Our school term ended Friday, and here's where we are:
1. Crispina, first grade.
A. Reading and Writing
It's coming along nicely. Halfway through Level 3 of the
Little Stories for Little Folks program, she's reading fairly fluently, though not yet easily enough that she really wants to pick up a book and read to herself. We practice reading in as many different contexts as we can: math story problems, poems for copywork, recipes, labels, etc., and her confidence grows daily. Good news there.
Writing, on the other hand, is something she actively enjoys and does a lot of. We have done a huge amount of copywork this fall, in addition to handwriting exercises in her CHC book: typically a 4-line poem stanza per day. Gradually the copywork seems to be helping her to spell words in a little more orthodox way (she's never let spelling get in the way of what she wanted to write), and to slow down and read words more carefully and thoroughly, so that it's reinforcing her reading skills as well.
We have also worked on sentence-writing and making up short stories in our journals, and we have memorized poems for recitation.
B. Math
Like
her older sister before her, this child seems to regard math as an impenetrable foreign language. Therefore I'm trying to give her what her older sister did not get in school at this age, namely: an opportunity to memorize basic facts. I think she's simply going to have to memorize, because she doesn't yet see any logic in the way numbers work. We've worked hard at the concept of addition and subtraction as reverse operations in the past few weeks, doing addition problems and then writing the corresponding subtraction problem (e.g., 3+2=5/2=5-3), but in doing the reverse operation, she still tends to plug numbers in arbitrarily (5=2-3). Work with number lines helps a lot. I've also recently had her do practice sets of +1, +2, +3 problems, working on the idea that adding three just means adding one, then one more, then one more, and trying to get her to see that in her mind.
Her curriculum has multiplication up next, but I really think we need to solidify addition and subtraction before we begin looking at shortcuts. It's my hope that moving slowly now to make certain that these things become second nature will pay off later.
We've also worked on money and measurements and played with concepts like fractals and angles. And we've been working our way through the "Kitten"-level story problems at
MathCats.com. Miquon, our primary curriculum right now, doesn't introduce word problems until late in the game, but she enjoys these, and Helier, who does have a high level of math confidence, enjoys helping her work them, which gives him a chance both to shine, to lead by example, and to review basic facts for his own benefit. (one good reason to school different levels together when you can!)
C. History (with Helier)
We spent most of the semester on ancient Egypt, which has been no end of fascinating. Using Elizabeth Payne's Landmark
Pharoahs of Ancient Egypt, plus a variety of Usborne books, we've become familiar with many eccentric personalities of the ancient world. What sticks in Crispina's mind: Hatshepsut and her pink sphinxes.
D. Science (with Helier)
We've worked on themes related to the natural world: animals of North America (a conversation about rabies made her afraid to go outside for several days, because "there's rabies out there"), solar system, seasons, weather, and plants. Currently we're growing beans on the kitchen windowsill and, every several days, drawing their progress in our journals.
E. Greek (with Helier)
Both Helier and Crispina have participated in an elementary-level Greek class I taught this semester, using Karen Mohs's
Hey, Andrew, Teach Me Some Greek! This semester, we've concentrated on learning to read, write, and say the sounds of the Greek alphabet. Next semester we'll continue to review the alphabet while adding vocabulary words. We've also been reading a little book of stories about an early-20th-century Greek boy named Christophilos, living near Mt. Athos.
F. Read-Aloud Literature (with Helier)
We've read a variety of books this fall: all but the last of the
Chronicles of Narnia; Arthur Ransome's
Missee Lee, from the
Swallows and Amazons series;
Little House in the Big Woods;
Outlaws of Ravenhurst; and more titles I can't remember right now!
G. Field Trips and Extracurricular Activities
It's been largely a "home" year, but we have visited both the Schiele Museum of Natural History in Gastonia and the Catawba Science Center in Hickory at least once each this term. Crispina also participated in our parish's scouting program for girls.
