Wrapping Up Week One of Oak Meadow 4th Grade

This week we have reviewed our math facts, been on nature walks, sketched fruit from different angles, learned about the seven laws of drawing perspective, read the first five chapters of Stuart Little, examined library books on South Carolina topography, began planning our landscape/topography project by drawing maps, learned about types of maps, reviewed our basic grammar, and focused on some new sounds in our reading program.
I am sure there are other things I could add, but that seems like a pretty good list.
We have made good use of the main lesson book this week. I would like to see us add some daily summaries next week as suggested in our syllabus.
Today, on our second day of The Woodland School co-op, my son's class had some time to play games together. It was raining outside, so recess was on the screened porch with games to play. The weather was unseasonably cool for Columbia in August. I was very grateful for the break from the heat. It made me think of fall and good things to come.
Today we added in the music component of the curriculum. We are fortunate to have a music teacher in our co-op. She is teaching them the recorder, voice, percussion, and other musical lessons.
This week we will be doing some more detailed work on our topography project. I still have not decided if we are going to try and build the box or just use a plastic bin for the assignment. I would prefer the wooden box and the experience of making it, I am just not sure we will have the time to get that detailed with it.

Music class on the screened porch in the August rain.

Game time with friends at The Woodland School

 

Merging Oak Meadow with Materials Created for Dyslexic Students

I have a son with dyslexia. Dyslexia is often misunderstood and causes many children to feel like "aliens" in a world where everyone seems to know the code, but they can't crack it. I know this, because my son tells me all about it. He used to feel alienated and could not understand why he felt "different" from other people. He would say things in unusual ways, was particularly observant, keenly intelligent, but could not seem to remember his letters or how to make them form words. I was perplexed by this. I had been a tutor to children in housing projects in inner cities, taught kindergarten for years, and worked in the children's room at the library. I had read to him in utero.  What was going on?

As time went on, we had him tested. He was diagnosed with dyslexia. If any of you have ever had your child diagnosed with anything, you will identify with the sudden frenzy of reading and studying I did on dyslexia. I read everything I could get my hands on, attended workshops, went to support group meetings, local advocacy groups, watched documentaries, and sought out expert help. I am summing up a few years here, but trust me when I say, I earned a degree in dyslexia from the school of self help.

When you first have to make changes to accommodate special needs, there can be a pendulum swing phenomena. My studies brought me to the Orton Gillingham method. This is a very scientific approach to multi sensory teaching for dyslexics. It is far too much information to go into here, but it involves a systematic approach to teaching reading through multi sensory techniques. I took some training classes and got started right away.

Slogging through phonics is hard work. I knew that in my fervor to help him, my pendulum was swinging towards much more structure and academics than I was really comfortable with for a second grader. He wanted to read so badly. He tried so hard. The work was quite strenuous and he began to say he didn't like "school". This really presented quite a dilemma for me. I am solidly in the camp of delayed academics for children, with plenty of time to enjoy unstructured play, handicrafts, and time outdoors. It had been a shock to me to realize that we needed to embrace the structure of the Orton Gillingham lesson. It was the fear that was driving me now. The fear that this precious child of mine would somehow miss out on crucial things because he couldn't read. I was also missing the gentle pace of the Oak Meadow curriculum and the creative aspects that we had so enjoyed in first grade.

It was in the third grade year that my pendulum began to balance and we finally hit our stride. I was now more of an "expert" at the multi sensory lesson. I felt more comfortable with setting a slower pace. I cut back on the time we spent in reading instruction and added more creative elements and unit studies that he chose the topics for. We began to enjoy "school" again. We were able to use Oak Meadow and substitute the reading instruction with his Orton Gillingham lesson. I was able to come up with appropriate accommodations for the lessons as needed and we began to feel comfortable with dyslexia. I say that we felt comfortable because, for me, it had felt very uncomfortable, very foreign, and very intimidating. The diagnosis of dyslexia left me feeling inadequate and so uncertain about my homeschooling. For my son, I believe that the diagnosis was both a blessing and a burden. He finally had a reason as to why he felt like an "alien" as he describes it. He had a learning difference. His brain saw things just a bit differently than most of us. He also felt the things that many dyslexics go through. He felt like he was "dumb" and that he wouldn't be able to do the things that other children did at his age.  When friends were reading chapter books and discussing them, he was still struggling with very simple readers. On the other hand, his skills of observation were very acute and didn't rely on the written word. He had developed ways around reading.

