- Lulu is only four, so she is not even technically old enough for school. In my mind, this means that whare we’re doing is just extra, above-and-beyond stuff. Who needs a plan for that, right?
- I’m still having a hard time wrapping my head around the concept of homeschooling so if I kind of sneak in the back door and do it, maybe it will become “what we do” instead of “what we’re going to do.” Do you follow?
I guess you could say that we’re simply working on pre-reading skills. Here are the sounds we learned this week:
Tuesday–c (hard c)
Friday–a (short a)
I know that there is some sort of phonemic notation that I’m supposed to be using (and I’ve even had a couple of linguistics courses, ‘though you’d never know it now), but I haven’t looked them up.
We followed essentially the same lesson plan that we followed last week. I tried to make a big deal out of /a/ (is that the notation?), as per The Ready-to-Read, Read-to-Count Handbook that I’m using as my guide. For example, instead of making a a sandpaper letter, I made it a felt letter so that it would both look and feel different. Instead of cutting out pictures of a words from our old magazines, we made an a necklace (another suggestion from the book).
when Lulu was extremely excited about Friday’s learning time because I had really built it up to her that we would be learning something different (the short a sound)
when Lulu, after learning /h/, wanted to write “the cat in the hat.” Of course, we did that.
Try as I might to get her to do something more age-appropriate, Louise insists on doing what big sister does. Here is her whiteboard work: