Teaching Reading: I Happened Upon Some Tricks

Jonathan is in Year 2 for school and is reading a variety of readers for reading practice. His favorites to read are stories like Frog and Toad and Mouse Soup. He also reads a little out of one schoolbook each day, the line he will write for his copywork (as well as the rest of the sentence in which the line is contained), and any math instructions.

Right now in the rotation of main reading selections, he is in the Delightful Reader . He's reading the extra practice sentences which contain word-family words that come from the main words he learned during lesson time the previous two years when he mastered Rain, The Dogs and the Fox, etc. He finds the disjointedness of the practice sentences unsatisfactory since the contents of the sentences are often separate from one another instead of making story. To solve this problem, I began to give him a short background story before he read each sentence, explaining any words along the way that might be unfamiliar to him. So for a sentence like

"Use this to hook the squid." 

I ask him if he's ever seen a picture of a squid and to describe it for me. Then I might tell him that a father is out in a big boat teaching his teenage son how to catch deepwater fish (I have no idea if squid is a deep water animal or if you can catch it with a hook, but Jonathan will be sure to ask such questions and we can look up really interesting q's later if he wants to). Then I say, "As the father is teaching his son, he gives him these words of instruction....." 

And then Jonathan happily reads the sentence. This does not take as much time as you might think, since the background info can be as silly or involved as I want to make it, and it makes the time enjoyable for both of us. 

Phoebe is doing Kindergarten work this year. She's been an interesting child, she has. She can be fairly hyper, and if she happens to decide she doesn't want to do school that day, she's a tiny bit of struggle to work with. There are several ways we work with her attitude (which I won't get into here), but for reading, I happened upon a way to help her pay attention to the sounds in the word and put them together. She struggles with wanting to look at me to see what I will say or look around and just guess. 

Right now we're working through the section in Delightful Reading with short vowel words, long vowel words, and a few blends. She also sounds out her copywork words before copying them. What I discovered to be helpful was using a pointer (a pencil suffices or we might make a special pretty one so as to be fancy). I have her point to each sound while I say the sound. Then I take the pointer and point to each sound while she says the sound. Then she can take the pointer and slide it across the word to blend the sounds together. I think the action and using an extra device makes her have to look at the word and also gives her hands something to do while looking. 

As teachers and parents, you all realize how tough some problems can be to figure out. Your child is stuck, and you can't find a way to help them get past the issue. Sometimes you happen upon a solution seemingly out of the blue. At these times I thank God. He made our brains to figure out stuff like this, and I think He also cares enough to send us ideas if we need them. No worries. If He takes care of the birds of the air, our teaching issues can be unraveled with His help as well. 

What Are We Prepping Them For?

A friend who blogs at Cafe of Grace wrote an article called I Need Jesus. Her thoughts and the poem she shared spoke to my heart. I've had these same thoughts: Why am I rushing through our school agenda? Why am I stressing about them learning? What am I preparing my kids for exactly? High test scores? Those are fine, but is that the ultimate goal for our life? In our homeschooling journey, I do care that my kids get an education. That will not be neglected. But I choose not to make academics or sports or one overarching interest the main focus of my children's life.

This poem helps me to step back and reconsider what is most important.

THE WINNER (by Jennie Belzer…..2004?)

I thought I would teach my child to be a winner
Think and plan, remember all the rules
be strong and conquer
play the game and win.
But the winner was not kind
and he cared not for the one he trampled upon.
I thought I would teach my child all the right answers.
Read and read and don’t forget
score high, and higher still
and impress the ones I need to impress.
But the one with knowledge was puffed up with pride
and when the time came to give the only answer
that mattered, he was lost.
And so we set out together to learn how to love.
I stood with him at the end of the line,
we served quietly while others were giving out
all the right answers,
we lost some games and learned how to look into the
eyes of our opponent,
we beat our breast and cried out for mercy because we saw
the we were sinners,
We wrapped a towel around our waists and learned
how to wash feet,
and no one noticed us;
we became nothing
and we realized
we were winners.

*Thank you, Anastasia, for allowing me to share your post and Jennie's poem.*

Charlotte Mason Blog Carnival Feb 19, 2013

Welcome to the festival of ideas surrounding a Charlotte Mason life! Chapter 4 of Volume 6 was the focus of thought, so you'll read some quotes from that chapter interspersed throughout as well as the wonderful posts shared by like-minded friends. Thank you for reading, commenting and sharing in these ideas that inspire our education and life!

Dollie at Teachers of Good Things shares Teaching High School Literature the Charlotte Mason Way. 