Third grade continued. We did unit studies on snakes and bugs, we struggled through the Merrill Readers, we went to the museums, we broke out in a sweat over consonant blends. My son discovered Calvin and Hobbes and suddenly, just like that, there was a breakthrough in the code. I could see it happen. It was like a switch coming on and the letters suddenly aligned into something comprehensible. He stayed up late to read Calvin. His light would stay on till we had to make him turn it off. We drove down the street to a constant wonder-filled voice that read us street signs and billboards. It was a miraculous.

Reading is still hard. I don't want to give the impression that he suddenly read on grade level or that he took up War and Peace, but he is READING. Was it the multi sensory instruction, the thousands of pages read to him by his mother, father, and sister, the freedom to choose his own books and topics of study? Was there one element that brought it into focus or was it a cocktail of literature and systematic study?

I strongly believe that dyslexic children need instruction that is tailored to their specific need. I continue using an Orton Gillingham style of reading instruction and provide accommodation as needed. I believe the success we have enjoyed comes from my son's hard work, his determination to read, his thirst for knowledge, and the drive of his family to build bridges for him to travel on. In my work with the public, I see many children who need special instruction, but are not able to receive it. (There are many reasons for that, but this is not a blog post on how we can work towards that end, although it is a fabulous topic and one I spend a lot of time on.)
What I can do here is point you, my fellow traveler, towards some resources that have helped us on our way. I can also assure you that it is possible, and highly desirable, to merge a creative curriculum with systematic instruction.

The program we use for language arts (reading and writing) is called PAF, or Preventing Academic Failure. It is an Orton Gillingham based program. The teacher manual provides excellent information on the layout of a solid lesson. The lessons are laid out for you and easy to follow. The program uses the Merrill Readers, Explode the Code, and Stepping Up books. The program can be used for several years depending on where you start and how long it takes to complete.

I also use pinterest and creative bloggers to find materials to help me practice certain skills. For example, when working on "bossy r", I made games and activities to help reinforce the differences in the ar, ir, or, ur, and er sounds.

Now that we are in fourth grade, we are reading our first book in the Oak Meadow syllabus, Stuart Little. I was delighted to discover that my son can read a page or two at a time of this book without getting too overwhelmed. So, we take turns reading. We have also used audio books for required reading. Journal entries can be dictated. He can tell me what to write and I record it in his main lesson book for him. He can also copy a few sentences or trace things to label. He then illustrates the page. There are many ways to make a creative, meaningful, and scientifically sound program at home for your dyslexic child. It is not always easy. It does require hard work and patience on both the part of the child and the parent.

I hope that if you have a child with special educational needs, that you will find your stride. There are many valid and excellent choices for you to choose from. If you choose to homeschool, I hope you feel empowered knowing that you can find the resources you need to move forward. Homeschooling with learning differences is challenging and wonderful. Enjoy the journey!

Observation and Discovery - Sketching Fruit in Our Main Lesson Books

Today we practiced our observation skills by examining fruit and then sketching it in our main lesson book. We passed around the banana, apple, peach, orange, pear, and kiwi. The children commented on the different ways to describe the fruit. Then we cut them in half and observed them from a different perspective. The children sketched the fruit from the side, the top, and then the middle.
We also took a nature walk and observed the land (contours, plant life, etc.).
We read the book, Seven Blind Mice. It seemed like a perfect fit for talking about observing things with our senses. They are also reading Stuart Little for the next three weeks.
We reviewed grammar terms, practiced for "Battle of the Books" this weekend at the library, did self-portraits in our journals, and had a pleasant first day of school. The children will continue doing activities from the syllabus this coming week at home. Next Friday we will do some more work on the topography project.

Homeschool Portfolios

 

It is time to get the portfolios cleaned out and ready for a new school year. Portfolios are our record keeping method of choice. Keeping samples of projects and papers is perfect for charting progress as well as providing well documented keepsakes. I suggest ordering address labels from a site like Shutterfly. I ordered those shown above when they were running a special and I got one sheet free. Simply choose a template, put in a photograph of your child, add your school name and the year and/or grade. This gives you a set of stickers to label items for your portfolio. If your child does a shoebox diorama, label it with your portfolio sticker. Not only will you have them labeled for display at homeschool fairs, library exhibits, or wherever your homeschool group showcases their work, you will also always have it labeled for your homeschool records. It is amazing how much children change in one school year. I enjoy having the photo on the sticker to go with the project. The children can also use their stickers to decorate notebooks or items they take to homeschool co-op. Of course, these stickers are great for children who attend traditional school as well. What better way to label their belongings and keep track of the artwork that comes home? You can always make these at home with your printer, but when they are on sale, Shutterfly is a good deal and I like the quality.

