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Lesson 126

The school has their own methodology and skill goals, but I tend to want a bird’s eye “this is what he will know” concrete content list for each grade.  So, that’s what I’m writing here.  If you follow the lesson plans as written, this is what you get (in my experience):

Music:

Your child will be able to sing along with 7 different classic hymns.  Three hymns, he will know in Latin and English.  One hymn he will know in four versions: Latin, English, Latin chant, English chant.  The syllabus spends about two weeks on each, with a review at the end of the year.  Like anything else, you will get out of it what you put into it.  Results range from “Yeah, I think I’ve heard that before somewhere,” to “Let me sing these alone for my grandparents at Christmas.”

My thoughts:  I like it for a few reasons.  1) It’s good stuff to have stored in the noggin. 2) If you read Catholic books, classic hymns are often referenced. 3) When they learn Latin later, they will already have experience with the pronunciation and it won’t be as much nonsense. 4) They can hang with their Latin mass friends and will be able to sing along in movies that have the nun choirs.  HA!

Poetry:

The child will learn 7 classic children’s poems.  Again, depending on what you put into it, the results range from being able to say it in a choral setting to reciting it alone for relatives.

My thoughts:  You would not believe how much these poems pop up in literature later!  But more importantly, a head full of these verses is so enjoyable.  When we’re stuck anywhere, it’s a fast, entertaining game to start spouting off poems together.  We really enjoy it.  My kids especially like joking around with the words, something you can only do if you already have it memorized.

Art: 

The child will recognize and know the names/artists for about 12 famous paintings (depending how much attention you give that last part.)  Even without that, he will spend so much time examining them that he will remember them fondly forever.

My thoughts:  This seemed silly when I first got started, but as we have progressed through MODG, I have realized that holding a clear visual image is not something that develops without practice.  Something about the culture of my youth that trained me to do it is no longer present.  I’ve had to TEACH my kids how to do it.  And my daughter’s dyslexia program has a separate curriculum entirely devoted to “disabilities” that arise in reading and spelling from not having this skill mastered.

Other Art Activities:  In addition to the card work, there are several crafts tied to our faith and liturgical year.  Also, the primary/secondary color mixing is addressed.  The bulk of the work, however, is the 36 illustrations the child makes in conjunction with religion class, plus the 7 poetry illustrationsLots of creative expression and fine motor practice.

Religion:  

The Golden Children’s Bible is a “stretch text.”  Your child will cover scripture stories from Adam to David this year.  He will retell and illustrate 36.  That is quite an accomplishment!

My thoughts:  Since this text is intentionally difficult, expect that the early retellings will be much less accurate than the later ones.  My third child started out saying that after Noah got out of the boat, he “hit his head on a rock and died. The End.”  He got better as the year went on.  It bothered me at first that the child wasn’t learning the Bible stories as well as I wanted him to.    If you keep these retellings in a notebook and encourage him to review them, go through and pick his favorites every week or so, or periodically show them off to relatives, he will naturally retain more of it.  But, don’t worry, he will cover this series of stories twice more before 5th grade is over.  Eventually, he’ll know who Gideon is.

Math:

The child will learn to recognize and write his digits; count orally to 25, hopefully 100; and do concrete addition and subtraction.  He will also spend time on shapes. 

My thoughts:  All of this is TOTALLY APPROPRIATE for kindergarten.  It’s sweet and lovely.  However, it’s mismatched (in my opinion), with the 1st grade Abeka math.  Abeka math is a full year ahead of most other math curricula.  Abeka kids did this math in preK.  So, when you start Abeka 1 next year, it may feel like you skipped a year of math, because YOU DID.   Also know that on the tail end, when we leave Abeka 3 and hit Saxon 5/4, it will feel like you are repeating a year.  Because YOU ARE.  However, 4th grade is the first year they have to write their math on their own paper while looking at a book, so we don’t mind it being a repeat. That skill has been hard for each of my kids.  For a smoother ride next go around, I’m going to do Abeka K4 and K5 before we get to Arithmetic 1.

Literature:

Reading aloud is assigned every day.  However, you can use the book lists in the back in any order you choose.  But, if you read 30 minutes a day, you will get through almost everything back there.  That means your child will be familiar with most of the famous nursery tales (like 3 bears, 3 billy goats, etc), fairy tales (Grimm, Perrault), and classic picture books (Beatrix Potter, Curious George, Madeline, etc.)  Note: the Watty Piper and Chimney Corner OP books are mostly nursery tales.  You may need to replace them with Galdone books from the library, though many can be found in the illustration-lacking Bennet book.  Also, there are lists of liturgical and saints readings in the back.  If you use those, your child will have a great smattering of Catholic culture to boot.