Cynthia at Our Journey Westward shares ideas for Homeschool Service Projects.

Authority is Proper 

"Every king and commander, every mother, elder sister, school prefect, every foreman of works and captain of games, finds that within himself which secures faithful obedience, not for the sake of his merits but because authority is proper to his office. Without this principle, society would cease to cohere."

Blossom at North Laurel Home and School gives her thoughts on Proper Use of Authority including rebellion toward schoolwork.

Obedience Delightful and Reposeful 

"No doubt it is pleasing that children should behave naturally, should get up and wander about, should sit still or frolic as they have a mind to, but they too, must 'learn obedience'; and it is no small element in their happiness and ours that obedience is both delightful and reposeful." 

Bobby Jo at Where the Blacktop Ends shows us how she gets her little ones out in the snow to be nature detectives in Winter Tracks.

Megan at The Winding Ascent gives her thoughts on Government through the Desires: Unhealthy Competition and Other Ruinous Things We Learned on the Playground.

Adults are also Under Rule 

"The higher the authority, the greater distinction in obedience, and children are quick to discriminate between the mere will and pleasure of the arbitrary teacher or parent and the chastened authority of him who is himself under rule." (emphasis mine) 

Tammy at Aught-2B-Home in Carolina shares a needed post on Awe called Feeling Pressed for Time. *This post was on-topic for the last CMBC and was unwittingly overlooked by our friendly blog carnival administrator. (But we love and appreciate our Amy at Fisher Academy!)*

Hungry Minds Absorb 

"Hungry minds sit down to such a diet with the charming greediness of little children; they absorb it, assimilate it and grow thereby in a manner astonishing to those accustomed to the dull profitless ruminating so often practised in schools. When the teacher avoids hortatory methods, his scholars change position when they have a mind to; but their mind is commonly to sit still during a lesson time because they are so intent on their work that they have no desire for small divagations;"

Carol at Journey-and-destination gives us her personal Reading Challenge. You'll enjoy her synopsis of each book she's currently reading.

Lynn at How the Sun Rose shares a delightful way that simple math leads to a beautiful design with Skip Counting Number Wheel. 

I Just Like This View of "Too Much Athletics" :-) 

"...athleticism, on the other hand, if unduly pursued, by no means promotes mental activity." 

Nebby at Letters from Nebby shares her thoughts on Authority and Attention.

Many Relations, Large Room 

"...but [children] come into the world with many relations waiting to be established; relations with places far and near, with the wide universe, with the past of history, with the the social economics of the present, with the earth they live on and all its delightful progeny of beast and bird, plant and tree; with the sweet human affinities they entered into at birth; with their own country and other countries, and, above all, with that most sublime of human relationships––their relation to God."  

Jessica at Under the Willow Oak gives a bit of simple but important advice: Begin As You Mean To Go On.

Celeste at Joyous Lessons shares beautiful pictures of her families nature time with Valentines and Vacation.

Generous Curriculum 

"With such a programme before his pupils only the uninstructed teacher will put undue emphasis upon and give undue time to arithmetic and handicrafts, singing, acting, or any of the hundred specifics which are passed off as education in its entirety." 

Brandy at Afterthoughts shares An Antidote for Theological Naïveté which gives much to ponder concerning where our theology comes from.

God is Our Ultimate Authority 

"The conditions are,––the teacher, or other head may not be arbitrary but must act so evidently as one under authority that the children, quick to discern, see that he too must do the things he ought; and therefore that regulations are not made for his convenience. (I am assuming that everyone entrusted with the bringing up of children recognises the supreme Authority to Whom we are subject; without this recognition I do not see how it is possible to establish the nice relation which should exist between teacher and taught.) The other condition is that children should have a fine sense of the freedom which comes of knowledge which they are allowed to appropriate as they choose, freely given with little intervention from the teacher. They do choose and are happy in their work, so there is little opportunity for coercion or for deadening, hortatory talk." 

Dewey's Treehouse gives us Illegal Moves: "If we are in a position of authority and expect obedience from those under us, while still recognizing that this position is not ours because of our personal superiority, then we'll treat those under us, even children, especially children, with the respect due to them as persons." (You'll love the cartoons!)

Angela at Joyous Lessons gives us good advice about Reading for Older Children: "Give them solid lessons in reading, build habits as regards books, and you will have a child who loves to learn, regardless of what life throws their way."

