You are currently browsing the monthly archive for September 2007.
While I’m not too concerned about rushing into a Maths curriculum (because there are so many opportunities in everyday life to teach early maths concepts) E4 has really enjoyed this book we got from the library. She found it actually.
Each page progressively introduces a new concept. It starts with what numbers represent, then simple addition, subtraction, fractions, tens and units, odd and even numbers and patterns. We’ve stopped there but it introduces missing numbers in an equation (x) and other stuff that we didn’t go on to read because it was too tricky.
Anyway, it was so fun today reading it with E4 and helping her learn. She understands odd and even numbers, and thought she was quite clever to count in tens to 100 with the help of a 100 chart. She can do basic addition and subtraction (under 10) using her fingers. And can understand halves and quarters in basic terms. I was amused that she very confidently showed me how to share twelve lollies evenly between two mice in the book. She said “three for him, three for her, three for him, three for her etc.” until all were counted.
On a sunny September Saturday…
Soap and Sponges and Sunscreen…
Splashing …
Scrubbing…
Until bikes were shining like new. Of course at the end we played with the hose until B2 was wet to the skin, shivering and laughing, and E4 had changed her clothes 3 times.
Then we had a warm bath followed by ice cream.
I’ve started using some Jolly Phonics with E4, and I have to say, it’s a great system. I have bought the Finger Phonics books as well as the DVD and some workbooks. Both E4 and B2 have enjoyed the DVD, and I’ve found B2 is very keen to look at the books, so is learning the sounds too.
The system teaches the sounds in the English language first rather than the alphabet names. Each sound is taught using an action to remind the children of the sound and a word as an example. The sounds are taught in an order (not alphabetical) which makes it easy for the child to start reading whole words almost right away. For example, the first book and DVD lesson cover the sounds: s a t i p n . Both the sound and the letter formation are taught a the same time.
I’m finding that E4 is finding it a little confusing because she’s learned her alphabet as the names of the letters, so an f for example is said as ef, when actually the sound made in words is ffff. I wish I’d know about this approach earlier as it would have been easier for her to learn the phonics first.
Nevertheless, we are enjoying it. It’s so exciting to watch her learn, and I can’t wait for her to enjoy the process of reading by herself.
B2 hasn’t been the keenest drawer, and is reluctant to colour in. If he has a colouring in book out he brings it to me to colour for him. However, I bought some white board markers for a little white board the kids found in the garage the other day and it seems he likes it.
Here’s his first ever recognisable picture: (Note he has drawn the entire thing upside down)
I love the look on his face. He was so proud. (I am too!)
The children recieved thier first certificates for achievement! This term they attended folk dancing once a week, and also participated in a family folk dancing event where they got to show the families what they’d learned. They are both so proud of their certificates. I’m proud too, and they had such fun learning the dances.
E4 loves dancing of all types and had fun every single lesson.
B2 was a reluctant beginner but by the end was enthusiastic and remembered the dances very well.
E4: “We were so happy on the day that we went on a train ride. We went in the lift and down the stairs. B2 came too and Dad too, and Mum and R Bubba. I saw the sky tower and it was so tall I could hardly see it. I saw mountains. Happiness was everywhere”
B2:“Toot Toot! In the ear…the whistle: Toot Toot!”
