Sunday, February 05, 2006
Oooooh, I forgot...
...to mention that we had four computers installed back on MLK Day! Although I don't think anyone but us has turned them on, yet, and no one but us had a clue what to do with them. Hence the buying of the RR software for myself (as we have friends' kids in here fairly frequently) with the premise of using it for Cliveden Park House, too.
Among the Hidden
I'm feeling much better, although still a little hoarse.
This weekend I finally read Among the Hidden, by Margaret Petersen Haddix. It's been on my list for a long while, and I think I picked it up cheap for Cliveden House and then borrowed it back. Now I'm keen to get and read the other books in the series and read the whole lot in a gulp. I'm really happy to know the name of the newest book - even though I have about seven to read until it comes out later this spring. I'm not including it with this post because it's kind of a spoiler.
Anyway, tomorrow I go back to tutoring. I plan on reading to the girls (and whoever else appears) and then having them read to me. Going back to the original idea. I know it's important to work on the word families, etc. but the thing really is that I don't think they have any examples set to them by their families at home. Reading isn't just about knowing the words, it's about using expressions and intonation and hearing the story as you read.
I also picked up some Reader Rabbit software and will install it on the computers before the kids show up after school. I have kindergarten, preschool and first grade reading skills CD Roms, with two CDs with extras, including a basic math concepts one. I think it will be okay, but shan't know until I get down there. The thing is, the RR software pretty much demands use of speakers and/or headphones, and we don't have those. I'm hoping it will still be explanatory for the kids with just the onscreen prompts.
On top of those things, I also have several sets of cards made up to play word family memory games and to try and reinforce the solution to the problems we've been seeing with bs & ds and writing numbers backwards, I plan to take some sort of tactile tool with me to help with learning our letters etc. That is to say, ketchup, clay or sand to make letters in and with. It's a little complicated, but this is a suggestion that was recently made to me for the girls in particular.
I'm certainly open to more suggestions on how to address these sorts of learning difficulties. The best i can think at the moment is just to have them practice, practice, practice.
This weekend I finally read Among the Hidden, by Margaret Petersen Haddix. It's been on my list for a long while, and I think I picked it up cheap for Cliveden House and then borrowed it back. Now I'm keen to get and read the other books in the series and read the whole lot in a gulp. I'm really happy to know the name of the newest book - even though I have about seven to read until it comes out later this spring. I'm not including it with this post because it's kind of a spoiler.
Anyway, tomorrow I go back to tutoring. I plan on reading to the girls (and whoever else appears) and then having them read to me. Going back to the original idea. I know it's important to work on the word families, etc. but the thing really is that I don't think they have any examples set to them by their families at home. Reading isn't just about knowing the words, it's about using expressions and intonation and hearing the story as you read.
I also picked up some Reader Rabbit software and will install it on the computers before the kids show up after school. I have kindergarten, preschool and first grade reading skills CD Roms, with two CDs with extras, including a basic math concepts one. I think it will be okay, but shan't know until I get down there. The thing is, the RR software pretty much demands use of speakers and/or headphones, and we don't have those. I'm hoping it will still be explanatory for the kids with just the onscreen prompts.
On top of those things, I also have several sets of cards made up to play word family memory games and to try and reinforce the solution to the problems we've been seeing with bs & ds and writing numbers backwards, I plan to take some sort of tactile tool with me to help with learning our letters etc. That is to say, ketchup, clay or sand to make letters in and with. It's a little complicated, but this is a suggestion that was recently made to me for the girls in particular.
I'm certainly open to more suggestions on how to address these sorts of learning difficulties. The best i can think at the moment is just to have them practice, practice, practice.
Tuesday, January 31, 2006
Acute bronchitis
Or as the old (from earlier today) joke goes, not all that cute. Lots of coughing and little relief. Thanks to a trip to the Doctor I have an inhaler to try and get some medicine down the tubes that need it. We think it's viral and hopefully it will clear up in the next few days. I'm especially hopeful of that because I have things to do and people to see, and I've had this thing for eleven or so days now and it's getting old.
I haven't seen my kids in nearly three weeks because of feeling poorly. I didn't think it kind to share with others, although I still went up to New York to my class last weekend. At that point I thought lemsip direct doses might keep it in check.
Anyway, there's lots to catch up on, but my brain is too fuzzy to write right now.
If I haven't called you, this is why. I don't have much of a voice at present.
I haven't seen my kids in nearly three weeks because of feeling poorly. I didn't think it kind to share with others, although I still went up to New York to my class last weekend. At that point I thought lemsip direct doses might keep it in check.
Anyway, there's lots to catch up on, but my brain is too fuzzy to write right now.
If I haven't called you, this is why. I don't have much of a voice at present.
Thursday, January 12, 2006
Are You There, God?
Interestingly to me, the only book that I have seen go missing from the Cliveden Park House library since I have started building it, has been Are You There God? It's Me, Margaret, by Judy Blume.
I'm actually fairly impressed that someone took that one. Just because it indicates to me that we were useful in some way. I haven't made a big deal about it, and frankly I imagine that whoever took it probably just borrowed it and then forgot about returning it. But I wish them well.
However, we do have an opening for a new/used copy if anyone spots one in the next few months.
I'm actually fairly impressed that someone took that one. Just because it indicates to me that we were useful in some way. I haven't made a big deal about it, and frankly I imagine that whoever took it probably just borrowed it and then forgot about returning it. But I wish them well.
However, we do have an opening for a new/used copy if anyone spots one in the next few months.
More about Computers
The first group of people who wanted to give us computers is installing four next Monday - Martin Luther King Day. We don't have furniture, really, except a few picnic tables. So it's probably going to have to be those.