Enjoy! 

Baby Steps: Returning to the Cradle, Parenting Books Part One

Working in a library, I get many requests for book recommendations. This week, I have had several people ask me about parenting books. I am always a little hesitant to recommend parenting books. As someone once said, "The problem with parenting by the book is that you would need a different book for each child." I believe this is true. There is no book that will give you every piece of wisdom needed for parenting your little one. Your heart wisdom, a deep knowledge of your child, and a little common sense goes a long way. That being said, there is a selection of books that I found helpful at different ages and stages along my parenting journey. I caution you to take each book with a grain of salt. I am not saying I did everything these books suggested - some may even contradict each other in places. But, I believe there are nuggets of genius in these titles and a wealth of things to add to your parenting toolbox. So, here are a few of my favorites from my baby years. I hope you can be encouraged and inspired.
The Attachment Parenting Book by William and Martha Sears

You Are Your Child's First Teacher by Rahima Baldwin Dancy

Montessori From the Start by Paula Polk Lillard and Lynn Lillard Jessen

Farmer Boy

As a child, I had an obsession with the Little House books. I read them repeatedly and dreamed of petticoats and covered wagons. We played Little House all the time. When I did my chores, I pretended to be Laura Ingalls. It made the chores much more fun.
When my daughter was younger, we read the Little House books together. I even made her a prairie dress, bonnet, and pinafore. It was over the top cute.
I have a long time love affair with the books. (Though I must admit, my obsession is only with the originals. I have tried, but can't get into the series books that were written later. I am a sucker for the originals only.)
So, it is with great pleasure that I picked up Farmer Boy to be the next read aloud for my son. This is another book that gets high ratings from me to be read during the nine year change. Almanzo begins the book as an eight year old and turns nine right away.  His adventures and struggles are perfect for the third grade Waldorf child and they fit so well into a main lesson about farming.
The detailed descriptions of life in this time are charming and addictive. You find yourself wanting to eat pancakes and make things by hand!
This book is chock full of opportunities to blend in handiwork with literature. From making a tin can lantern to braiding a whip - from making homemade candy to growing a pumpkin - there is no shortage of activities to tie in to the story.
As I write this, we have tin cans in the freezer. We are going to use a hammer and nail to punch designs in the side. You simply wash out a can and fill it with water. Take the label off. Put it in the freezer till it is frozen through. In the meantime, use the can label to cut yourself a piece of paper that will fit around the can. Draw a simple design on the paper. When the water is frozen, tape the paper around the can and use a hammer and nail to poke holes in the can following your design. The ice should keep the can from becoming misshapen. Also poke two holes near the top so you can add wire to make a handle for your lantern. Allow the ice to melt and you have a lovely punched tin can lantern. Add a tea light candle and enjoy!
Farmer Boy is full of opportunity for history, crafts, and life lessons.
I have been delighted to discover that the Little House books can be just as much for boys as for girls. Give it a try!

Charlotte's Web: The Right Book at the Right Time - Stories for the Nine Year Change

Bedtime story time has evolved from year to year at my house. My children are now 9 (almost 10) and 14. I believe that bedtime rituals are still just as important as ever - including the bedtime story. During the school year, we used the Oak Meadow Folk Tales book for most bedtime stories. I wondered if my son was still enjoying the nightly ritual or if, at nine years old, he was growing out of it.
Imagine my delight when a mother of one of his friends came by to see me one and day and asked if I could tell her what folk tale book we had been reading. She had heard my son telling her son about it in the car when she was taking them on an outing recently. She reported that my son had gone into great detail about the stories and the candle we lit when we sat down to read. Her son had later asked to begin this ritual. Apparently, nine year old boys still love bedtime stories!
I was amazed that he had shared this with a friend. Not only did he love the ritual, he felt confident about sharing it. I have to admit that my storyteller heart rejoiced.
As the school year wound to a close, I realized that there were several books that I had hoped to read aloud that we just had not been able to squeeze in. With the farming theme present in the third grade year, I decided we just couldn't leave off without reading Charlotte's Web. I knew he had heard it read aloud when he was younger and his sister was listening to it, but I love that book so much, I decided to try it and see what happened.
Thus began a sweet and tender time for a mother and son in the midst of the nine year change. Each chapter is so real and so in tune to this time in a child's life. I could feel the authenticity of it as we read aloud each night before bed. As Wilbur matures and understands the facts about life, as Fern changes and leaves her barnyard friends behind - thus is the life of the nine year old. There are so many parallels in this story to the struggles of being nine. Children feel keenly this "dying" of early childhood and rebirth into the older child. Something about turning "double digits" is a rite of passage. I know that he had heard the basic story before and even remembered bits and pieces from hearing it read aloud years earlier. But, there is a magic in hearing the right story at the right time, an affirming of your inner life that you do not get from other tales. I felt privileged to watch it unfold. I urge parents not to push children to grow up too soon. Do not rush to read a book just because they "can" read the book and do not give up on bedtime stories. There is a magic in a story candle lit in a darkening room. A spell that weaves around the child when the story is a perfect match for the age and stage. This is the "sweet spot" of children's literature - bibliotherapy at its best.

