her a sentence and left off the starting sound of a word (e.g., “A zebra eating grass was followed by a big -iger”) and she identified the mispronounced word (e.g., “a tiger”). She did well until I asked her to isolate the beginning sound of the word. She had a very hard time separating the first sound from the rest of the word. Toward the end of the game, she was doing better. But, it was a very frustrating (and obviously necessary) exercise for her.
- Writing: S copied lowercase “a” on a custom worksheet. She was already upset, so she didn’t have the best attitude and was ready to be done with school at that point. I made sure to praise her.