HD Crash

Our Hard Drive crashed the other day, so I'll be busy for a bit gathering resources again.

Hope to post again in a couple of weeks.

Unexpected Nature to Study

So with winter, we haven't been getting outside as much as I'd like, and we haven't really done a proper nature study since before Golf was born. Delta and Echo have asked when we would do a Nature Study....

Well, we haven't done much but we did get a surprise opportunity to observe some nature from out window.

On Thursday, Delta looked out our front window and said "there is a deer in our yard!" It didn't stay very long, but we all got a good look. Now, deer are often in our neighbourhood, especially at night - but we don't see them very often during the day. So I'm figuring - what are the chances? Well, on Friday - there was a deer in our yard again. It didn't stay long but we did get a quick glimpse. On Saturday, we saw 2 run through the yard. And today? Well, I was at church, but Delta and Foxtrot were home with dad because they were sick - and apparently there was one in the yard again today.

Delta had the chance on Friday or Saturday to be outside for a while, and he observed their tracks (apparently at some time - probably at night - a deer came almost right to our living room window.) Delta has also observed their "scat" in our yard.

Ask and ye shall receive?

Suzuki Update

I seem to be having a big drought of wonderfully insightful ideas to share with everyone, so I thought I'd share how Suzuki violin has been going with the Maple Hill Academy recently.

We just had our Winter concert, and that went quite well. Delta played in about 7 or 8 of the songs, including Minuet 1 which he had just gotten passed off by the teacher to play in the concert. Echo played in 3 of the songs. And I've discovered that my camera doesn't have enough space to tape all their songs anymore. It has the biggest SD card it can use, and that size card is so small that you can't find them to buy more. Oh well, I guess I know what is on my wish list.... but I don't think that wish will be granted for a while.

Delta has gotten a lot better with practices now. I had seen an improvement before, but the last couple of weeks he has really improved (although he still sometimes gets upset when it is time to start.... but then works hard.) I think he has seen the relationship between practice and progress. And he is in a group class now that is all boys about the same age, and all in the last few songs of book 1... and a couple seem to progress a bit faster, and he wants to play more songs.

Then, the last 2 weeks, I changed a bit of how we are doing the practice - giving him a little more input into things. The changes are based on things that I've read on the internet at various places.

First, I found a chart for handling review songs a bit better. Before we had been trying to do each review song once a week - but that just didn't always work. Now we have categorized all the songs he can play. A songs are ones that he doesn't feel he could ever forget. B songs are ones that he feels really confident on. C songs are ones that could use a bit more work, or more polishing. D songs are ones that really need work - either recent ones, or ones that he forgot. We will categorized the songs every 2 weeks. A songs are played once in the 2 week period. B songs twice. C songs 4 times, and D songs are done each day. A couple of the D songs are chosen to be specifically worked on. I let Delta decide where each song was categorized, and over-all I think he did a pretty good job. This was part of his input.

Then I took our basic checklist type practice sheet for the week. The list now seems a lot more manageable, as things are grouped together more. Basically, his list this week was: Tonalizations, Review Songs (he needs to do 3 to 4 a day to handle the A-C lists over the 2 weeks), His "Lick" assigned by the teacher (or any other assignments from her), his "D-list Songs", His "Name" song (will discuss below), his Reading practice, and his new song. He can pick which order he does these (and if he is going to do it all at once or break it up into a couple of different practice sessions in the day.) He also is selecting the review songs... sometimes he just chooses, sometimes he spins a spinner we have, and sometimes he draws from cards I made up with all the songs. If he picks one randomly that he has already practiced enough for the 2 week period, he just picks another (until they have all been done - then he can pick whatever.)

For the D List songs, we are playing the game from the "I love to practice kit" for the song we want to focus on most days, although that depends a bit on our time etc. We have only owned the kit for a few months, and the first few times we used it, he didn't seem to like it so much - so I put it away.... but he seemed happy to try it again, and when he saw how quickly he pulled together Minuet 1 from barely able to play through it to playing it well in just a couple of days, I think he is "sold" on it.

Now - the new incentive/progress tracking thing.... the "Name Songs". This also will tie in nicely with the "AAA club" that is new to our Suzuki program here. That is the Anytime, Anywhere, for Anybody club. Basically, there will be some recognition for students that have 10 songs that the teacher and student has signed as being able to be played with a skill of 10/10, and could be played anytime, anywhere, for anybody. However, the Name Songs is a little different, and was an idea I found on the internet. I used Word to make a sign that has my son's name and the words Book 1 on it. So it would say "Delta Book 1". I picked a nice font for it, and setup the format of the font to "Outline" so that the words can be coloured in. Then I took the printout, added a few lines to break the words up into 22 parts for the 22 songs in book 1, (6 twinkle variations, and 16 other songs) and then I numbered them lightly with pencil. For each song, there will be 2 stages.