The big company will be calling Clyde this week, but the latest news seems to be that they'll be giving us twelve. I don't know how many of them will be brand new, but I'm not picky.
I do plan to go out and browse/window shop at CompUSA this afternoon. I hear the Reader Rabbit software is pretty good (according to my four year old niece). And it occurred to me last night that we could get language software for those of the kids who are learning Spanish. Clyde seems to be all about using the computers for internet access, but I keep harking back to my primary school days when we played a really basic game called Fletcher's Castle with the then brand new, BBC Micro machines. Fletcher's Castle was a teaching program for strategy, I think. I loved it, anyway. I just can't imagine not using these computers for actual teaching, as opposed to surfing.
Which is not to say that the internet can't teach you anything - but it's easier to supervise what people are doing if they don't have that option.
The big company will be calling Clyde this week, but the latest news seems to be that they'll be giving us twelve. I don't know how many of them will be brand new, but I'm not picky.
I do plan to go out and browse/window shop at CompUSA this afternoon. I hear the Reader Rabbit software is pretty good (according to my four year old niece). And it occurred to me last night that we could get language software for those of the kids who are learning Spanish. Clyde seems to be all about using the computers for internet access, but I keep harking back to my primary school days when we played a really basic game called Fletcher's Castle with the then brand new, BBC Micro machines. Fletcher's Castle was a teaching program for strategy, I think. I loved it, anyway. I just can't imagine not using these computers for actual teaching, as opposed to surfing.
Which is not to say that the internet can't teach you anything - but it's easier to supervise what people are doing if they don't have that option.
Word Families - the return
I had anticipated having Mike join me on Monday night, but not Sam. So I was more than a little pushed out of my stride by having an extra child to try and figure out. Consequently I didn't do as much with the twins as I would have liked.
I had prepared a set of word family endings typed and printed from my home computer. I had cut them into small rectangles and mixed them all up in a bag. The families were all the two letter -a ones and all the two letter -i ones.
The first thing I set the twins to was sitting down with the bag of each set and sorting them out for for me. They didn't get it at first, and M was especially tired and not keen at all, but they slowly did a fair bit of the work. I immediately saw that I had given them too complicated a task, but by then I was trying to listen to Sam reading, and I left them to their devices as long as I could.
After a time, T had finished sorting all the -i endings, so I asked her to put them in ABC order by pile. It took a long while to be able to explain this so that she understood, but she finally did and seemed to manage it. After a few minutes of telling me that she didn't want to do it.
M struggled for a long while with the -a endings. In hindsight, as I said, I gave her too big a task. On tuesday I thinned out the piles so that the next time I could have each child work with two endings.
After Sam read Hop on Pop, with much interruption from the girls - I had him work on the -i endings, while T read to me. She couldn't settle on a book and we read parts of Froggy Bakes a Cake and two others that I now can't remember. It was really difficult to concentrate my help with all three kids.
When M stopped organising her word endings - she really didn't get it - I had her pull out some homework and we started her on that.
With ten minutes to the end of the girls' night, I sent Sam upstairs to work with Clyde for a few minutes. Mike came down to sit with me, and then the girls packed up and went home to finish homework and fall into bed. It's a long night for them.
After a couple of easy starts, Mike read the first two chapters of The Chameleon Wore Chartreuse, a Chet Gecko mystery. He seems able to read, but is only reading the words, not the story. I suggested to him that we just work our way through the whole series. Because by the end of this book he'll have a handle on the characters and won't have to learn them again in starting a different book. He seemed okay with that, although he queried that I meant we read the whole book that night.
I had prepared a set of word family endings typed and printed from my home computer. I had cut them into small rectangles and mixed them all up in a bag. The families were all the two letter -a ones and all the two letter -i ones.
The first thing I set the twins to was sitting down with the bag of each set and sorting them out for for me. They didn't get it at first, and M was especially tired and not keen at all, but they slowly did a fair bit of the work. I immediately saw that I had given them too complicated a task, but by then I was trying to listen to Sam reading, and I left them to their devices as long as I could.
After a time, T had finished sorting all the -i endings, so I asked her to put them in ABC order by pile. It took a long while to be able to explain this so that she understood, but she finally did and seemed to manage it. After a few minutes of telling me that she didn't want to do it.
M struggled for a long while with the -a endings. In hindsight, as I said, I gave her too big a task. On tuesday I thinned out the piles so that the next time I could have each child work with two endings.
After Sam read Hop on Pop, with much interruption from the girls - I had him work on the -i endings, while T read to me. She couldn't settle on a book and we read parts of Froggy Bakes a Cake and two others that I now can't remember. It was really difficult to concentrate my help with all three kids.
When M stopped organising her word endings - she really didn't get it - I had her pull out some homework and we started her on that.
With ten minutes to the end of the girls' night, I sent Sam upstairs to work with Clyde for a few minutes. Mike came down to sit with me, and then the girls packed up and went home to finish homework and fall into bed. It's a long night for them.
After a couple of easy starts, Mike read the first two chapters of The Chameleon Wore Chartreuse, a Chet Gecko mystery. He seems able to read, but is only reading the words, not the story. I suggested to him that we just work our way through the whole series. Because by the end of this book he'll have a handle on the characters and won't have to learn them again in starting a different book. He seemed okay with that, although he queried that I meant we read the whole book that night.
This Thing Is Bigger Than The Both Of Us
Welllll, alrighty then.
Last Monday night, the first one I chose to tutor in January, our numbers doubled. I went from "my two girls" to adding two boys and - sort of - an older girl.