My thoughts:  The lack of structure here is unnerving, but know that if you just progress through at 15-30 minutes a day, your child will get what he needs.  Nursery tales and fairy tales are NECESSARY for any kind of sophisticated understanding of later literature.  They are referenced constantly.  And none of us should grow up without Peter Rabbit, right?  In K, it’s easy to give the child their own reading time and cover all of the books assigned to this grade.   It is not so easy in later years.

Handwriting:  

The child will practice all of his upper and lower case letters.  For the last 6 weeks of the year, he will write short sentences as copywork.

My thoughts:  Fine, but he could use more practice before jumping to sentences.

Reading: 

100 EZ up to lesson 32.

  • Sounds learned:  m, s, t, r, d, c, l, w, th1, th2, short a-i-o-u, and LONG e. 
  • Dolch Words learned:  am,  me, at, see, eat, read, sit, is, this, that, the, on, not, in, an, can, if, and, run, it, little, will, with, we

My thoughts:  NOT ENOUGH.  You can’t read ANY easy readers until you get that short E (Lesson 52), which is WEEKS and WEEKS into first grade.  However, the K syllabus seems to think that you can read them, as it assigns easy readers near the end of the K year.  Also, the Abeka 1 math next year assumes that the child already knows his number words.  This is an impossibility if you follow the 100EZ lesson plans as written.

FINAL ASSESSMENT THOUGHTS:

  • In my opinion, after three kids out of five, the art, music, poetry, literature, and religion plans deserved WAY more respect than I gave them.  They pay off year after year, even in 6th grade.
  • The handwriting is fine, but not amazing.
  • The reading, and math lesson plans are more suited to PreK, considering what is expected of them in the next two years.  (I will likely not use those as written for my other kids. I will use Abeka from the beginning for math and another phonics curriculum.)
  • If your child hasn’t had exposure to all of the nursery rhymes and songs that are a necessary part of our culture and understanding of literature, this curriculum won’t do it for you.
  • If your child hasn’t already learned his full name, birthday, address, phone number, the ABC’s, and how to skip, gallop, and the like, this curriculum won’t do it for you.

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IMG_1025   We have had some special this year, so I had to get as set up as possible.  Below you see two CT scans, one of a normal nasal pathway, looking down from above on the cheek bones.  All the white is bone.  Notice on the left, that the bones leave plenty of room upfront for airways and arch AROUND in the back.  It looks like a squid man to me.  On the right, you have a 1 in 2 million congenital condition called “Pyriform Aperture Stenosis.”  The bones of the face have pinched in on the airways in the front, where the arrows are pointing, but also notice that instead of arching around the airway in the back, it stays pinched. pr2006275f1   Can you guess where we are going?  Yep, my baby has this.  Tiny Nose Holio. What does it mean?  Well, snot streams have a certain diameter.  Right now, his pipes are too small for it to come out (they will be plenty big later).  So, any congestion, completely blocks his nose and can’t be suctioned lest we pull MORE snot into the pipes.  And, little babies have an anatomy thingy that keeps them from breathing through their mouths consistently until they’re 4-6 months old.  So until the New Year, any serious congestion (that I can’t force down the back with saline or afrin) might mean a trip to the hospital to get tubed up so he can breath well.  Also, he has to stay on this foot monitor that tracks his pulse and oxygen levels.  That way, we know a day ahead or so if congestion is starting to gradually affect his breathing.   Can you imagine the germ routine around here? Anyway, everyone wants to know if it affects his appearance.  It doesn’t.  Here’s the nose: nose So, now to the preparation.  I decided that if I wanted any homeschool to happen this year, I had to make it as automatic as possible.  If Baby Quin gets a cold, it’s a bunch of all-nighters for me, drops, feeding, being a human “breathe right” strip when he nurses. For each grade, I prepared 10 weeks of work.  100% prepared.  Copies made.  Sheets printed.  Flashcards pulled. (Do note that the pics are for my LEFTY notebook, bound southpaw.)

1) 10 Weeks of Math for us is about 50 lessons, so I printed out 50 of the answer sheets we use.  And put in a tabbed divider.  We don’t use the Saxon sheets for all of the math facts review at the beginning of the year.  Later, those sheets review a variety of concepts, but for the first ten weeks, it’s nothing they don’t get better from Reflex.  For 3GRD, I tore out 50 Abeka lessons.