2. Helier, second grade.
A. Reading and Writing
Helier's reading has taken off. The switch has flipped. The boy who a few months ago politely declined to read to himself now routinely spends an entire afternoon curled up with a book. He inhaled the first three
Harry Potter books in about three days, though I've made him stop for now, because he found them scary. Since then, Amicus has helpfully introduced him to the
Redwall series, of which there are many, many books, so hopefully it'll be a while before we have to hook him onto something else.
Because his
test scores last spring were -- erratic, shall we say, or perhaps
revelatory -- not bad, just more indicative of what he didn't feel like thinking about right then than of what his actual abilities are -- I have worked with him specifically on reading comprehension, upping my demands for narration, particularly of assigned rather than chosen pleasure reading. The
Little Folks series from CHC at this level includes helpful questions at the end of each story, including vocabulary challenges as well as "understanding" questions. Surprise, surprise, he does understand what he reads. And in speaking, he uses a wide, advanced (according to the teacher next door) vocabulary with ease, so it's obvious that he's internalizing the structures and ranges of meanings in his native language.
His handwriting has also improved dramatically since the beginning of the year. All my children, with the exception of Crispina, have struggled with handwriting -- we seem not to be a fine-motor-skill kind of family, at least in the early-elementary years. I have used CHC's handwriting series plus an increasingly heavy load of copywork to give him practice in letter formation, and it is a pleasure to see writing, as a mechanical activity, coming more easily and naturally to him. Like Crispina, he is internalizing a sense of good written English as he copies, as well as learning correct spelling.
In addition to copywork, I have also used journals for sentence-writing and other grammar-related exercises, as well as for short original written compositions, and we have memorized poems for recitation, which Helier does with gusto.
B. Math
Helier exhibits a high level of math confidence and ability. He is working in the MCP Math Level C, listed for third grade in the CHC curriculum, and though we have taken some things slowly, he has breezed through most lessons with very little trouble. Easy for him: all addition, including multi-digit addition with regrouping (two addends: column addition with three or more addends is harder and will need review), basic money skills (making change is also harder; the book introduced this before lessons on rounding and estimating, which made the making-change exercises more difficult), place-value recognition, rounding to the nearest ten or hundred. As long as he stays focused (also a challenge), he can tackle any problem the book presents him. Occasionally he will miss a problem due to a careless error in addition, and I am working with him to help certain facts come more quickly (for instance, it's hard to remember that 8+7=15, but if you remember that 7+7=14, that helps).
I'm thinking of adding an abacus to our arsenal of math manipulatives . . .
C. History. See Crispina's report, above. The only difference is that what sticks with Helier are the battles, as in the Battle of Megiddo.
D. Science. Also see Crispina's report.
E. Greek. As above.
F. Read-aloud Literature. As above.
G. Extracurriculars
Helier is a Wolf this year in his Cub Scout pack. Both H and C will begin piano lessons in January.
3.
Amicus, seventh grade
A. English
Amicus has been working his way through a book of grammar and composition exercises, studying the short story and mythology in literature, and doing a huge amount of reading and writing "across the curriculum," as they say. I have seriously pushed composition this year, and he has produced a 3-5-page researched paper weekly all semester. He has just finished reading
Beowulf as an independent-reading project.
B. Math
His text this year is Saxon's
Algebra 1/2, and we use a set of
instructional DVDs created to accompany this text as an additional resource, which he has found very helpful. At this point, he has worked through Lesson 50, scoring no less than 90% on any problem set or test. He works hard at math, but performs consistently well without seeming to sweat all that much.
C. Science
Amicus is using Michael Spear's
All Creatures Great and Small life science text, which in itself is not that exciting a book -- Epiphany disliked it. Amicus, on the other hand, has discovered a great interest in biology and has worked avidly at every chapter in this book. Again, he is maintaining an A average and largely enjoying the work. He anticipates pursuing as many science and math courses as he can in high school, so we are using seventh and eighth grades to lay a strong foundation for that pursuit.