These extras are Sam, Mike and Shania.
Sam is seven, but reads less well than the twins, who are six. He lacks confidence, even with Hop on Pop. His older brother, Q, seems to enjoy reading. But Sam hasn't figured it out yet.
Mike is about ten (I've been given differing information about what grade he's in), but originally told me that he reads at a 3rd grade level. He actually doesn't read that poorly, but needs a lot of practice to "get it" with fluency. Right now he's able to read the words, but not hear the story.
Shania, I think, is his sister. They have different last names, but I guess that's neither here nor there with these kids. Anyway, she's about thirteen. She can read, and reads aloud when given the chance to read anything. I don't know how much of the story she understands. She's asked for recommendations, but reads a few paragraphs of each book (aloud) and puts it back on the shelf. The only thing she's picked up of her own accord more than once is an elderly Garfield comic book she found in the big book case. And suddenly I'm grateful for the huge box of Garfield books that's sitting in my attic room, waiting to join the fold of donated books in Cliveden Park. (Thanks, Imagine!)
Clyde also worked with most of these kids for a time, as well as Q, and his regular gang upstairs. He tells me that Mike is just "lost" in math. He doesn't know most of his times tables, but his school is working on fractions and percentages. I myself am easily confused by numbers, but apparently all of this is makes school/life harder for this child. Clyde relates that Mike is far enough behind right now that it is unlikely they will be able to find a way to catch up with his learning this year. That doesn't mean he won't try, of course. But Clyde isn't sure how to best approach things yet. And Mike doesn't seem to mind, which is certainly a challenge, also.
Last Monday night, the first one I chose to tutor in January, our numbers doubled. I went from "my two girls" to adding two boys and - sort of - an older girl.
These extras are Sam, Mike and Shania.
Sam is seven, but reads less well than the twins, who are six. He lacks confidence, even with Hop on Pop. His older brother, Q, seems to enjoy reading. But Sam hasn't figured it out yet.
Mike is about ten (I've been given differing information about what grade he's in), but originally told me that he reads at a 3rd grade level. He actually doesn't read that poorly, but needs a lot of practice to "get it" with fluency. Right now he's able to read the words, but not hear the story.
Shania, I think, is his sister. They have different last names, but I guess that's neither here nor there with these kids. Anyway, she's about thirteen. She can read, and reads aloud when given the chance to read anything. I don't know how much of the story she understands. She's asked for recommendations, but reads a few paragraphs of each book (aloud) and puts it back on the shelf. The only thing she's picked up of her own accord more than once is an elderly Garfield comic book she found in the big book case. And suddenly I'm grateful for the huge box of Garfield books that's sitting in my attic room, waiting to join the fold of donated books in Cliveden Park. (Thanks, Imagine!)
Clyde also worked with most of these kids for a time, as well as Q, and his regular gang upstairs. He tells me that Mike is just "lost" in math. He doesn't know most of his times tables, but his school is working on fractions and percentages. I myself am easily confused by numbers, but apparently all of this is makes school/life harder for this child. Clyde relates that Mike is far enough behind right now that it is unlikely they will be able to find a way to catch up with his learning this year. That doesn't mean he won't try, of course. But Clyde isn't sure how to best approach things yet. And Mike doesn't seem to mind, which is certainly a challenge, also.
Sunday, January 01, 2006
A Happy and Healthy New Year....
... to you all.
I hope 2006 brings goodness and grace to all our lives.
I hope 2006 brings goodness and grace to all our lives.
Friday, December 30, 2005
Good News
I wanted to mention our Good News to those of you particularly invested in Cliveden Park House. During Christmas, Clyde's brother told us that his company is keen to donate some computers to us. Most of them would be refurbished, but at least two of them will be brand new. Not only do the company want to donate them, they want to set up a network and internet connection, and bring someone in to teach the software on the computers. This would include AutoCAD, which is certainly not run of the mill. We are ecstatic. Understandably so.
However, this has meant that we have had to get a room ready for the products. The room we are working with might fit 9 computer stations at a stretch, which is great. The company originally offered 25 machines. 25! Twenty five! But we just don't have the space. We don't even have furniture at the moment, but I expect we'll be able to get some from somewhere.
Clyde has spent two evenings this week spackling holes in the walls so that can paint the room, which up until this week was a rosy shade of dark gray, with a poo-brown ceiling. I voted for a while ceiling with medium yellow walls. Clyde concurred and we found the right colour at Home Depot. So this afternoon I am driving down to put on a second coat of primer and pick up the yellow paint when we know how much we'll need.
Additionally to all that, Clyde's Dad has offered to come in and fix up some issues with the rest room, which isn't a very nice place to have to spend a penny. It's passable, but there are holes in the walls.
We are working quickly to get these changes made because we want to show the company that they are making a decent investment, and not throwing good money away. Also, if they are serious, which it sounds as though they are, they will probably want to move quickly as the year turns. So we plan to be prepared.
I have dreams of being able to work with six or more children at a time, using Reader Rabbit software and other phonics programs. I won't give up on books, of course, but it's easier to plan for more children if I have more equipment to work with.
However, this has meant that we have had to get a room ready for the products. The room we are working with might fit 9 computer stations at a stretch, which is great. The company originally offered 25 machines. 25! Twenty five! But we just don't have the space. We don't even have furniture at the moment, but I expect we'll be able to get some from somewhere.
Clyde has spent two evenings this week spackling holes in the walls so that can paint the room, which up until this week was a rosy shade of dark gray, with a poo-brown ceiling. I voted for a while ceiling with medium yellow walls. Clyde concurred and we found the right colour at Home Depot. So this afternoon I am driving down to put on a second coat of primer and pick up the yellow paint when we know how much we'll need.