Magical Math the Waldorf Way

Math has a bad reputation. For many of us, the memory of math class is not something we recall with fondness. There are a few math nerds out there (my sister, for one), and I salute them. But, for the vast majority of homeschoolers I know, math is, if not the enemy, at least an uphill battle.

When my youngest was in first grade, I got a taste of Waldorfish math when I ordered the first grade curriculum from Oak Meadow. This curriculum included charming stories about the math gnomes and their adventures. Each gnome had a name (add, multiply, subtract, and divide) and a symbol. I made my son a set of plush math gnomes from some felt and wool. They were cute and cuddly and a huge hit. I bought a bag of glass marble type things from the local Dollar Store to be "gems" for the gnomes. He loved this arrangement and was quite happy to play with them and do the hands-on math the curriculum suggested. I can't say enough good things about the story approach to math.

My son is dyslexic and has struggled to master reading, but working with the math gnomes helped him explore math and make sense of it in his way and time. I have spent time online looking at Waldorf math stories. There are many fantastic stories available as well as making up your own. As a storyteller, I love to memorize or make up math stories to use in lessons. Christopherus curriculum uses math squirrels instead of gnomes. I love the idea of woodland critters as math story characters!

So, what is meant by a "math story"? When I first came to Waldorf education, I can remember wanting to know what a math story looks like. Here is an example of a math story and how you might use it to teach the concept of Roman numerals.

Once there lived a very young shepherd. He was a very responsible boy and had been chosen by the villagers to take care of their sheep. Each morning he would take the sheep to the pasture to graze. The sheep would wander all over looking for the choicest bits of grass to munch. The shepherd was very careful to keep a close watch on his sheep. He would stand on the little rise and look to the left and right keeping a constant count of how many sheep he could see. There were 12 sheep in his care and one day he devised a game to keep up with them. He took a little handful of sticks and made shapes to count his sheep. When he counted the sheep to the left of him, he would put the symbol he had made to his left. When he counted the sheep on his right, he could put the symbol for them on his right. In this way, he was able to keep track of his sheep from morning to night. The symbols that he used are I, II, III, IV, V, VI, VII, VIII, IX, X, XI, XII.

After telling this story to your child, you could provide a peg person shepherd, 12 cotton balls for sheep, and a little handful of sticks. Your child could then expand the story by making the Roman numerals out of sticks and acting out the shepherd and sheep story by putting a handful of cotton balls on each side of him and then make the number with the sticks. Your child could then copy the numerals into their main lesson and possibly add a picture of the story. Using stories to teach math is a brilliant way to help math concepts "stick". This example was only one of many ways that Waldorf math is magical. Waldorf Essentials also has a wonderful geometry resource that we use and love. Make an appointment with yourself to explore the world of Waldorf math. Rediscover math with your children and make it magical!

Medieval Feast at The Woodland School Cooperative

Our monthly homeschool cooperative met for a medieval feast. This was probably the high point of the fall semester. We ate chicken legs like barbarians, jousted with pool noodles, and generally had an amazing time. Here is a group shot of some of the merry-makers. I can't say enough about this fabulous group of friends.