D. History
Amicus has been working his way through a year-long world-history research project, in which he chooses a topic each week, in chronological order from ancient history through, eventually, the contemporary world. He has written papers on the Persian Empire, Roman military tactics, the exploits of the Ostrogoths, among other subjects. He has also read historical fiction and, on his own, a number of military-history titles by Stephen Ambrose, of
Band of Brothers fame. Other than a tendency not to print out and hand in his work as he finishes it, he has performed admirably in yet another subject of great interest to him.
E. Art History
Every quarter Amicus has a choice of artists from a given period, from which he chooses one as the subject for a short research paper. So far he has written on Fra Angelico and Michelangelo.
F. Language: Greek
Amicus and Epiphany are both taking a New-Testament Greek class taught by our parish priest. He's the one doing the grading; they both say it's hard, and they like Latin better.
G. Extracurricular Activities
Amicus is a Boy Scout, First Class. With his troop he has done a great deal of hiking and camping, plus a number of service projects (this coming Monday he will go at 7:45 to the county's Christian Ministries food handout, to spend the day delivering wheelbarrows full of holiday food to clients' cars). He is also a regular altar server in our parish, and today he ran his first 5K road race.
4. Epiphany, twelfth grade
OK, Epiphany just received her first college acceptance letter today, so it's all good. I could just stop there.
But I won't.
A. Humanities
We have done a four-year course in which reading for both history and literature has been dovetailed as a humanities class. This year has been a summing-up year, in which Epiphany has read Anthony Esolen's
Politically Incorrect Guide to Western Civilization as a core text, and accompanied it with primary sources and literature from each period the text covers: excerpts from Dante, several Shakespeare plays including
King Lear, a selection of Romantic poets, etc. She has written five five-paragraph essays, plus a number of shorter papers for this course, and we have worked hard at refining her expository-writing skills by targeting problem areas in each paper. This, I think, has been her favorite class, and she has worked incredibly hard to master a heavy reading and writing load (trying to prepare her for success in college here).
She has also read several major novels, including
Middlemarch and Manzoni's
The Betrothed, and has watched productions of Shakespeare plays on video (
Twelfth Night, Lear).
In the spring she will write a senior thesis on a research topic drawn from her reading this term.
B. English
In addition to her humanities coursework, Epiphany has also been working her way through
Jensen's Grammar and
Jensen's Format Writing. In addition to academic papers, she has also written a variety of types of letter and a resume (both of which exercises have come in handy in the college-application process, I might add).
C. Math
As I noted above, Epiphany is a student who regards math as a foreign language. Still, to her credit, she has worked very hard to keep her head above water in a subject which does not come at all easily to her. Using the Teaching Textbooks Algebra II course, she has maintained a C average, which frankly at this late date we will take, thank you very much. Geometry was all right, but algebra has always been largely opaque to her, so passing is good . . .
D. Chemistry
Epiphany has finished Module 6 in the Apologia
Exploring Creation with Chemistry program. This last module took her much longer than she had anticipated, but she has managed to do all the problems correctly and perform the experiments. Like math, science is not a subject which comes naturally to her as an interest, but her tenacity in mastering the material on her own is admirable, and she has managed to maintain an A average.
E. Language: Greek. See the entry for Amicus, above. Epiphany likes to translate Latin passages on her own, to keep her hand in.
F. Moral Theology, using the Didache series and writing a paper. Maintained an A average. This was a 1-semester course which will be replaced in the spring by Economics and U.S. Government.
G. Electives and Extracurriculars
1. Violin and youth orchestra
2. Home economics, including cooking, baking, sewing, knitting, ironing, home maintenance, etc.
3. Teaching experience: E is an assistant catechist in the third-grade Faith Formation class at church
4. Currently working on organizing a discernment group for young women at church
I think that sums us up. We've had a very productive semester all around, and I'm proud of all my children for the things they have accomplished (and of course I love them for themselves). Now it's good to be finished for a time -- on to baking, decorating, gift-wrapping, and the general freneticness of the week before Christmas.