Additionally to all that, Clyde's Dad has offered to come in and fix up some issues with the rest room, which isn't a very nice place to have to spend a penny. It's passable, but there are holes in the walls.
We are working quickly to get these changes made because we want to show the company that they are making a decent investment, and not throwing good money away. Also, if they are serious, which it sounds as though they are, they will probably want to move quickly as the year turns. So we plan to be prepared.
I have dreams of being able to work with six or more children at a time, using Reader Rabbit software and other phonics programs. I won't give up on books, of course, but it's easier to plan for more children if I have more equipment to work with.
Happy Holidays
I hate the phrase Happy Holidays. It's a generic American-PC remark made so as not to offend people who do not celebrate Christmas, but do celebrate something else. For instance Hanukkah, Kwanzaa, Solstice. Although Solstice doesn't seem to be a widely recognized celebration in the US, either.
Anyway, I use the greeting now because I haven't posted anything in a while and thus have missed most of the holidays except for the New Year celebration, which is tomorrow.
Two days ago we held a holiday party for the kids at Cliveden Park House. We invited the children from the four different programs that run at the park, and had about thirty kids show up. I was pretty surprised, because on a good day I see "my" two girls. I had no idea there were so many kids in the neighbourhood. Luckily it was a warm-ish day and for the most part the kids played in the park on the swings and climbing frame. Some of the boys threw a footballl around, some of the girls played hide-and-seek, duck-duck-goose. Inside, to amuse some of the littler ones, we played musical statues and pass-the-parcel.
The older volunteers - mostly Grandmas - cooked up the lunch, and what a lunch it was. Salad, followed by a fruit cup, followed by spaghetti and sauce or baked penne, followed by crazy running around outside while the grown-ups cleaned up the tables and I cut the cakes. The oldest kids came in and sat down to "test" the cakes for freshness while shooting the breeze. These were the boys and girl who were been the original kids in the park. The reason the Grandmas had cleaned the place up and kicked out the drug users. They were also the first children in the park to benefit from the city grants and funding for local youth. Their ages range between 15 and 19 now. The eldest is in college, the rest are following suit.
After everyone had some cake, we asked each person to stand up and identify themselves to the group. What is their name, age, school and which program do they participate in at Cliveden. Some of them were the littler brothers and sisters of those in a program. One of them had just shown up and joined in when he saw all the children outside. But mostly they were students of the piano; of Mr Clyde's math class (where he also teaches spanish, social studies, science); and of Mr Kelvin's class on Saturday mornings. My girls stood up shyly and said that they came to Mrs Clyde's and Mr Tabby's classes (awww).
It was a great opportunity for all of us, really. Clyde and I stood up and tried to pitch our program to everyone. Clyde did a better job than me. I was tired and uptight by this point and I now wish that I had said more about just giving the kids a place to come to if they wanted to read. Mostly I concentrated on offering help to those who were having difficulty, which is also a valid contribution. But I know there were kids in the building who probably do read of their own choosing and just don't have someone who cares enough to let them do it in their own time.
As people were speaking, I snuck around with a camera and took lots of photos. My BBBS Litttle Sister, Caitlin, was with us as well, and it was her camera. Just as well because the battery had gone on mine.
At the end of the afternoon, as the kids were leaving, I had two more children come to me and tell me that they have had some trouble with reading. The boy, in 5th grade, tells me that he is reading at 3rd grade level. The girl, who is 13, tells me she wants to read all the books we have on the shelves. I don't know yet where her trouble lies, if she has any. In two weeks both kids will hopefully come and sit with us on a Monday night.
In the meantime I plan to try and write some lesson plan material ahead of time so that I can best utilize the time when I suddenly have double the amount of students.
Anyway, I use the greeting now because I haven't posted anything in a while and thus have missed most of the holidays except for the New Year celebration, which is tomorrow.
Two days ago we held a holiday party for the kids at Cliveden Park House. We invited the children from the four different programs that run at the park, and had about thirty kids show up. I was pretty surprised, because on a good day I see "my" two girls. I had no idea there were so many kids in the neighbourhood. Luckily it was a warm-ish day and for the most part the kids played in the park on the swings and climbing frame. Some of the boys threw a footballl around, some of the girls played hide-and-seek, duck-duck-goose. Inside, to amuse some of the littler ones, we played musical statues and pass-the-parcel.
The older volunteers - mostly Grandmas - cooked up the lunch, and what a lunch it was. Salad, followed by a fruit cup, followed by spaghetti and sauce or baked penne, followed by crazy running around outside while the grown-ups cleaned up the tables and I cut the cakes. The oldest kids came in and sat down to "test" the cakes for freshness while shooting the breeze. These were the boys and girl who were been the original kids in the park. The reason the Grandmas had cleaned the place up and kicked out the drug users. They were also the first children in the park to benefit from the city grants and funding for local youth. Their ages range between 15 and 19 now. The eldest is in college, the rest are following suit.
After everyone had some cake, we asked each person to stand up and identify themselves to the group. What is their name, age, school and which program do they participate in at Cliveden. Some of them were the littler brothers and sisters of those in a program. One of them had just shown up and joined in when he saw all the children outside. But mostly they were students of the piano; of Mr Clyde's math class (where he also teaches spanish, social studies, science); and of Mr Kelvin's class on Saturday mornings. My girls stood up shyly and said that they came to Mrs Clyde's and Mr Tabby's classes (awww).