Making Fairy Houses

Giving Thanks

It has been quite awhile since I have taken the time to add an entry here. These days, my facebook page is quick, easy, and to the point and I have sadly neglected my blog. This past year has been a time of upheavel and challenges with health again. These peg people date back to November, when I spent a long weekend with all of the cousins in North Carolina. From age 2 to age 13, they are eight of the sweetest childen ever (I am not biased at all). We had a great time making crafts, playing outside, and enjoying the special time with cousins only. This is the special time known as, "Camp Nanapapa". I was the special guest program director this year. My son was having some health issues and I needed to attend if he was going to. Nana and Papa gather the cousins for several days of memory making once or twice a year. This year Auntie Laura got to attend as well. Looking back to Thanksgiving - which was a brief weekend of fun in the midst of a difficult time, I am thankful. I really felt the blessing of having a wonderful support system this past year. I am going to spend some time posting snapshots of the past months. I don't want to forget the special times with family and friends that were so encouraging and brought so much joy and thankfulness to my life.

Meal Planning, Homeschooling, and Allergen Free Recipes

If there is one hill I find I hard to scale in my homeschooling journey, it is meal time. I have a child with celiac disease and severe allergies to wheat, oats, peanuts, tree nuts, and seeds. I have another child who is gluten intolerant and my husband has celiac disease and is allergic to dairy. Yikes! What is a Mom to do? It takes time and budgeting to make sure safe meals appear on the table. We can't stop by the local fast food drive-thru or order pizza delivered - even on days when I would love to have an easy option. I remind myself that the children will probably be much healthier over all without eating out much and then I dive into planning our meals. Right now I have a three week system for each season. This means I make three weeks of meal plans for summer, fall, winter, and spring. Then we rotate through the three weeks of menu's for the summer months and then switch to the fall menu's and so on. This seems to work pretty well and I keep an open mind for special circumstances. For instance, my son's birthday is this coming week. I printed out a blank summer menu plan and revised this week to include his favorite snacks and his birthday meal picks on his special day. You can also plug in festivals and special events this way. I highly suggest coming up with a three (or four) week meal plan and then rotating them. A little work at the beginning can save a lot of sitting around wondering what to fix for dinner. I also shop sales by picking up doubles or triple of items we use a lot and saving them for the right week.  I am working on putting my grocery lists in the file with my menu's, so I can just print them out. Right now I am still just looking at the meal plan and jotting down what I need for the week. This isn't a brilliant and complicated meal planning idea, but it is a little something in my tool box of organizing my year. Bon Appetit! 

The Rhythm of Planning Your Homeschool Year

There is an old saying that says if you aim at nothing, you will certainly hit it. I used to think that sounded boring, that if you always planned out what you would do and what you were aiming for, you might miss some essence of becoming that comes from being able to live in the moment and take a new path at any given time.

Now, I recognize that aiming for something means you can amble towards a destination, but still stop and smell the flowers (or even take a new path) on the way. One of the big obstacles to living life intentionally is thinking that things will just fall into place and that you will have the energy and inertia to make your intentions into a reality. I have found, that for me, too much of daily life comes at me and before you know it, I am living in a hurried state and have wandered into the busy-ness of things and have left my true intentions behind me.

Thus the need for planning. I am living a rhythm of planning right now. I marked off the last two weeks of June and the entire month of July as my planning season. This doesn't mean that I sit around planning all day, instead it means that I have slowed the calendar down for my family. We are not accepting as many play dates and activities right now. The children are still down for summer camp for a week in July, but we are careful to keep our interactions down to one or two things a week for the rest of the time.

I use this time to read and to think and to make notes. For the last several weeks, I have read ebooks on Waldorf education, listened to audio files and videos of lectures and conferences, and have surfed the internet for inspirational blogs and photos of the main lessons, daily rhythm, and age and stages that this year holds for me. I have also been doing some reading on the temperaments and how they relate to adult/child interactions. I haven't crammed the information, but have bitten off bite size pieces. I read and then make a few notes. Then I sleep on it. The next day, I may read my notes again and think about how to incorporate this into my life this year.
After a couple of weeks of mulching like this, I took out my calendar and wrote in all of the solid dates for the fall. I wrote in appointments, meetings, festivals and celebrations, etc.

Next, I have started looking up the main lesson topics in my library catalog and making a list of resources for each topic. I have also taken note of resources I already own and purchased a few things. 

Now I am ready to move to the next stage. I plan to spend the next couple of weeks planning out my main lessons and putting it all into my planner. I will still allow myself room to roam a bit, but I have found that in order to make my house and school run smoothly and keep the intentionality to our days, we need some planning and we need rhythm.

