Number surprise

Due to speech delays (which weren't actually delays if I talk to other parents, but seemed very delayed to someone who parented Cosmo) it's been difficult to tell just how much Lychee actually understands. At 22 months we know she has been able to sound out her alphabet and a few words for a while (apart from saying 'snake' instead of 'ssss' for 'S') but today she completely astounded me.

I was sitting with Cosmo, working through some of the free section on Clever Dragons, when he decided it was too hard and he wanted to do the kindergarten area. I allowed it - he was very tired and it usually doesn't help to frustrate him - but to my surprise Lychee started shouting out the numbers before he'd had a chance to move the mouse to click on them!

We were a little late for a children's group, so I waited until we got there, then grabbed a crayon and some paper to start drawing numbers for her. Turns out she can recognise and say all of them except seven and one (seven is 'shhhh' and one just gets me the evil eye). She's also enjoying me writing words and asking her to point to which one corresponds to the toy she is holding (e.g. she was holding an elephant so I wrote down 'pig elephant' and asked her to touch the word for ^point at elephant^). She still can't say elephant, but she knows what one looks like and can read it.

I think she might be coming up to fast mapping stage, so I need to get the pen and paper ready.

Lychee Update

We talk so much about her big brother on here and Lychee tends to largely get ignored. This is for the most part because I feel like a lot of the posts would be very repetitive if I told you what we did with One child and then repeated it when the next one came along!

However, with regards to reading the children have learnt VERY differently. We tried the flashcard and YBCR system that worked so well with Cosmo, but had very little results with Lychee. She just wasn't interested. However she loves Starfall.com and we noticed that unlike her brother, who learnt using the whole word system, she was able to name individual letters by their sound. 

With this in mind we started using the hooked on phonics videos with her a little while back. Today she started sounding out words that she had never seen before by herself for the first time. She still pronounces each letter separately ('T-H-I-S' instead of 'Th-Is) and annunciates VERY clearly (it takes a long time to read when you pronounce each letter as a syllable) but it is a great leap forward developmentally and a step in the right direction decoding sounds ready for reading. 

I'm absolutely thrilled. If you want to see the video she was working on, it's here. 

Termly report

Part of belonging to the PLACE scheme that we are a part of involves writing up a termly 'monitoring' form. It's one of the complaints I've heard from other home educators about the scheme. They don't want anyone else to keep a record of their child's progress.

I don't actually mind doing it, in fact, today was the first one I've written and I rather enjoyed it. It was amazing looking back over the last term and seeing how far we've come.

This was the term we started the GAPS diet to see if it would improve Cosmo's ASD, and the results have been astounding. When I think back to the differences between Christmas and now I'm filled with joy about how far we've come.

Termly reports are going to be a great way for me to sit down and review; on days when I feel like we haven't done anything, I realise we really have. It may not feel like we've done a lot today, or even this week, but when I look back over a term, it really is a shock to see just what we've managed to cover.

Even if you aren't part of a scheme like PLACE, if you home educate, I'd recommend writing a termly report. Not only does it provide a record for future admissions etc... If your child chooses to go on to college etc... But it's good for your soul to see just how much you really have achieved. A state education just cannot come close.

Flexi-learning

It's taken me a while to get around to writing this, but I thought I'd best share in case anyone else is going through it too.

I recently approached a school to talk about flexi-learning. For those who don't know what this is, it's kind of like part-time school. My motives for this are a) keep other people off my back - if the school can see he is doing well I won't get loads of hassle about home schooling and b) I think it would be nice for him to spend some time experiencing 'school' without it being so many hours that he become peer dependant or starts to have his character formed more by their culture than our own.

You'd think this was a great option for the school, as they receive full time funding from the government for having him there, yet only require half the resources.

They were, however, incredibly negative towards the idea. I thought they might be keen if they met Cosmo and saw that he was fairly advanced for his age. They were indeed very impressed, and made it clear that they would like to have him at their school (despite us 'technically' being out of catchment) but that he would have to go to school full time. When I brought up the fact that he would be too far ahead of his peers and become bored in class (possibly making him quite disruptive. We all know what bored little boys are like!) they agreed. The solution?

Move him up two years so that he is studying with intellectual peers rather than his own age group.

I'm not being funny, but this is basically the exact opposite of what I want from school! Part of wanting to homeschool is about protecting him from todays culture, not exposing him to everything two years early!! Can you imagine a 9 year old moving up to secondary school??

I told the headmaster I thought it was a horrendous idea and he told me that homeschooling was a horrendous idea.

I'm now more determined than ever!