It was a great opportunity for all of us, really. Clyde and I stood up and tried to pitch our program to everyone. Clyde did a better job than me. I was tired and uptight by this point and I now wish that I had said more about just giving the kids a place to come to if they wanted to read. Mostly I concentrated on offering help to those who were having difficulty, which is also a valid contribution. But I know there were kids in the building who probably do read of their own choosing and just don't have someone who cares enough to let them do it in their own time.
As people were speaking, I snuck around with a camera and took lots of photos. My BBBS Litttle Sister, Caitlin, was with us as well, and it was her camera. Just as well because the battery had gone on mine.
At the end of the afternoon, as the kids were leaving, I had two more children come to me and tell me that they have had some trouble with reading. The boy, in 5th grade, tells me that he is reading at 3rd grade level. The girl, who is 13, tells me she wants to read all the books we have on the shelves. I don't know yet where her trouble lies, if she has any. In two weeks both kids will hopefully come and sit with us on a Monday night.
In the meantime I plan to try and write some lesson plan material ahead of time so that I can best utilize the time when I suddenly have double the amount of students.
Wednesday, December 14, 2005
Book Wishlist
If you want to send us something, but don't know where to start, I have updated our Amazon wishlist. Books sent from this site are tax free donations. Just let me know if you need the 501 number for your records.
Be sure to sort the list by priority (high to low) for the best ideas.
http://www.amazon.com/gp/registry/200VFN7IERVN7
Thank you!
Be sure to sort the list by priority (high to low) for the best ideas.
http://www.amazon.com/gp/registry/200VFN7IERVN7
Thank you!
Hop on Pop - Follow up
I have received two copies of Hop on Pop from two kind regulars at Readerville. This morning I also received a handful of I Can Read books (Danny and the Dinosaur; Mouse Tales; Frog and Toad, etc) from a great friend who has kept us in books this year.
The arrival of this package was just perfect because I think the girls are at the right stage to give them a stab. I had them each read Hop on Pop aloud on Monday evening this week. M was able to do it more fluently than T, and she didn't get frustrated when she got stuck on a word. She even had a very good try at Constantinople. I suggested to their Grandmother that T might get her eyes checked. Because I noticed that she rubbed and rubbed at her eyes while she was trying to read, and she struggled with several of the pages, especially at the end where there is a small yellow box with a smaller red text of several short words in a row. She almost cried when she got to that part, so I wondered if perhaps it had to do with being able to see well enough.
After they took turns reading it aloud, I read it aloud. Then I read them the first in the Catwings series by Ursula K Le Guin. What a lovely little book! They seemed to enjoy it and asked questions when they didn't understand things (who are the flying tabbies?? etc) part way through the story.
At the end of the story I asked them what they liked best about it, and they were able to tell me parts they thought were interesting/fun. Then they told me that their birthday in June but they didn't know when that is, so we sat down and talked about days of the week and months of the year. I gave them a sheet of paper with all those things written clearly down and asked them to practice sounding it out during the week.
Next week I'll see about having them each read a short-ish I Can Read book aloud. I really think that most of what they need is practice reading.
The arrival of this package was just perfect because I think the girls are at the right stage to give them a stab. I had them each read Hop on Pop aloud on Monday evening this week. M was able to do it more fluently than T, and she didn't get frustrated when she got stuck on a word. She even had a very good try at Constantinople. I suggested to their Grandmother that T might get her eyes checked. Because I noticed that she rubbed and rubbed at her eyes while she was trying to read, and she struggled with several of the pages, especially at the end where there is a small yellow box with a smaller red text of several short words in a row. She almost cried when she got to that part, so I wondered if perhaps it had to do with being able to see well enough.
After they took turns reading it aloud, I read it aloud. Then I read them the first in the Catwings series by Ursula K Le Guin. What a lovely little book! They seemed to enjoy it and asked questions when they didn't understand things (who are the flying tabbies?? etc) part way through the story.
At the end of the story I asked them what they liked best about it, and they were able to tell me parts they thought were interesting/fun. Then they told me that their birthday in June but they didn't know when that is, so we sat down and talked about days of the week and months of the year. I gave them a sheet of paper with all those things written clearly down and asked them to practice sounding it out during the week.
Next week I'll see about having them each read a short-ish I Can Read book aloud. I really think that most of what they need is practice reading.
Tuesday, December 06, 2005
Wintery weather
Yep. It's cold. Monday night class was cancelled because all the weather channels predicted 3 - 7 inches of snow, but in fact only about an inch fell and landed in our neighbourhood. All the same, I'm happy not to have gone because Clyde had to drive to Virginia on business, taking my car with him. And I didn't want to have to drive home in the dark, in bad weather, in a car I'm less comfortable in. The car he uses is a 1991 Jeep Cherokee. It works, pretty much, fine. It has a new-ish engine, which we installed over the summer. But since then it's gears are wonky. You have to really slam them into place! It's disconcerting. Anyway, it's a perfectly usable vehicle. I just didn't want to have to deal with all the factors at once.
Though the snow has stopped, it's bitterly cold here. I spent much of the day sitting on the couch writing christmas cards and thinking about clambering back into the flannel sheets in the company of cats. But no. Instead I watched/listened to almost six hours of music television while I wrote. Occasionally I checked and sent email, and read some posts at the IIN web forum. I noticed that a lot of forum posts, both at IIN and elseweb, have dropped off this week. I wonder if it's because everyone's fingers are too cold to type? More likely they are bundled up in flannel bedsheets with a good book. I wanted to do that, too, but really felt it would be lazy. I don't think of bed as the place to write letters, although I know one novelist who writes her books in bed. Literally.