Finding Rhythm in the Home

It is June and my thoughts and energies turn to planning a new school year. It is time to think about the year ahead and what it will hold for our homeschool. I turn forty this year and while that may not seem to have anything to do with our household rhythm, stay with me for a moment. As I count down my last months of being in my thirties, I realize that turning forty has many things to recommend it. For one thing, I am more confident in my own body. Not in the physical sense so much as in the mental sense. I feel that I have reached a place that I can move ahead without as much second guessing myself. I have struggled to find a philosophy of education that I could embrace and that meshed with my beliefs and values. We have been very eclectic in our approach. I think this is a good thing. It has made the journey interesting and instructive, both in what works for us, and what definitely does not.

 

Thus, I embrace the Waldorf philosophy of rhythm instead of routine. Rhythm breathes and has a gentle boundary line. Routine is more strict and has less warmth to it. If rhythm is playdough, then routine is wooden blocks that must be stacked just so.  My children are not babies anymore, they have crossed the rainbow bridge into true childhood and are poised at adolescence. Does rhythm still have a place in our home? 

 

Last year we had a "breathing out" kind of pace. We attended a weekly cooperative with academic classes, participated in community theatre, and generally found ourselves out and about. It was fun and it was educational and it was tiring. Even though the children are now 13 and 9, they both agree with my husband and myself that it is time for a "breathing in" year.

 

I prepare for our new school year by first seeking out a new rhythm. I will no longer have access to a washer and dryer this year (starting this week), so laundry day will become more interesting. I must scout out the best laundry facility in the area for our weekly sojourn. With all of the food allergies here (gluten, sesame and other seeds, peanuts, tree nuts, and dairy), we need to find more time to bake and prepare things that will make life easier. The children and I all love to sew, so that could also be a place we need to schedule time. I am also tossing around the main lesson ideas, the Montessori materials, the math and Old Testament stories and the extra lessons in reading that I need to organize for my third grade son. My daughter, who is in middle school, is going to plan her own course this year. She is going to study Physical Science and Pre-Algebra. She is working on making up her own literature list, planning to research starting a small business and an Etsy site, and is also working on writing a novel. We have met a couple of times already and I am excited about her ideas for volunteering, community involvement, and the special projects she is planning.  I have really put in the blood, sweat, and tears on how we should do the upper middle and high years. There seems to be so much pressure locally to move into a more traditional and/or classical approach in these years. But, I see her blossoming and unfolding into such an amazing person. She has asked us for more unstructured time and for our blessing to seek out some of her own dreams this year instead of being busy in weekly out of the home classes - and isn't that what homeschool is all about? So we move forward and feel our way into the teenage years, but even so, there is rhythm.

 

I envision our week including a baking/cooking day, a laundry day, a sewing and mending day, a painting and/or art project day, an errand day, and a day of rest and contemplation. This leaves one day free. We will either make that a free day (so the other days can breath a bit), make it a visiting day, an extra study day, or a day of poetry and verse (complete with a poet's tea and poems read aloud). Of course, at least five of these days will also function as school days. This is our weekly rhythm, but our daily rhythm will be a bit more specific. I hope to journal here how we shape our daily rhythm and how it all comes together.

 

Happy Summertime,

Laura

Watercolor Recipe Cards (aka What to do with all that artwork)

My children are prolific artists. They turn out quite a few masterpieces. We hang them on the walls, the refrigerator, and wherever else we can find a space. Here is the latest idea I had on how to use their art in the everyday and preserve it for years to come.

I cut their watercolor paper into half pages and used them for recipe cards! They are lovely and unique and perfect for perking up my kitchen. I am having them laminated. I will punch a hole in the corner and put then on a ring for easy access. I plan to hang them on a hook over my counter. The laminating will ensure they stay safe from splatters and stains.

These wet on wet paintings were done using the method described in Painting with Children by Brunhild Muller.
I always recommend real art supplies for children. A few real supplies and quality paper are better than flaky paint and cheap paper. There really is a big difference. Invest in a few good items and watch the art unfold!

*This would make a great gift for grandparents, etc.!*

Stories and Art Therapy for Healing

Children experience many bumps on their road, just as we do. Chronic illness or just a stomach flu can leave a child out of sorts and struggling to find their footing again. Too tired to run and play, and sick of the media machine, here is my son experimenting with wet on wet watercolors as a method of therapy.

We struggle with chronic illness at our house. My son has ulcerative colities, severe food allergies, asthma, celiac disease, and other issues to complete the mix of challenges. My husband also struggles with gut issues and recurring kidney stones. All of this can leave the sick and the well in our home feeling overwhelmed.