The first stage, Delta will play the song CORRECTLY at home 25x in a week, not missing any days. (He is doing about 6x each day, to allow for the odd day when practice might be cut short and he can only play the song once...) Correctly means correct fingerings, correct bowing, but not necessarily with the dynamics. They can even stop-place-play if desired. Oh, the 25x correctly don't have to be in a row, but any incorrect playings don't count. Once he has played the 25x correctly, he gets a small sticker on the number on his sign, and moves to stage 2.

The second stage, Delta will continue to practice the song each day as much or as little as he feels necessary to polish in items like the dynamics and timing. Once ready he will ask the teacher to "test" him for the song for the AAA club (if we didn't have the AAA club, he would just ask to be tested on the song being polished). Once that song has been accepted as a 10 by both him and the teacher, he will get to colour in that part of his sign.

We just started the "name songs" a week and a half ago, and he has been working hard on the twinkles. Of course they are easy songs for him, but it is great to see him eagerly working at getting 25 repetitions in for the week. And it is creating a good habit of really working at repeating a song correctly that will aid him with the harder songs. I am looking forward to seeing him get to colour in his sign. The making of this sign has also made him notice how close he is getting (in the number of songs) to the end of book 1.

Now all that said, Echo hasn't been at all interested in her name sign, and has not wanted to work on her "name songs" at all. In fact, she doesn't seem to interested in practice at all, and isn't liking the "I Love to Practice Kit" still.

Handwriting Review

A couple of years ago, I started to worry about what I would do for handwriting for my kids. I felt it was important, because I didn't want to keep switching what we were doing on them. With research, I found some articles on teaching cursive handwriting first. It made sense to me. There were a LOT of reasons, which I'm not going to go into here - basically the ones that really stuck for me was that people usually revert to writing what they learned first, and that cursive is actually easier.

With more looking, I started out with a program called "Cursive First". It was designed to be used with a reading program by the same company, but could be used alone. When Delta started Year 1, we started up with the Cursive First.... which seemed to take us a long time. In the spring of last year, I had some reservations. His handwriting was 'ok' when we were doing handwriting - but any other time - even writing his name - he used an untaught print. Of course, it doesn't help that anytime anyone writes anything for kids, they print. But on top of that, he had to have the model of what he was to write right above him, and it was slow!

So - I did more research, talked to some people, and got more recommendations. And, I found "Peterson Directed Handwriting". I also happened to find this right as Echo started begging for writing lessons. Oh yeah - she is left-handed!

Peterson Directed Handwriting uses a different concept than most handwriting programs. Instead of tracing dotted lines with a pencil, or other means of tracing - instead you talk as you write to use a different part of the brain, and to create muscle memory.

Peterson does have a manuscript print option, and then courses to transition to cursive - but they also recently added in a learn cursive first option. They also now have PDF lessons that you buy so you can print your own lessons. This is what I used. Oh, the cursive is designed so that you can do a cursive print if you want.

For Echo, I put her into the Cursive Step 1 program. It is designed for a K or grade 1 student. I also found some information on their site on doing it with a K student. (I also found information on teaching a left-handed student, how their paper should be turned, etc.) So far she has learned about 5 letters. The Step 1 program has the pages in alphabetical order, with the idea that you just teach them in the order used by your reading program... but Echo is reading already. We are doing it in the order used by Step 2. Oh, btw, did you know that almost all the lower case letters can be made with a combination of 4 simple strokes? So, I must admit that Echo's writing is not very ledgible so far... but then again, she is only 4. When she wants to write something..... well, she does something vaguely resembling print.... and she tends to write from right to left.... is this common for left-handed kids? The only thing I don't like is that the practice sheets have both the capital and lower-case letter on the page, and I want to focus on just the lower case. sigh.

For Delta, he is in Cursive Step 2. You don't have to have done step 1 first, but I do use the Step 1 sheets to introduce the letter, then he does the step 2 sheets for actual writing. He is now about 4 letters away from knowing all the lower-case letters, and I'm impressed. The letters are organized by how easy it is to use. He is at a stage where he has a page to learn 3 or 4 letters at once.... then the next day he has a page of words using those (and previous) letters.... then maybe another day of words.

One other thing I like though is periodically, there is a fluency test..... the student is given 1 minute to write, and then you count how many letters were legible. So, I can see the progress. Also, when he is copying words right now - the words are written at the TOP of the page, smaller than he writes them. This to me is a good step towards writing more independently. I know that in a later lesson, the words he will be writing are just typed above - not in the cursive font. At that point, copywork should be easy to do.

There are later steps in the program - either done by people who are just starting out at an older age, or to further refine a student's writing. They introduce the letters again (at a faster rate) and work with smaller lines, and eventually changing the proportions of some of the letters to create a better look. I plan to use those in future years. There is also a couple of PDF's of master-words used to help you increase fluency in writing.