Help Establish Attention by Not Repeating 

"To this end the subject matter should not be repeated. We ourselves do not attend to the matters in our daily paper which we know we shall meet with again in a weekly review, nor to that if there is a monthly review in prospect; these repeated aids result in our being persons of wandering attention and feeble memory. To allow repetition of a lesson is to shift the responsibility for it from the shoulders of the pupil to those of the teacher who says, in effect,––"I'll see that you know it," so his pupils make no effort of attention. Thus the same stale stuff is repeated again and again and the children get bored and restive, ready for pranks by way of a change." 

Barb at Harmony Fine Arts at Home gives a helpful tutorial on using Google Art Project Part 2 Museum View.

Children Truly Can Understand 

"We depreciate children in another way. We are convinced that they cannot understand a literary vocabulary so we explain and paraphrase to our own heart's content but not to theirs. Educated mothers know that their children can read anything and do not offer explanations unless they are asked for them..." 

Silvia at Silvia Cachia shares her view of Problems and Solutions: "When I see my life as a set of problems to which I have yet to find the right solution for it to be perfect, I not only leave God out of it, but I also decline my authorship (submitted to Him), or my responsibility, and I go to others for advice."

Amy at Fisher Academy International shares her Nature Study Monday.... Rocks! and Thoughts on Authority and Docility.

Self Education Regarding Museums and Such (See page 77 to read more of this story)

"It will be noticed that the child is educating herself; her friends merely take her to see the things she knows about and she tells what she has read, a quite different matter from the act of pouring information down the throats of the unhappy children who are taken to visit our national treasure houses." 

Tammy shares her unique perspective on getting kids to find solutions for themselves at Aught 2-B-Home in Carolina with When Life Hands You Lemons, Make Lemon Batteries!

Good Education Gives Many Interests 

"But many of our young men and women go about more seriously maimed than these. They are devoid of intellectual interests, history and poetry are without charm for them, the scientific work of the day is only slightly interesting, their 'job' and the social amenities they can secure are all that their life has for them. The maimed existence in which a man goes on from day to day without either nourishing or using his intellect, is causing anxiety to those interested in education, who know that after religion it is our chief concern, is, indeed, the necessary handmaid of religion." 

Michelle at The Holistic Homeschooler gives thoughts on habit training at 4 Habits to Teach Your Child.

Laura at Windy Hill Home School shares her son's experience with school this year with AO Year 2, Term 2 Review.



The next Charlotte Mason Blog Carnival will be:
March 5 
on the Sacredness of Personality (Ch5)
at Living CM in California
Submit posts to: charlottemasonblogs at gmail dot com.

A Plethora of Pots

Once the clay creations were formed, we set them up on a high shelf in our kitchen. They are pretty breakable before they get fired. We took 3 or 4 weeks to use up all our clay and let it dry. Then we packed our pottery into a box with extra padding around each piece and drove about 25 minutes to Wild Ginger Studios. The studio itself is a neat place in a small town. The lady who owns it enthusiastically answers any questions we have. The kids and I browse the displayed pieces for sale while we wait to speak to her. She charged $5 for each firing. The one downside to this handicraft was all the driving. We had to drop off pottery, pick it up the next week to paint, drop off pieces for another firing, and go back the next week to pick up the finished pieces. It's a pretty drive, but tank fill-ups can get a little high.

One thing I wish I had researched or gotten help on was the painting. The studio owner gave advice on technique, but color matching and patterns were mainly guesswork. Especially since the glaze colors in the jar are not what you will see once it gets fired in the kiln. My kids didn't see any problems and painted happily away. But I want more direction for myself next time.

We paid $27.55 for 5 bottles of glaze and the owner threw in 2 more for free. She told us to do a quick once over with glaze, and then go over the piece again with a careful coat. The bottom of each piece must be kept free of glaze.  If you get some on the bottom, you can wipe it off.

We spent $82.55 plus gas money on this handicraft. We own the tools, glazes, and instruction book now, and the experience of figuring it out ourselves has been a lot of fun. The cost for classes for all 4 of us would have been around $450 plus gas money, as I mentioned previously, and we would have been tied down to someone else's schedule. So I'm quite delighted with this family handicraft experiment.  We look forward to continuing pottery with the new school year.

Go to A Search of Pottery

Go to Handling Clay

A Plethora of Pots

Handling Clay

Pottery has to be the most calming yet fulfilling handicraft I've dealt with.  We worked with clay once a week, completing one project at each sit-down session.  I first made a phone call to our local studio (Wild Ginger Studios) to ask questions about firing and handling finished clay.  I hadn't realized our clay would need to be fired in a kiln and not in our oven.  But the studio does outside firings and the owner gave great advice about how to make and transport our pieces.