Sometimes, even when all is well physically, troubled feelings or general angst can also leave its mark. Here are two resources that I have found helpful when you need a creative outlet, a healing story, and some time to put things to right.

Healing Stories for Challenging Behaviour by Susan Perrow
This book is an excellent resource on storytelling and a wealth of information on putting together a plan of action for helping children iron out the rough spots of life.

Painting with Children by Brunhild Muller
Although this is a small book, it is my favorite resource on painting with children. The method laid out is simple and very easy to follow. I have experienced success with all ages of children (even teens) when using this wet on wet watercolor method.

Taken together, this is my prescription for restoring health to the spirit.

Story Stones

My children enjoy playing with natural objects, leaves, stones, acorns, etc. By combining their love for nature and an idea I found on Pinterest, I came up with a great DIY gift for my nieces and nephews. I gathered stones (and since we live in the city, I had to cheat a bit and buy a package of river stones at the Dollar Tree). Then I cut out tiny story characters and objects from paper, fabric, etc. and mod podged them onto the stones. My sister's children are mad about Little House in the Big Woods, so I used an old paperback (don't worry, I have another copy of this title!) to cut out Laura, Mary, Ma, Pa, and Baby Carrie along with a bear, dear, etc. for their set of story stones. They turned out charming. I made a set for traditional stories that included a pot, an old man and woman, farm animals, a gingerbread boy, and other items that would make Stone Soup, The Gingerbread Man, The Old Man and the Old Woman, and Clever Beatrice a possibility. I made simple cut outs of a mouse, cheese, and other Mother Goose items for the youngest, and a set of woodland critters for my own son and his critter-loving cousin. I also made a set with a vintage fabric that included rosy faced children and their pet dog. Finally, I sewed drawstring bags in coordinating fabrics and made gift tags with story and game ideas using the stones. The best game idea I had was to pass the bag around the dinner table or the car and for each person to add to a family story that is made up as you go along. When you take an item out of the bag, you must add something to the story that includes the character or item you drew. This is a variation on the game my siblings and I played so often with my Dad as a child. He used to love to start a story and go from person to person adding adventures. I hope the story stones continue this tradition of family story telling! I took a picture of the traditional tales set and the Little House set for here. I hope you like them!

The Bremen Town Musicians

I was treated to a puppet show this morning. The Bremen Town Musicians was playing at the theatre down the hall. They haven't played with the puppet theatre in ages, so it was fun to see it open once again. As the children get older, I find sitting and watching performances of home theatre, whether it is a live performance of a Twilight Zone episode or an impromptu puppet show, especially endearing. It was an excellent show, I gave it 5 stars. *****

The Art of Educational Balance

We have officially completed sixth grade and first grade this year (2010-2011) for my children. If you have read any of my other posts, you will know that we have unschooled, Waldorf homeschooled, sampled classical homeschool, dabbled at Montessori, and taken a helping of Charlotte Mason. We have led a nature-esque co-op for a year (last school year), that met at a local park on the river, we have tried a classical class once a week (last Fall), and we have been in Excalibur for this past year (the co-op hailed in my last post). Purist, we are not. One thing has remained steady throughout our eclectic curricula, and that is the element of choice. I have tried to keep my children on a path of their choosing. This has had its moments of faltering and its moments of triumph, but it is an educational value I still cling to.

This past year has been a season of balance for me. Balancing the needs and preferences of two children who are at very different places in their educational journeys. One is anxious to tackle the rigors of increased academic challenge and has a love for languages that astounds. She has completed a course in Spanish and in Latin this past year. She is attending the "Let's Speak Spanish" programs at the local library to "keep her Spanish up" before co-op classes start again in August. She has challenged herself to pick up the sign language her brother is learning and is making plans to add another foreign language in the next two years (she is thinking of French, Italian, or... Mandarin - go figure:). She is also working on the next level of latin over the summer. When the Summer Reading Challenge at the local library asked the students to read 25 hours over the summer, she quickly adjusted her personal challenge to 50 hours and told me that as a bonus, the reading had to be done in more than one language. I see a future as a translator or a teacher (in almost any country). Of course, she could suprise us and move on to other pursuits. I always like to leave the door open for change. I don't like to label the kids too early (or at all, actually:).

