Wednesday, February 20, 2013

Weeks 5 and 6 lessons

Days are going by so quickly. We had K's parent teacher conference yesterday.  It was encouraging, but also mentally draining!  Her teachers and staff have so many good ideas, and so many things we can do at home to help support her learning goals at school.

So here are some of our highlights of the last two weeks (I have also been keeping track of these activities using Excel so that I don't need to write about EVERY activity on here!)


I know that puzzles are something K struggles with.  I'm not sure if it's the logical reasoning component, or fitting the pieces, or the spatial awareness... but I do know that it's VERY good practice for the left side of her brain!  She's also been working on different regions of the world in school so it was fun to put together a World puzzle.

We also have worked on some Phonics practice.  She is getting so much better at sounding out unfamiliar words that don't have visual clues!  This is one area that I can REALLY see progress in, which is just incredibly exciting.

As I've mentioned before, K does NOT like math. Counting is ok, but once we get into addition, her motivation goes out the window. But, she loves playing "monster fingers." She invented this game, she puts pegs on her fingers and pretends she is a monster.  So we made it Monster Addition.  We put three on her fingers, then "add one" then count the total.  This actually did work!

The activity below was tricky, and challenging, and frustrating.  It was copying patterns.  We did some simple "red, blue, red, blue patterning" then moved on to copying shape patterns. The Shape patterns were really really tough. I know that these skills are so important, but it is *not* fun teaching this.

 In class, they are working on "number boxes"  It's where you make a number box with the number 8 lets say, and you place other ways of saying the same number, for instance, 4+4, or 2+6, or writing 8 with hash marks. We used our numicon shapes to find other shapes that we could place on top that matched up.  So for instance, with the number 5 pattern, K would place the number 2 piece, and then visually see that the three piece was still missing on the top... if that makes any sense!!

I found this one online and printed it out.  It begins with 10 ants marching in one row.  Then 2 rows of 5 ants each, etc.  It's another way I am hoping to reinforce the idea of 10 being expressed in different ways

This is just a math worksheet teaching addition, but we use manipulatives so that she can touch and feel them, and see things being added and subtracted and then practice writing the numbers afterwards

Those are the highlights up through yesterday.  We've also done some Edmark reading lessons, another day of puzzles, trying to familiarize her with "Fact Family Triangles" (this didn't go so well!)

Hope you all are staying warm!!


Sunday, February 10, 2013

Week 4- Halfway through!!

I am a bit behind, so I'll post our activities that took place over the past 10 days, but several of the days were spent on vacation when I had a firm "no working" rule!

Day 1:

My explanation on this is probably not necessary, but we were just working on a pretty fundamental math concept: Which is more?  Which has least? And counting skills!

 Day 2-Day 6: We were in Wisconsin! We had a wonderful trip spending time with friends and family out there :-)

Day 7: Literacy based story telling.  K was retelling the story of the Three Little Pigs with felt pieces.  Lots of fun!

 Day 8: Addition skills. I have some laminated numbers that I just place on the number sentence.  K would place that number of cookies in her pan, and then count the sum.

 Day 9:  A boring math worksheet, but you can see from the picture that she doesn't mind it!

Day 10: Another math game. This one we use the Numicon Math Kit that we have (which is specifically designed for children with learning difficulties in math)  Each number corresponds with a shape and color. We made this little spinner. Then K would spin her first number and choose the correct math piece and place it on the board, then spin a second number and place that on her peg board.  Then she would have to tell me the sum of both pieces.

Only four more weeks until the results are in!  Are there any measurable results from this sort of thing?  It should be interesting to find out.