I have been thrilled with this program! The makers were VERY helpful when I had a few questions, and it is inexpensive. They do have a CD with their font(s) you can buy, but that was out of our budget. That is the one thing I wish I had - the font to make copywork or better practice sheets for Echo (as step 1 doesn't have any words either) - but I know that Delta will soon be writing copywork without having to have it in a cursive model.

A Simple Thing

The other day, I did something really simple. I took a map that I printed a year ago of the world (it is on 6 pieces of paper taped together), and taped it to the wall near our kitchen table. The kids had seen the map before on occasion, we own a globe, and often use Google Earth. Yet, this simple action has been a big hit. The kids have ON THEIR OWN gathered around the map pointing out the various continents, and countries that mean something to them. Some place will be mentioned on the TV, and they will run to point it out on the map (not always correctly, mind you).

I'm sure the novelty will wear off at some point, but in the meantime they are getting a better understanding of where things are in the world. And when the novelty HAS worn off, I can always change it for a Canadian map.......

[I would post the link from where I printed the map.... but the link listed on the map doesn't work anymore. It was somewhere on the National Geographic Site...]

Lest We Forget

In Flanders Fields, by John McCrae

In Flanders Fields the poppies blow
Between the crosses row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

--------------------------------------------------

As like every year, we went to a Remembrance Day Ceremony. Delta, at the ripe old age of 7, has been to 8. His first, he was a babe in arms. Likewise, Echo has been to 5 in her 4 years. I have always felt it important for the children to go, so that they will understand in time what freedom costs, and the price that has been paid. Yes, at times I have had to take out a fussy child.... but as I was watching my children behaving quite well and being quiet when they should, and clapping during the March Past (and Delta even marching in his spot), I know it has been worthwhile. What really makes me feel that the message is being heard happened later this evening. We turned on the TV, and the replay of the National Remembrance Day Ceremony was just starting. And instead of playing, Delta sat and watched it.

WE SHALL REMEMBER THEM

Scouting Plan

In Canada, I recommend using the BPSA Scouting Program. However, Scouts Canada, or Girl Guides of Canada also have good programs. Note that both BPSA and Scouts Canada can be co-ed.

For each Age, I've put in recommendations of which badges to work on. Note that your leader may want to do things differently! You may also work on more badges. If you don't join at the earliest age, you will want to try to earn the badges mentioned for earlier ages as well.

Although I am listing badges for each age, for Otters (in BPSA) and Cubs (in SC), the main program badges (paws, or stars) each cover a specific type of activity, like outdoor activities or handicrafts, etc. To keep things balanced, you should do a few activities from each main badge every year.

BPSA (see alternatives below)

Age 5 - Otters

Investiture Badge
Safety Badge

Also:
Plant a tree and look after it for a year for the Green Paw

A Field Trip should occur to go towards the Service Badge

A few nights of camping to go towards the Camping Badge

Age 6 - Otters (Alternatives - Beavers or Sparks)

Blue Paw (Activity)
Red Paw (Helping)
Tan Paw (Handicraft)

Also:
Plant a tree and look after it for a year for the Green Paw if you haven't already

A Field Trip should occur to go towards the Service Badge

A few nights of camping to go towards the Camping Badge

Age 7 - Otters

Green Paw (Outdoors)

Camping Badge
Service Badge

Swimming Otter Badge

Age 8 - Timber Wolves

Investiture Badge

1st Star

Life Skills

- other badges as interested

Age 9 - Timber Wolves

2nd Star

First Aid

- other badges as interested

Age 10 - Timber Wolves

Leaping Wolf

- other badges as interested

Age 11 - Timber Wolves or Explorers

Age 12 - Explorers

Age 13 - Explorers

Age 14 - Explorers

Age 15 - Explorers or Senior Explorers

Age 16 - Senior Explorers

Age 17 - Senior Explorers

Age 18+ - Rovers

ALTERNATIVES

Scouts Canada

Age 5 to 7 - Beavers

Beavers has no badges

Age 8 - Cubs

Investiture Badge

(tbd)

- other badges as interested

Age 9 - Cubs

(tbd)

- other badges as interested

Age 10 - Cubs

(tbd)

- other badges as interested

Age 11 - Scouts

Age 12 - Scouts

Age 13 - Scouts

Age 14 - Venturers (or Scouts)

Age 15 -

Venturers (or Scouts)

Age 16 - Venturers

Age 17 - Venturers

Age 18+ - Rovers

Girl Guides of Canada

The Guiding program has changed significantly since I was last involved, and I no longer have up-to-date information about the badges.

Age 5 to 6 - Sparks

Age 7 to 8 - Brownies

Age 9 to 11 - Guides

Age 12 to 14 - Pathfinders

Age 15-18 - Rangers or Cadets or Junior Leaders (Senior Branches)