Our verse this week was John 1:14 - how Jesus is the WORD. It's no coincidence that in studying Grammar and WORDS that JESUS is the perfect WORD!
We studied VERBS this week in EEL! We got the BIG PICTURE of how verbs are the heart of the sentence and all the parts of them!
I made a poster and hung it on the board and we talked it through. I sent a sheet home with your kids to fill in this week. After they complete it, hang it on the wall. It will be an immeasurable help to you as you begin writing essays.
Here is the completed poster if you need it. Remember: the poster is an overview of Charts C and D. Lucky for us, we will be reciting several lines of Chart D in our Foundations classes this year! We have a head start in learning it!
I know that I say "It will make sense soon" and "Hang on, we'll get there." But it's true. After this week, we will begin to break this info into smaller, better digestible pieces. And while we would long for a slower pace, the truth is that we will still move quickly but you will hear this information 2-3 more times. Don't expect to get everything the first, or even the second time. We are learning in the Classical model of education. We repeat and model and repeat and model and repeat again. Give yourself grace to relax the expectation that you or your kids should pick this up quick.
EEL Homework: Mom: read Week 3 lesson: pages 35-41. Encourage your child to copy or recite charts. Have them put their names on their papers! Kids: Copy charts - C and D are the assignment for this week, but don't neglect A and B! Copy Chart A in a fun way - poster board, tall hat made of paper, wear it on a shirt! This is just to make it fun and engaging! Also, complete the verb handout and post it on the wall!
We are still working through the rules and information about N2K. This week we briefly discussed the order of operations (PEMDAS). I'll admit - I'm not good at this. I'm learning right along with you and your kids. I appreciate your gracious input and correction when I make a mistake. :)
We did some mental math using dice and white boards. I asked the kids to roll three dice then add or multiply them in their heads and only write down the answer. I was pleased to see how everyone was engaged and motivated to do as many as they could and I was excited when kids were able to go faster the second time we played! I know it was a great self esteem boost for them. After that, we dove into N2K, playing alone. We will probably do it again the same way next week. I have some ideas on how to get the kids playing in teams, not as competition but as partners to knock out as many as they can together. Continue practicing mental math and fact families at home.
IEW: We started this portion of our day in groups of 3 kids to read KWO and essays. I really liked what I heard happening and how the kids got right to reading and encouraging each other. Thanks to Shelly, Nicole, Mary and Alecia for heading up each group. Groups will change occasionally and the new group lists will be on the board weekly.
I challenged the kids to use ly adverbs this last week and many of them did! So impressive! Keep up the good work!
We learned about who-which clauses, the title rule and 5 senses words this week. Remember, a who-which clause connects two sentences together that have the same thought or idea to eliminate repetition. Page 31 in your UHB is a great resource on this!
Example:
Sarah loves dogs. Sarah hopes to be a veterinarian one day.
Sarah, who loves dogs, hopes to be a veterinarian one day.
Sarah, who hopes to be a veterinarian one day, loves dogs.
The truck blew a tire. The truck was carrying rocks.
The truck, which blew a tire, was carrying rocks.
The truck, which was carrying rocks, blew a tire.
WHO - for people WHICH - for things and items
We also discussed the title rule. The last sentence of your KWO holds the words that the title should be formed from. The title should repeat or reflect the KWO. You can use the exact wording from the KWO or you can use words that give the same meaning. We did an example from the KWO for The Mayflower Mishap (pg 34).
There are some good examples on page 37 of how you can repeat or reflect the words from the KWO. I'm sure that your kids will be writing some amazing titles to their essays.
We began talking about 5 senses words - words to describe using sight, hearing, taste, smell and touch. In the SRP on page 111, there are 3 pages of sensory words that could spark the imagination to using these words in sentences. The purpose of sensory words is to engage the reader in the story, to make them feel as though they are feeling what the author is feeling. The storm sequence in our source text will be a great starting point in using 5 senses words.
Homework: Mom - read week 3 lesson, "The Boston Massacre" page 39. Help your child finish their KWO (1st tour - 1st paragraph, or more if they are able; 2nd/3rd tour - both paragraphs) and start writing their essay. Kids - finish your KWO and read it aloud to check it. Practice your dress ups as you begin writing your essay!
NEXT WEEK'S PASSWORD: 4 types of Verbs - HILT (Helping, Intransitive, Linking, Transitive)
Please let me know if you have any questions on what we've done this week. I appreciate your encouragement and forgiveness when I muddle something in class!
See you next week!
Blessings,
M
IEW: We started this portion of our day in groups of 3 kids to read KWO and essays. I really liked what I heard happening and how the kids got right to reading and encouraging each other. Thanks to Shelly, Nicole, Mary and Alecia for heading up each group. Groups will change occasionally and the new group lists will be on the board weekly.
I challenged the kids to use ly adverbs this last week and many of them did! So impressive! Keep up the good work!
We learned about who-which clauses, the title rule and 5 senses words this week. Remember, a who-which clause connects two sentences together that have the same thought or idea to eliminate repetition. Page 31 in your UHB is a great resource on this!
Example:
Sarah loves dogs. Sarah hopes to be a veterinarian one day.
Sarah, who loves dogs, hopes to be a veterinarian one day.
Sarah, who hopes to be a veterinarian one day, loves dogs.
The truck blew a tire. The truck was carrying rocks.
The truck, which blew a tire, was carrying rocks.
The truck, which was carrying rocks, blew a tire.
WHO - for people WHICH - for things and items
We also discussed the title rule. The last sentence of your KWO holds the words that the title should be formed from. The title should repeat or reflect the KWO. You can use the exact wording from the KWO or you can use words that give the same meaning. We did an example from the KWO for The Mayflower Mishap (pg 34).
There are some good examples on page 37 of how you can repeat or reflect the words from the KWO. I'm sure that your kids will be writing some amazing titles to their essays.
We began talking about 5 senses words - words to describe using sight, hearing, taste, smell and touch. In the SRP on page 111, there are 3 pages of sensory words that could spark the imagination to using these words in sentences. The purpose of sensory words is to engage the reader in the story, to make them feel as though they are feeling what the author is feeling. The storm sequence in our source text will be a great starting point in using 5 senses words.
Homework: Mom - read week 3 lesson, "The Boston Massacre" page 39. Help your child finish their KWO (1st tour - 1st paragraph, or more if they are able; 2nd/3rd tour - both paragraphs) and start writing their essay. Kids - finish your KWO and read it aloud to check it. Practice your dress ups as you begin writing your essay!
NEXT WEEK'S PASSWORD: 4 types of Verbs - HILT (Helping, Intransitive, Linking, Transitive)
Please let me know if you have any questions on what we've done this week. I appreciate your encouragement and forgiveness when I muddle something in class!
See you next week!
Blessings,
M
