Saturday, August 28, 2010
(to the tune of Father Abraham)
Love the Lord your God, with all your heart,
with all your soul and mind and strength.
And love your neighbor as yourself.
That's what Jesus said to Him.
Repeat the song, doing the same motions as Father Abraham.
Friday, August 27, 2010
If you want to play this song, here are the notes:
C C C C C C E E
May the peoples praise you, oh God
C C E D E D C
May all the peoples praise you
C C C C C E E C C C E D C E E E D C
May God be gracious to us and bless us and make His face shine upon us
C C C C C E E E C C C C E D E D C
That you may be known on the earth, your salvation among the nation
C C C C D D E F E D C C C E D E D C
May the nations be glad and sing for joy for you rule the nations justly
C C C C D D E F E D C C C E D E D E F
May the nations be glad and sing for joy for you rule the peoples of the earth.
Monday, August 23, 2010
- Counting, by ones, fives, tens – the different colored beads and the rows make this easy and good for hands on and visual learning
- Adding and subtracting. When doing subtraction flashcards, the beads make a nice to visual to help solve the problem, especially for higher numbers. It is teaching the subtraction concept in a hands on and visual manner.
- Multiplication, although we haven't gotten there yet.
- Place value. For example, move over 34 beads – that is 3 rows of tens and 4 extra. We look at the amount visually and then talk about how to write that number. Or I write a number and we then move over that many beads.
- The color separation on each row I think also teaches and reinforces simple addition and subtraction. That five red beads plus two green beads equal seven beads. With some practice, children will automatically recognize that combination 2+5=7 without actually having to count every bead. It aids in the process of memorizing these math facts.
Sunday, August 22, 2010
The Lord brought to mind that we should be meditating on His Word: that is how we can not be in sin when we are angry. I made up this song with motions from James 1:19-20 for us to sing when we are angry. We can express our anger, but then meditate on His word, for His transforming power over our lives.
Be quick to listen (touch ears)
Slow to speak (hand to your mouth)
Slow to be angry (angry fists in front of body)
For man's anger (angry fists again)
does not bring about (crisscross hands in front of you)
the righteous life (hands/arms out to the side)
that God desires. (hands raised toward God)
Saturday, August 21, 2010
Here is a song I made up from Proverbs 3:5-6 and Philippians 4:6-7 about trusting the Lord.
Friday, August 20, 2010
For example: to my kindergardener, flash card questions – reading sight words or simple math problems, to my 3 year old – letter flash cards, and then even the 14 month baby gets questions “where is your nose?” or “what does a duck say?” For the older kids I also do questions about our address or how to spell our last name.
We usually start out with questions that I'm sure they know, but I always add a few new questions or flashcards to make it a challenge, to teach something new. And then its followed by an easy question so that the snacks keep coming.
We are adding some geography questions or questions about food groups or Bible verses we are starting to learn.
I have found that doing flashcards at the dining room table while we are eating is best. We are already all sitting down and I keep flashcards handy. Plus the baby is occupied so we can all focus on the learning time. I'm sure the baby is picking up on things already. ….
Ugh!! Trying to teach your child to read can be very frustrating. The English language is phonetic, right? Well, sometimes. But even words that at first seem phonetic, are only phonetic when you know this spelling rule or that rule. There are so many spelling rules and letters make multiple sounds. So where do you start? If your child already knows the letters and one sound for each letter, then teaching a child to sound out words should be easy right? They should be able to read a simple children's book right? Well, right, if the child knows all the spelling rules, but a child will get easily frustrated at having to learn a new pronunciation rule every few words.For example, in my last sentence:
- right - gh is silent
- the – th makes a diffent sound than t and h separately
- child - ch makes a different sound than c and h separately
- knows – k is silent, the ow is the long o sound, not 'o' as in on, not 'ow' as in how
- all – the a does not make the 'a' sound as in apple
- introducing one sound at a time, so that children learn a sound well before moving on
- teaching the skill of putting sounds together
- it starts by introducing only lowercase letters and adds capital letters later
- it notes rhyming words and spellings
- letters are written slightly differently when they have different sounds, so that decoding skills are learned and there is still exposure to the real spelling of words
- for example, th are written closer together for one sound, long vowels have lines over them, and silent letters are written in a smaller font
- sight words that are not phonetic are introduced one at a time (like “was” or “to”)
- new sounds for letter combinations are introduced slowly so that they are mastered, such as “ow” as in “how”
- there are checks throughout for reading comprehension,
- reading concepts are taught throughout – spacing between words, reading left to right and top to bottom, periods at the end of the sentence, quotation marks for speech, titles for a story, capitalization rules, etc.
- Directions are written so that parents know exactly what to say for each lesson and the only preparation time needed for the parents is to read the introduction
- Children gain confidence early on and can begin reading words within just a few lessons
- Each lesson can be done in under thirty minutes, or even less time if lessons are broken in half
- The markings and fonts are different than what you will find in storybooks, so it is suggested that you work all the way through the curriculum so that the transition from the special decoding markings to regular font is made smoothly. I have found it helpful to supplement this curriculum with flashcards that do not have the special markings – like “see” without the long vowel marks.
- The names of the letters are not taught until very late in the curriculum, only the sounds. This is not necessarily a problem, but something to be aware of.
- Some of the lessons progress rather quickly, so we sometimes repeat lessons until we are ready to move on.
For more information about this book, check out www.startreading.com