Though the snow has stopped, it's bitterly cold here. I spent much of the day sitting on the couch writing christmas cards and thinking about clambering back into the flannel sheets in the company of cats. But no. Instead I watched/listened to almost six hours of music television while I wrote. Occasionally I checked and sent email, and read some posts at the IIN web forum. I noticed that a lot of forum posts, both at IIN and elseweb, have dropped off this week. I wonder if it's because everyone's fingers are too cold to type? More likely they are bundled up in flannel bedsheets with a good book. I wanted to do that, too, but really felt it would be lazy. I don't think of bed as the place to write letters, although I know one novelist who writes her books in bed. Literally.
Thursday, December 01, 2005
Health Histories for Homework
Here's another that's been keeping me busy:
Part of my homework assignment from my first weekend at IIN was to complete four health history (HH) consultations before the next class (Dec 10-11). I had been concerned about how to go about taking these histories because I don't come into a lot of contact with "real" people throughout my day. I clean my house and play with my cats and do grocery shopping and all of that, but I don't interact with many people outside of the various online communities I'm involved with and the people I might play catch up with over the phone.
So it was suggested to me that I might exchange HHs with other students. This seems easy until you realise how difficult it is to pin down appointments with people. Especially people who don't seem as into it as you are. A few people have complained on the IIN online community about how no one will exchange with them. I don't know about that. I have emailed most of the people who showed interest, detailing my availability and asking for theirs. If they don't pick up the ball and follow up, it's their loss I'm afraid to say.
Inspired by all of that, I emailed a selection of friends and asked if they were willing to get involved. If they answered yes, I sent them the form and asked them to fill it in and return it to me. Then I asked for their availability for talking about it. It's a really great thing to do because it gives the "client" time for themself. Time to sit and breathe and discuss the things that concern them. And it's all about them. The consultation can take up to an hour, and will always be free. We have been advised not to take anyone on as actual clients until a few more weeks into the program, but after that the consultation process is free and the follow up sessions cost a certain amount a month, assuming the client feels that they want to further their work.
And so, my weeks and weekends have been busy, full of calls and consultations. I have averaged about five of these a week. It's surprising to me how tired I have been at the end of them, however. I suppose I haven't engaged my mind as much in a long time!
Part of my homework assignment from my first weekend at IIN was to complete four health history (HH) consultations before the next class (Dec 10-11). I had been concerned about how to go about taking these histories because I don't come into a lot of contact with "real" people throughout my day. I clean my house and play with my cats and do grocery shopping and all of that, but I don't interact with many people outside of the various online communities I'm involved with and the people I might play catch up with over the phone.
So it was suggested to me that I might exchange HHs with other students. This seems easy until you realise how difficult it is to pin down appointments with people. Especially people who don't seem as into it as you are. A few people have complained on the IIN online community about how no one will exchange with them. I don't know about that. I have emailed most of the people who showed interest, detailing my availability and asking for theirs. If they don't pick up the ball and follow up, it's their loss I'm afraid to say.
Inspired by all of that, I emailed a selection of friends and asked if they were willing to get involved. If they answered yes, I sent them the form and asked them to fill it in and return it to me. Then I asked for their availability for talking about it. It's a really great thing to do because it gives the "client" time for themself. Time to sit and breathe and discuss the things that concern them. And it's all about them. The consultation can take up to an hour, and will always be free. We have been advised not to take anyone on as actual clients until a few more weeks into the program, but after that the consultation process is free and the follow up sessions cost a certain amount a month, assuming the client feels that they want to further their work.
And so, my weeks and weekends have been busy, full of calls and consultations. I have averaged about five of these a week. It's surprising to me how tired I have been at the end of them, however. I suppose I haven't engaged my mind as much in a long time!
Playing catch up
I've been so tired lately I haven't made time to write updates on my teaching antics. I have stories to tell (although they may not be terribly interesting), believe me.
My twin girls are repeat pupils now (three visits in as many weeks), and apparently spent the first week asking their Nana if they could come to my "class" after school every day. The second week I copied pages out of the Scholastic book to see what basic level they are at. The pages included simple mazes, following easy words: "the" "a", to reach something at the other side (the way mazes do). Then they each read part of a Hello Reader story to me. T was soon tired, but M wanted to go on. She read almost a whole story and then answered some of the questions at the end (that included rebus words and opposites). At the end of the evening Nana asked me to work with them on word families, which I am happy to try. She told me that they have been put in some sort of special class in first grade, which seems ridiculous to me. They are six years old!
So I spent much of last Monday writing simple sentences around the word family "an", and copying a few more pages about "the" and "an" from my reference book. The girls told me that the part where they had to match the right word to the right sentence was too hard. But I helped them to complete the whole page (six sentences) and they did okay.
T was tired and coughing the whole time on Monday, and I sent her home with Nana to get some medicine. I feel for them because I know that it's not my business to interfere in their lives outside of learning to read and being at the House with us. But they come wearing dirty clothes and I understand that they are on fairly strict vegetarian diets, which seems a little rough for children so young. And frankly I imagine it will backfire on them in the future. How can chocolate and sweet things not be attractive to them? Anyway, I digress.
So I started reading Charlie and the Chocolate Factory with them, but now I'm thinking that might be cruel. Perhaps I should go with something shorter and less about sweeties.