My other child has come to reading in his own way. After discovering this past winter, that he really does think way outside the box and has some challenges in the way he sees print and interprets it, we made changes in our approach. He has such a desire to be able to read, but has struggled to understand decoding and being able to see and hear differences in words. For him, personal choice has evolved into much more structure. He wants to be able to read well and this recquires a new way of learning for him. Enter the Orton Gillingham, multi-sensory approach. With the structured lessons of the PAF program, he has made more progress in three months than he had in the past three years towards learning to read. Does he love sitting down every day for "book work" and painstakingly printing out letters? No. I will be honest, it is hard work for him and for me. When he balks, I remind him of his goal (to read whatever he wants, including chapter books, informational books on wildlife, etc.), and he presses on with a good will. This has really taught me the place for workbooks and lesson plans. Still, it all comes down to choice. He wants to learn to read well. (He has been harping on it for years - when will I be able to read... (fill in the blank) . He has a very strong personal drive to get there.) So, this past semester has included more structured lesson plans. We follow a very regimented, scientific approach to his reading, and, it is working. He is delighted with his progress, which is huge, because it spurs him on when the work is hard and slow. I have also developed an appreciation for reading later rather than earlier. His observation skills are amazing. Most of us can read and so we rely on reading for the majority of our information input. We rely on signs that tell us where things are in public places, we read the headlines while waiting in line for coffee, we read brochures and instructions. When you can't rely on these things for information, you notice all the little details that clue you in on what is happening and how to respond. He is always the first to notice the details and has a crazy knack for remembering information. For instance, we pull up to the Chick-fil-A drive thru. As I scan the menu for our order, he says, "I wonder what is broken here at the Chick-fil-A?" "What do you mean?" I ask, looking around to see what is broken. "The repair man is here," he says and then adds, "Oh, it must the air conditioner." (I am still looking around for something broken, and now, the repair man. "Why do you say that?", I ask him. "Because there is a repair truck here that is not in a regular parking space and the lock on the ladder at the side of the building is off and open. So, someone must be on the roof, it is probably the repair man. The air conditioner is on the roof, I see part of it, so I bet it is the air conditioner that is broken." When we pulled forward for my order, it was confirmed by the girl in the window. The air conditioner was indeed broken and the repair man was on the roof.

From our unschooling roots to structured Orton Gillingham reading instruction, our homeschool path has led us on a scenic route. We find our balance as we go, adding and subtracting formal instruction and interest driven projects on the way. Homeschooling has been an exercise in trust; Trust that the children can live a life of meaning and substance now and not just when they are "grown up". I can see the fruits of our method. At first, it was our shot in the dark, but the light has dawned even brighter than I could have hoped and I couldn't be happier with the results. The varied interests, the determination to challenge yourself, the rich home life and relationships, and the ability to cater your education to your own ideas of success. The benefits we have experienced go on and on. As we plot our next phase of the journey, my daughter transitions into 7th grade and my son into 2nd. He has a present interest in antiques and wildlife. She is enjoying bohemian fashion and wants to try kayaking. I am reading up on homesteading and intentional communites and planning a sewing day soon. My husband is reading a memoir of 18 months of living in an Amish/Mennonite community and reading new books out loud to the children at night. Ahhhh... life is good.

Of Homemade Dolls and Creative Writing

One of my favorite books as a child was, Hitty, Her First Hundred Years, by Rachel Field. The book is an older one, but holding a Newberry medal has assured it a place in the hall of fame for children's literature.
I tried to interest my daughter in the book a couple of years ago, but it didn't seem to take. I think she read a chapter and then put the book down.
I was delighted when she became interested in reading it recently. I am constantly reminded that if we let children come to things in their own time, we will not be disappointed.
She read the book in a relaxed way - curling up with it at night and biting off a chapter or two at a time. She finished the book yesterday. I don't know when I have ever seen this much of a reaction about a book! She loved the story. She is calling it an all time favorite, which is interesting for a child who has devoured Harry Potter, The Chronicles of Narnia, The Hobbit, etc. (A fantasy child)
Today she pulled out instructions for making a historical doll (from our trip to Williamsburg) and worked all morning on sewing a doll and dress. She has named the doll, Rachel, after Rachel Field. She has also started a story from Rachel's perspective, trying her hand at writing in the style of Hitty. We had our "Monday meeting" this morning and planned some activities for the week - all based around the book. She is very excited and spent most of the afternoon plotting out her story and getting ideas down on paper. I was a little surprised at her level of excitement for Hitty. She is now asking about Heidi and other stories that I loved from my own childhood. Three cheers for Hitty!