IMG_10282.)  For the 6GRD editing, I copied and stacked 10 weeks of that:IMG_10293)  The I tore out 10 weeks of Latin.IMG_1030
4)  History timeline instructions and figures, OWAA copy, Egypt Maps (all the N. America maps for 5GRD went in her notebook)

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5)  I didn’t put in the writing sheets for English; I’ll explain that in a sec. But, I did put in the copies for the diagramming worktext that comes later in the 10 weeks.  
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7) There are a lot of music sheets this year.  And remember I already have all the music bookmarked on youtube.com.

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8)  We chose to do the TOPS Electricity first.  I have the teacher’s notes in my book and the worksheets in his.  I also gathered EVERY SINGLE supply for the first ten weeks and hung them in a backpack.

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9)  I took it all to Office Depot and had it coil bound for $3.  YES!

10)  I pulled all the flashcards, abeka math cards and charts for 3GRD, printed all the mapping labels, made states cards, etc. and put them in a box, so they were “grab and go” for the first ten weeks.

Each weekend, all I do is print the assignment sheets from the school site, for how far we got determined by the number of crises we had, and I get the new flashcards or cd’s out AND SHOVE IT ALL IN THEIR BACKPACKS.  Did I say that before?  All their crap lives in their backpacks, hanging on the stair hooks where their backpacks USED to hang when they went to public school.  HA!  Anyway, SO MUCH of the work is done already, that school is mostly automatic, even if I’m comatose all weekend.

Now what about those writing assignments and spelling and all that?  Well the other notebook at the top has writing paper in it.  And the spine opens and closes.  So for the first ten weeks, I just have them pick a page and go, after that, we’ll rearrange and put in tabs.  The only thing I have to watch is the spelling rule pages to make sure the right thing goes on the front and back of a sheet.  I have screwed up SO MANY of those sewn notebooks, trying to have a decent WRTR notebook, that I gave up.  This year, it’s already taken two attempts to get the first page right.   But, so far I’m pleased at the fact that we only have TWO WORKBOOKS.  A big worksheet book and a thinner “writing” notebook.  No more chasing the workbooks and composition books all over the house!

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6GRD Egypt Mapping

6th

I about lost my mind trying to find the cities and cataracts and lakes for this map.  It might not be 100% right, but it’s pretty darn close. Print out my labels from THIS POST.  Print out six copies of the blank map below.  Print out one copy of the labelled map above for placement […]

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5GRD-6GRD Mapping Labels

5th

My kids CANNOT seem to write small enough or neatly enough to read the maps once they’ve been labelled. So, I grabbed my pack of labels (10/sheet mailing labels) and made printables for them. For 5GRD, each label is the stuff the child has to write names, numbers, and letters for that week. For sixth, […]

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6GRD Timeline? YIKES! Detailed Instructions…

6th

I have been fooling with this timeline for days. I thought I just needed the figures I posted, but NO. It’s still not nailed down enough for me. So here’s my version using the 92-page book: DAY ONE 1.  Set up your book like I did in this post. –Print out the Egypt images. –Print […]

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Updates to Freebies!

My Printables

I simplified the 4-5GRD cut and paste timeline HERE  and HERE. I put in printable 5×7 pdfs of COLOR images for PLL and ILL.

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Timeline Figures for 6GRD

6th

Download the images you want and print them all at the same time on the “contact paper” setting on your printer, or whichever one has the 32 images per page on your printer…if you want them to be the same size as my other ones.  OR, just download this: Egypt timeline figures (has a couple […]

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Intermediate Language Lessons COLOR images

4th

Click the images to see full size. HERE THEY ARE AS PDF 1 and PDF 2 Lesson 1 Lesson 9 Lesson 61 Lesson 79 Missing 83 No artist mentioned in book. Couldn’t find, but here’s something similar… Missing 98 Same problem here. No artist. Here’s something similar. Lesson 111 Lesson 117 Lesson 126 Lesson 137 Missing 152 […]

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Q: Are the read-aloud booklists separate from what is online?

1st

I get questions from non-enrolled families from time to time in my email and this one was especially well asked.  Here is the question and my answer. QUESTION I am writing with a question related to your emails about the MODG booklists. Although I use a different Catholic curriculum, I really like the MODG book […]

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Primary Language Lessons COLOR images

3rd

I am missing TWO.  All of the rest have one or more versions from which to choose. Click the images to see full size.  I will be printing them out as 4×6 or 5×7, whatever size the art cards are, and I will keep them in the same folders. HERE THEY ARE AS 5x7s PDF   […]

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