My twin girls are repeat pupils now (three visits in as many weeks), and apparently spent the first week asking their Nana if they could come to my "class" after school every day. The second week I copied pages out of the Scholastic book to see what basic level they are at. The pages included simple mazes, following easy words: "the" "a", to reach something at the other side (the way mazes do). Then they each read part of a Hello Reader story to me. T was soon tired, but M wanted to go on. She read almost a whole story and then answered some of the questions at the end (that included rebus words and opposites). At the end of the evening Nana asked me to work with them on word families, which I am happy to try. She told me that they have been put in some sort of special class in first grade, which seems ridiculous to me. They are six years old!
So I spent much of last Monday writing simple sentences around the word family "an", and copying a few more pages about "the" and "an" from my reference book. The girls told me that the part where they had to match the right word to the right sentence was too hard. But I helped them to complete the whole page (six sentences) and they did okay.
T was tired and coughing the whole time on Monday, and I sent her home with Nana to get some medicine. I feel for them because I know that it's not my business to interfere in their lives outside of learning to read and being at the House with us. But they come wearing dirty clothes and I understand that they are on fairly strict vegetarian diets, which seems a little rough for children so young. And frankly I imagine it will backfire on them in the future. How can chocolate and sweet things not be attractive to them? Anyway, I digress.
So I started reading Charlie and the Chocolate Factory with them, but now I'm thinking that might be cruel. Perhaps I should go with something shorter and less about sweeties.
Thursday, November 17, 2005
Hop on Pop
At the bookstore just now (I was picking up some Sandra Boynton for a friend's baby), I re-read Hop on Pop. I think that would be an ideal book for the twins, and also for the kids who came last week. If you turn out to have a spare undamaged copy of that lying around, unwanted, would you consider sending it to me? I could use more than one copy, and right now I don't have any copies.
Thank you!
Thank you!
Word Families
I forgot to mention that I have a teacher's resource store poster of word families which I plan on taking with me next week. I shall have to take a look at it over the weekend and figure out some ideas on how to use it for teaching.
The difficulty I've had most with planning is that I plan away and then no one shows up. This week the Grandmothers/Mothers who run the community activities at Cliveden Park have decided to call all the families who have been coming to see me now and then, before hand. So that they get used to the idea that Monday Night is Reading Tutor Night. That way I'll more likely have some regular pupils.
I am also going to print up a colourful (bookishly illustrated?) flyer with the dates and times that I intend to be there, to give to each family member who brings the little ones. Hopefully it will help.
The difficulty I've had most with planning is that I plan away and then no one shows up. This week the Grandmothers/Mothers who run the community activities at Cliveden Park have decided to call all the families who have been coming to see me now and then, before hand. So that they get used to the idea that Monday Night is Reading Tutor Night. That way I'll more likely have some regular pupils.
I am also going to print up a colourful (bookishly illustrated?) flyer with the dates and times that I intend to be there, to give to each family member who brings the little ones. Hopefully it will help.
Learning to Read
Last monday evening I had the pleasure of meeting twin girl children. They are six years old. T and M. M told me that she's three months older than her sister, but I considered that for a moment and decided she must mean minutes. They know their letters and sort of the sounds of their letters, but they are a little over-confident some of the time. They had a tendency to put all the letters of C-A-T together, but not in order. I kept reminding them to sound out the letters in the order they had put them, and then they noticed where they had gone wrong and ultimately fixed each problem.
Before that, though, I gave them a packet of alphabet flashcards and asked them to put them in order alphabetically. It became a race. A race which was marred only by the fact that the pack included only one each of Q, X, and Z. I made up spares by writing them on a piece of paper for Little Miss T.
When each had a side of the table covered in the alphabet, I asked them to sound out each letter and then went on to ask them if they could spell particular short words: "Can you spell 'cat'?", followed with "What other words can you make if you take away the 'C' and put other letters in it's place?". They figured out hat, sat, mat.
After a lot of running up and down the side of the table making up words ('hax?'), I asked them to each choose a book and we would sit and read together. As it turns out, I did all the reading. But I had them look for particular words (and, the) in the pages with me. All told we read five books that night. Their favourite by far was The Mysterious Tadpole by Steven Kellogg. Miss M decided that she would dislike The Moon Jumpers by Janice May Udry before we began, but I told her it was my choice (the choices are rather limited on the picture book shelf) and I wanted to read it to them. She listened, but afterward they begged me to read If You Give a Moose a Muffin by Laura Numeroff before they left for the night.
While we read, they squished themselves as close to me on either side as they could manage without actually sitting directly on my lap. It was cosy. If there's one thing I've noticed on the nights I've been working with these children, they are affectionate little creatures. Starved, you might suggest, for attention and love. They are loved - I imagine, although I don't see a lot of it with the Littles. I don't often meet the parent or guardians. This time I did meet Grandma, and she seemed uptight. At the end of the evening she asked whether I thought they would get better at reading... I said I certainly thought that they would - that the more reading they did and had done for them, the better/easier it would be for them. They are bright little girls. I hope to see them on Monday evening. I rather suspect I shall, because Grandma seemed pretty strict and as someone mentioned to me as we left for the evening, perhaps not altogether as bright as them herself. Plus, she's Grandma. She's carrying the weight of bringing up her grandchildren, most likely alone. I can understand why she's concerned. But as I said, they are six years old! They have time.
I picked up a copy of 100 Words Kids Need To Read by 1st Grade by Lisa Trumbauer, on the basis that I can copy some of the pages so that I can offer an actual lesson of sorts in the weeks ahead. Activities based around words. It seems as though five, six, seven is the age group I'm working with. And it's a brilliant place to begin. Although it's vaguely terrifying to someone who isn't actually a "teacher".
As always, I appreciate any ideas you all have.
