Well, it's a good job I am not home schooling as we don't seem to be able to get into a holiday routine at all!! Oh well.
On thing Small Boy has done a lot of this holiday is read. He has read three library books, a book on my kindle and a book of his own today. I can't complain about that! He's now read 5 of the required 6 library books for his Circus Stars challenge. In 5 days. The books he is reading are a suitable reading level for him, but none of them are particularly long. We really need to work on that. One challenge is to write a book review, so that's a plan for tomorrow.
Sunday, 31 July 2011
Thursday, 28 July 2011
Free choice
Today's free choices have already included colouring his Big Top to take to the library later, cutting out and there is a pen out (although I've not seen him use it yet!). And it's only 9.10am.
Small Boy has requested a library visit later, there are more books he wants to read. One of the tasks from the library is to write a book review so maybe we will do that later on.
Oh... just realised he's drawn on the paper he's cutting up. This is quite amazing as Small Boy never chooses to draw or colour at home!
Small Boy has requested a library visit later, there are more books he wants to read. One of the tasks from the library is to write a book review so maybe we will do that later on.
Oh... just realised he's drawn on the paper he's cutting up. This is quite amazing as Small Boy never chooses to draw or colour at home!
Wednesday, 27 July 2011
Circus Stars
This year's summer reading challenge at the library is called Circus Stars. We managed to catch the library open this afternoon and sign up. Small Boy chose 2 books, which I knew were probably too easy, and home we went. They were definitely too easy as he read them both on the way home! Oh well, it's got him going on it already and I suspect we might be going back again tomorrow - this time to choose something a little harder and a little longer!
He is quite happy sitting on the lounge floor tonight with his craft things and a variety of pens. He isn't doing any writing, but plenty of scribbling - it's all pencil control so I'm really not too bothered!
He is quite happy sitting on the lounge floor tonight with his craft things and a variety of pens. He isn't doing any writing, but plenty of scribbling - it's all pencil control so I'm really not too bothered!
Sunday, 24 July 2011
Session 6
Horn practice - 10 mins - Small boy can now play C D E F and sometimes G. He didn't want to try playing G F E D C.
Writing
1. 2 mins handwriting - d - this was really good
2. Return to alien story - problem and resolution - talked about Aliens Love Underpants and then ideas for what else the aliens could steal.
Attention poor this morning, too busy messing around and picking up anything that was possible to play with, all of which I removed and then he tried to make himself cry. Then he said he had too many ideas to choose from, which seems to relate to part of the problem at school - he says he can't decide on an idea and by the time he has decided, he's run out of writing time. So I set the timer for one minute and that was successful. I then gave him 5 minutes writing time to write down his problem. Handwriting was appalling today, large and scribbly with a lot of crossings out. Rewarded sounding out.
We really need to work on spelling high frequency words.
We talked about how to resolve the problem of aliens taking socks. He had some good ideas for this but they came out long and rambling and didn't actually solve the problem.
Reminded him of think it -say it - like it - write it - read it back.
He said his sentence and then wrote it down, he was much more focussed now and his handwriting was better. Good at reading work back and making corrections. He then said "I'm going to add a bit on!" and extended his sentence, using a comma! After I'd marked his work, and he was very proud of what he'd done, the timer went off and we realised he'd done it really quickly.
Very successful session!
Reading - Small Boy chose to read The Dragon Painter to himself.
Writing
1. 2 mins handwriting - d - this was really good
2. Return to alien story - problem and resolution - talked about Aliens Love Underpants and then ideas for what else the aliens could steal.
Attention poor this morning, too busy messing around and picking up anything that was possible to play with, all of which I removed and then he tried to make himself cry. Then he said he had too many ideas to choose from, which seems to relate to part of the problem at school - he says he can't decide on an idea and by the time he has decided, he's run out of writing time. So I set the timer for one minute and that was successful. I then gave him 5 minutes writing time to write down his problem. Handwriting was appalling today, large and scribbly with a lot of crossings out. Rewarded sounding out.
We really need to work on spelling high frequency words.
We talked about how to resolve the problem of aliens taking socks. He had some good ideas for this but they came out long and rambling and didn't actually solve the problem.
Reminded him of think it -say it - like it - write it - read it back.
He said his sentence and then wrote it down, he was much more focussed now and his handwriting was better. Good at reading work back and making corrections. He then said "I'm going to add a bit on!" and extended his sentence, using a comma! After I'd marked his work, and he was very proud of what he'd done, the timer went off and we realised he'd done it really quickly.
Very successful session!
Reading - Small Boy chose to read The Dragon Painter to himself.
Friday, 22 July 2011
Session 5
think it - say it - like it? - write it - read it back
add on - add in - reword - change it - special effects
Bit of a combination of him writing and me writing today, so he wasn't repeating himself all the time. He understood both the writing process and the editing process. We wrote about the summer holiday and what he would like to do, and then talked about the different types of special effects he could use when he was writing.
He really wasn't in the mood tonight so I didn't carry on into a longer piece of writing - we'll do that next time.
add on - add in - reword - change it - special effects
Bit of a combination of him writing and me writing today, so he wasn't repeating himself all the time. He understood both the writing process and the editing process. We wrote about the summer holiday and what he would like to do, and then talked about the different types of special effects he could use when he was writing.
He really wasn't in the mood tonight so I didn't carry on into a longer piece of writing - we'll do that next time.
Pondering
Am just pondering where this is all going. It's totally different teaching one to teaching a class, as to get the best out of Small Boy I need to follow his interests, but you can't go 30 ways with one class, and Small Boy can't go his own way within a class. So, a balance between something that inspires him and things I think he should do is probably the best way to go.
He was tired and grumpy last night, so I abandoned any plans for a writing session, and suggested he read instead. There were 4 chapters left in his book. He started by reading chapter 4 out loud, by chapter 5 he was reading to himself and when he got to chapter 6 he asked if he could finish the book! Lovely!
Just two days to go next week and then he's on holiday, so time to put in place some sort of routine that involves reading, horn practice and writing as well as having a relaxing holiday with lots of fun.
He was tired and grumpy last night, so I abandoned any plans for a writing session, and suggested he read instead. There were 4 chapters left in his book. He started by reading chapter 4 out loud, by chapter 5 he was reading to himself and when he got to chapter 6 he asked if he could finish the book! Lovely!
Just two days to go next week and then he's on holiday, so time to put in place some sort of routine that involves reading, horn practice and writing as well as having a relaxing holiday with lots of fun.
Tuesday, 19 July 2011
Meeting with Teacher
Small Boy's class teacher is also the Deputy Head, and is currently Acting Head. His class is being covered by an excellent supply teacher. We met with his class teacher this morning. Just a few points from the meeting to remind me.
We explained we were surprised by Small Boy's report, thinking the writing issue had mostly been resolved, but that it appeared to be a big issue still. We said we thought it had started when he had to have weekly spelling tests in Letters and Sounds and that his maturity at the time, did not match his ability. Teacher agreed. Letters and Sounds in its current format will not continue next year, and Small Boy will be working within Phase 6 in the classroom.
His current writing level is 1a, which I totally agreed with. We discussed potential pressures for Year 2 (SAT's!) and how they will be dealt with. Also that Small Boy will write for a reason, but not if he can't see the point. Teacher said he should achieve 2a at the end of next year.
I explained what we had been doing at home, and that Small Boy was willing to write for me at the moment so I could help him. I said he was very negative about his work to start, but that already he was more positive and writing more, and that I would work on this writing fluency over the holidays. I also told her what Small Boy had said - that writing is easier at home because we talk about it more. We also expressed our surprise at how competitive Small Boy is at home, but not at school. Teacher said he is very comfortable in the class and knows he is one of the brightest, so doesn't feel the need to compete.
We requested more regular updates from school for next year.
I feel quite positive after that meeting, and will be interested to see how our summer goes and how his return to school in September goes!
We explained we were surprised by Small Boy's report, thinking the writing issue had mostly been resolved, but that it appeared to be a big issue still. We said we thought it had started when he had to have weekly spelling tests in Letters and Sounds and that his maturity at the time, did not match his ability. Teacher agreed. Letters and Sounds in its current format will not continue next year, and Small Boy will be working within Phase 6 in the classroom.
His current writing level is 1a, which I totally agreed with. We discussed potential pressures for Year 2 (SAT's!) and how they will be dealt with. Also that Small Boy will write for a reason, but not if he can't see the point. Teacher said he should achieve 2a at the end of next year.
I explained what we had been doing at home, and that Small Boy was willing to write for me at the moment so I could help him. I said he was very negative about his work to start, but that already he was more positive and writing more, and that I would work on this writing fluency over the holidays. I also told her what Small Boy had said - that writing is easier at home because we talk about it more. We also expressed our surprise at how competitive Small Boy is at home, but not at school. Teacher said he is very comfortable in the class and knows he is one of the brightest, so doesn't feel the need to compete.
We requested more regular updates from school for next year.
I feel quite positive after that meeting, and will be interested to see how our summer goes and how his return to school in September goes!
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