The Mysterious Case of the Missing Textbooks deepens. I swear I have looked over every square inch of this house, and I simply cannot locate the textbooks that N misplaced. She’s been unable to do spelling for a week, and now she can’t do her supplemental history reading. She lost the paper she was using to copy science definitions. She usually uses The Kingfisher History Encyclopedia for her supplement reading, so I’m switching her over to The Usborne Internet-Linked History Encyclopedia for the time being. I’m also looking for someplace on the internet to give me a list of level-appropriate spelling words, preferably with some sort of theme, to use until we can find her books.
N (age 11):
- Math: N had an investigation today, which means no mental math, no worksheets, and no lesson review. The investigation focused on finding the probability for the outcomes of compound experiments. There was a lot of multiplying fractions. Her brain was a little fried by the time we got to math, as we did it at the end of instructional time today. I usually aim to finish her math before lunch, but it didn’t work out that way today.
- Spelling: N spelled some Mother’s Day themed spelling words.
- Reading: N still has some leftover work, so Harry Potter is still my hostage. The only remaining work she has is supplemental history reading and notes, a few more math worksheets, science definitions, and research on the scientists of the week from several weeks ago. That girl. I’m going to make her stay int he classroom until all her daily work is done. She doesn’t like being stuck in the classroom, so that may light a fire under her procrastinating you-know-what.
- Bible: N and C reviewed their memory verse, the twelve tribes of Israel, the books of the Old Testament, and the books of the New Testament through John. The lesson today was about the tragedies that befell Job. We contrasted his reaction to that of his wife’s.
- Science: N and C learned more about the types and formations of metamorphic rocks.
- Geography: N and C filled out their Middle East maps for review. They filled out all the countries they know on their Southeast Asia maps. Today, they learned about Myanmar (Burma). I’m always happy when I find the country we’re studying on Time for Kids. The segments such as “A Day in the Life” and “Native Lingo” really bring the country to life for N and C, and make it easier for them to compare and contrast our culture with that of the country we’re studying. Unfortunately, only prominent countries are featured.
- Social Studies: N had requested that we do a more in-depth study of the United States for Social Studies now that we’ve finished our unit on government. N and C had already memorized the states in chronological order (I put them to the music of the Beatles’ “O-Bla-Di, O-Bla-Da”), so we sang the song together to open class. After doing some online research, I came up with a handout* (here’s the link: State Research Log – be sure to view it in “Print Layout”) for the girls so that they can independently study one state each week and keep a record of what they’ve learned. They fill in all the information and then color in the state of the week on an outline map of the United States.
- Music: The usual. N is feeling much more confident with her sixteenth notes since she divided the song into bite-sized pieces.
C (age 9):
- Math: C had an assessment today. She did very well with the concepts. She had some trouble understanding the wording of some of the problems and, therefore, got the answers wrong, but this was the exception rather than the rule. She completed a worksheet on addition.
- Spelling: C practiced her words with the different spellings of the long “o” and long “u” sounds.
- Writing: C continued working on her dialogue.
- Reading: C read Goddess Girls: Pheme the Gossip for 20 minutes. She wanted to read aloud to N, but N had too much independent work to do.
- Bible: Combined class with N.
- Science: Combined class with N.
- Geography: Combined class with N.
- Social Studies: Combined class with N.
- Music: C practiced her chord transitions and the A note.
S (age 6):
- Math: S counted to 100 by 1s and 10s using the 100-number chart. She counted backwards from 10 to 1. The lesson today gave S an opportunity to use manipulatives (counting bears and pattern blocks) to act out addition problems. I gave her various scenarios for the bears to act out using the pattern blocks, and she solved the addition problems presented. The concepts are so easy for her, but she still struggles with number recognition.
- Reading: S reviewed the letter d on a worksheet from The Measured Mom. We sang the alphabet song together, and S identified the letter “e” on the alphabet poster. I read her three short poems, always making sure to emphasize the short “e” sound when it came up. S colored a picture of the letter “e” echoing down a hallway. We played “Guess the Animal.” I said the first sound of an animal name, paused, and then finished the word. S then guessed the name of the animal (e.g. I said, “H … orse” and S said, “Horse”). We read some more of Anne of Green Gables.
- Writing: S practiced the letter “e” on a custom worksheet.
*Feel free to post the handout, just be sure to credit my blog when you do!