Before that, though, I gave them a packet of alphabet flashcards and asked them to put them in order alphabetically. It became a race. A race which was marred only by the fact that the pack included only one each of Q, X, and Z. I made up spares by writing them on a piece of paper for Little Miss T.
When each had a side of the table covered in the alphabet, I asked them to sound out each letter and then went on to ask them if they could spell particular short words: "Can you spell 'cat'?", followed with "What other words can you make if you take away the 'C' and put other letters in it's place?". They figured out hat, sat, mat.
After a lot of running up and down the side of the table making up words ('hax?'), I asked them to each choose a book and we would sit and read together. As it turns out, I did all the reading. But I had them look for particular words (and, the) in the pages with me. All told we read five books that night. Their favourite by far was The Mysterious Tadpole by Steven Kellogg. Miss M decided that she would dislike The Moon Jumpers by Janice May Udry before we began, but I told her it was my choice (the choices are rather limited on the picture book shelf) and I wanted to read it to them. She listened, but afterward they begged me to read If You Give a Moose a Muffin by Laura Numeroff before they left for the night.
While we read, they squished themselves as close to me on either side as they could manage without actually sitting directly on my lap. It was cosy. If there's one thing I've noticed on the nights I've been working with these children, they are affectionate little creatures. Starved, you might suggest, for attention and love. They are loved - I imagine, although I don't see a lot of it with the Littles. I don't often meet the parent or guardians. This time I did meet Grandma, and she seemed uptight. At the end of the evening she asked whether I thought they would get better at reading... I said I certainly thought that they would - that the more reading they did and had done for them, the better/easier it would be for them. They are bright little girls. I hope to see them on Monday evening. I rather suspect I shall, because Grandma seemed pretty strict and as someone mentioned to me as we left for the evening, perhaps not altogether as bright as them herself. Plus, she's Grandma. She's carrying the weight of bringing up her grandchildren, most likely alone. I can understand why she's concerned. But as I said, they are six years old! They have time.
I picked up a copy of 100 Words Kids Need To Read by 1st Grade by Lisa Trumbauer, on the basis that I can copy some of the pages so that I can offer an actual lesson of sorts in the weeks ahead. Activities based around words. It seems as though five, six, seven is the age group I'm working with. And it's a brilliant place to begin. Although it's vaguely terrifying to someone who isn't actually a "teacher".
As always, I appreciate any ideas you all have.
Tuesday, November 08, 2005
US Election Day
Have you voted yet?
I know it's mostly only local government, but those are the ones you need to pay attention to. Those people run your schools, run your local councils and in some cases your cities. One day those officials might be campaigning to represent you in the state. They are important people to keep an eye on.
Go out and cast your vote today!
If not, don't make complaints later on. You made your choice.
I know it's mostly only local government, but those are the ones you need to pay attention to. Those people run your schools, run your local councils and in some cases your cities. One day those officials might be campaigning to represent you in the state. They are important people to keep an eye on.
Go out and cast your vote today!
If not, don't make complaints later on. You made your choice.
Happy November
A quickie because I need to get some cooking done.
I'm back in the U.S. and I've had my first class weekend at I.I.N. in New York. I had a Fantastic time and I'm so happy to be able to take the course. It's Just The Thing!
Tomorrow I'm meeting my second prospective Little Sister with Big Brothers, Big Sisters - which will be exciting, too. So far that I know, she has had a Big Sister until her family moved house recently, and now her former BS is too far away for the commute. So I may be matched up with her. We'll see how it goes.
Last night I started reading to Kids at Cliveden Park again for the first time since the school year began. I was lucky enough to work with two children, aged six and five. Boy and girl respectively. They know their ABCs (almost), but can't read yet. They were full of beans, so I tried to tame them enough to sit and listen for an hour or so. We read Harold and the Purple Crayon (Thank you Gretchen!), One Fish Two Fish Red Fish Blue Fish and The Snowy Day.
I'm looking for ideas on how to better work with them next week, because it seems like a great opportunity to help them with their letters and reading skills. The little boy, M, (6yo) can spell letters out, but doesn't know how to sound them out. The little girl, C, (5yo) can make convincing sound noises in word sequences, but doesn't know all her letters. So we'll see. I'm thinking flash cards and a trip to the local teacher resource store. I already have one poster of word sounds (dog, fog, log etc). But I have to say I find myself uncertain of how to make progress with them.
Ideas, please.
I'm back in the U.S. and I've had my first class weekend at I.I.N. in New York. I had a Fantastic time and I'm so happy to be able to take the course. It's Just The Thing!
Tomorrow I'm meeting my second prospective Little Sister with Big Brothers, Big Sisters - which will be exciting, too. So far that I know, she has had a Big Sister until her family moved house recently, and now her former BS is too far away for the commute. So I may be matched up with her. We'll see how it goes.
Last night I started reading to Kids at Cliveden Park again for the first time since the school year began. I was lucky enough to work with two children, aged six and five. Boy and girl respectively. They know their ABCs (almost), but can't read yet. They were full of beans, so I tried to tame them enough to sit and listen for an hour or so. We read Harold and the Purple Crayon (Thank you Gretchen!), One Fish Two Fish Red Fish Blue Fish and The Snowy Day.
I'm looking for ideas on how to better work with them next week, because it seems like a great opportunity to help them with their letters and reading skills. The little boy, M, (6yo) can spell letters out, but doesn't know how to sound them out. The little girl, C, (5yo) can make convincing sound noises in word sequences, but doesn't know all her letters. So we'll see. I'm thinking flash cards and a trip to the local teacher resource store. I already have one poster of word sounds (dog, fog, log etc). But I have to say I find myself uncertain of how to make progress with them.
Ideas, please.
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