The kids loved the squishing and molding.  Jonathan (7) and Phoebe (5) needed more help shaping their pieces.  Some of their pieces turned out better than their mother's though!  You have to work fast and keep clay covered with plastic or the clay will dry out (a few squirts from the water bottle returns moisture).  We learned three techniques: pinch pot, coil pot, and slab pots.  It felt so professional to use the tools.  Elizabeth had a special artsy outfit she would wear for each session. 

There is a definite mess to clean up at the end!  

                                    

But the clay wipes up easily.  The tools get washed and everything put back into a box.  The whole process makes me happy; I may have discovered a new fulfilling interest.  Maybe it takes me back to my childhood days of playing in the mud.  At any rate, this has been a pleasant experience for the whole family.  We plan to continue the projects in the kit with the upcoming school year.  I'm on the search for more clay nearby (shipping about doubles the price).   Painting and firing our pots come next.  

Go to A Search for Pottery

Handling Clay

Go to A Plethora of Pots

A Search for Pottery

Handicrafts are a fun party of a Charlotte Mason education.  I love needlework, wood and paper crafts, painting....  But children need help learning a useful skill, and teaching three school-aged kids separate crafts was getting to be too much.  So I went on a quest for a handicraft we could do together as a family.  

Pottery was on the forefront of my mind.  It's earthy and rustic and kids love playing with clay.  The price for classes for all of us was too steep (about $450, although I thought about asking if they could do a family class for less).  I'm definitely interested in wheel work for myself at some point.  The kids aren't old enough for that yet (I believe she said they needed to be 13 or older).  But I did find a place in Texas that sells pottery kits with clay and tools included: Heritage Ministries' Homesteading Crafts.  The kit cost $30 with enough clay for one person to do 9 projects.  Shipping came out to $30 also, but I was willing to pay $60 for this kit.

I figured we'd use less clay by making smaller projects and just make it through a few to see how we liked it.  If we wanted to continue, I could purchase more clay.  After a little confusion with the company (which a manager cleared up with a phone call), I found that shipping was only $15 and the other $15 was refunded to my credit card.  So total cost for this pottery kit was $45.

The tools are real and sharp ~ definitely for older kids with parental supervision.  My 5, 7, and 10 year olds handled them fine with my direction.  We only did pottery when the baby was napping.  There are a couple of other supplies we needed to gather: water bottle, plastic, rolling pin, etc.  And our dining table handled fine as a work surface.

So our search for a family handicraft that all (including Mom) would enjoy was successful.  More on creating our pots in the next two posts.

A Search for Pottery

Go to Handling Clay

Go to A Plethora of Pots

They Won't Remember Everything

Doing The Thinker

I love the generous curriculum idea put forth by Charlotte Mason. Many subjects which widen their horizons are being covered by my children. It can be an overwhelming educational principle, however, when you're teaching multiple grades or trying to meticulously cover every subject.

Elizabeth (grade 5) does up to 20 subjects a day. Jonathan (2nd) can do up to 14 a day, and Phoebe (K) does 7-10. Some of these are family do-togethers, and Elizabeth and Jonathan do some on their own also. While we are normally able to finish our work before kids get out of public school, I often feel doubtful that we're covering each subject well enough. How can you cover so many areas and remember it all?

While reading Volume 3 of Charlotte Mason's series, I found some comfort to salve this worry. (Check out pages 162-163 if you want to read it yourself.) Charlotte was talking about the need for a wide curriculum and how we shouldn't limit a child's access to certain subjects intending a predetermined pathway for him. For instance, we think he should not waste time on Latin since it won't be of use to him in the commercial pursuits we imagine for him. From there though we read how only "a few notions" will catch hold of a child; but when they do catch hold, they can work more wonders than years of grind. There's no need to limit the variety of knowledge relationships your child can pursue. And it is not expected that every bit of information or fragment of experience will light your child's mind on fire with connection and light-bulbyness. *Whew* It does take a load off.

Teachers offer access to the wide range of knowledge and experiences and then step back allowing the child to connect to the material. The teacher does not need to fret if the child does not make the connections she would make. She needs not fret if all 20 subjects from the day do not set the child off in a delightful narration. There was likely at least one solid connection established that day. One notion that made the child pause and reflect for a moment before continuing his reading or translating Latin. We serve up the best that we can, trust good habits, keep a wise eye, and set them off to pursue a life of learning.

At the end of Volume 3 similar words of comfort are written:

The average child studies with 'delight.' We do not say he will remember all he knows, but, to use a phrase of Jane Austens, he will have had his imagination warmed in many regions of knowledge.