Barefoot in Suburbia

Homeschooling & Special Needs, Inspired by the Montessori Way

First week, in review June 13, 2012

Last week was our first week back into the schoolroom.  The kids all transitioned back into the homeschooling routine really easily…thank goodness for shorter (but more frequent!) breaks than the traditional school year.  There was no summer brain drain, no problems getting them to do their work, etc.

Monkey was very excited to get started, as it was going to be her first day of kindergarten!  Although, by the end of the first day, she was very disappointed that she did not learn to read full out chapter books on the first day…she only learned 4 words. 😉

Here are some pictures from the kids’ first week.  This year, I’ll probably just try to combine a sample from all three kids into the same post.  Occasionally, I’ll pull out one specific project and do a more in-depth post later on in the week.  I will probably separate out the Five in a Row stuff too, just so that all of the books have their projects in one area.  I just learned last year that it was too difficult keeping up with a weekly post about each child’s work.

The day before we started schooling for the year, I gave Jedi a project that would require him to think. He does really well after focusing on a project, like a big lego kit. I think that kind of concentration really helps clear his mind and regulate his body and mind. Since his latest obsession is Titanic, I got him a model of the ship to put together.


He did really well! It took him just over a day, and he put it together with very little adult help!


Bug working on a “parts of an insect” puzzle.


The three kids worked on “texture painting”. Because we were also studying the United States in geography, I gave them red and blue paint. The red paint had kosher salt mixed in and the blue paint had gold glitter mixed in!


Monkey working on her first 4 reading words. She’s matching the words with the pictures.


Bug with her drawing of me. 🙂 If you look really closely, she also independently wrote (and spelled!) “mom”!


Bug looking at the insects in acrylic


Bug working on the pink tower.


In science, Monkey’s working on classifying and using senses to make observations. Here, she was sorting pictures of beans from biggest to smallest.


Bug, proud of her pink tower!


Jedi working on a texture collage….using found materials and scraps to create a collage or picture.


Bug and Monkey trying to figure out how many number rods tall they are. 🙂 Monkey is the tallest plus the smallest rod tall. Bug is the 2nd to the tallest rod tall.


Arranging the number rods longest to shortest.


Bug using various magnets to pick up iron filings and little iron pellets.


Each of the kids asked for garden beds this year so that they could garden along with me. So, I built each of the three kids a raised bed garden. They chose what to put in the gardens (they also mixed the various soil components). Bug’s here watering her garden!


Monkey using popsicle sticks to create triangles and quadrilaterals.


Bug looking at insect x-rays on her light table.


Later this week, I’ll have a post up for Monkey’s first week using Five in a Row.  I’ll also have a geography post up.



Apps for Mild/Moderate Special Needs March 28, 2012

Filed under: Lower Elementary — Barefoot in Suburbia @ 12:05 am
Tags: , , , ,

The kids took most of last week off to enjoy the beautiful 80 degree weather we were having in Central Ohio, so I don’t have a real Montessori Monday post.  We’re back in the schoolroom this week (hey, it’s back in the 40’s and 50’s…time for school. 😉 before taking next week off for spring break.  So, instead of the usual posts, I want to publish a few of the non-Montessori posts I’ve had swirling around in my head.

As I promised last week, I want to do two separate technology related posts–one for apps that are useful for homeschooling in general, and one about apps I’ve found useful for Jedi.  So, first up is my post on apps for mild/moderate special needs.

Most people in the autism field know about the go-to apps.  There has been a lot written about using iPads as communication devices and the fantastic apps that are allowing non-verbal children to speak.  Jedi doesn’t need a verbal communication device and he no longer uses apps for social stories, etc.  However, there are several fantastic apps that we do use every day to help him.  Many of these apps would be great for children with Asperger’s, Dyslexia, or other mild/moderate special needs.  Of course, children without diagnosed special needs may find some of these helpful as well. 🙂


All of these are available in the iTunes market and may or may not be available in the Android Market.  I have not been paid to review any of these apps–these are simply just apps I’ve found to be useful and I wanted to pass the information on.  As always, talk to your child’s service providers if you have questions about whether these would be appropriate choices for your child.

Behavior & IEP Apps

Behavior Tracker Pro –$29.99 .  This app is great for parents who are trained in behavior analysis or who are needing data on behaviors to provide to service providers or an IEP team.  This program can record the duration and frequency of behaviors, record video of the behavior, and chart behaviors.


iReward –$4.99 .  iReward is one of my favorite behavior modification tools.  You can set up various behaviors that you want to see happen (for example, having a clean room, using the restroom unassisted, or tasting a vegetable).  You can use your device’s camera to take a picture that acts as a visual prompt for the behavior.  Then, you input how many times the behavior needs to occur in order to receive a reward.  Each behavior can be linked to a separate reward (which you can also have a picture of).  Using the clean room example, the child can see that he needs to have a clean room for 5 nights before earning a popcorn and movie night.  Each night, the parent and child check the room and if it’s clean, they tap a star (or smiley face or check mark) in the “clean room” goal page.  The child can see how many positive marks he has and how many he needs to gain in order to earn the reward.  This app is fabulous for teaching independence in goal setting as well!

Behavior Status –$0.99.  Most children who have gone to school are aware of a behavior modification method that involves a traffic light–green light means the behavior is good, yellow is “caution, behavior is getting out of control”, and red means the behavior is flat out unacceptable.  Behavior Status is a similar concept and really resonates with Jedi.  When his light is green, he knows that his behavior is under control, but when I turn his light to yellow or red (or ask him to for additional impact), it gives him a visual reminder that he needs to gain control of his body, his words, or his emotions.  Sometimes, being told to calm down doesn’t resonate–but a visual aid like a traffic light seems to work really well for him!


Time Timer –$1.99.  One of the tools we’ve used for Jedi since he was first diagnosed with autism at age 2 was a Visual Timer .  It allowed Jedi to have a big red visual aid to show him how long he had until we could switch tasks or until he could get something he wanted.  After several years of very hard use, the timer broke.  As Jedi gets older, it’s also just not practical to have the timer carried around with us everywhere he needs it to be.  So, having the exact same timer on his iPad is fantastic because it allows him to really see how long he has to go before something happens.  This helps him a lot with transitions (we’ve also been using it for the girls too, because they really love the red timer! 🙂  )   This is a great tool for simple things like letting the kids know how long they have left to work on a subject or how long they have before lunch!


Written Communication/Spelling/Dyslexia

Dragon Dictation –FREE .  This app is fantastic for those children who, like Jedi, have spelling and handwriting difficulties that make it difficult to complete creative writing or essay assignments.  With Dragon Dictation, Jedi can just speak to his iPad and it changes his verbal speech to written text.  It is not 100% accurate, but it definitely gives us a good place to start.


Pages –$9.99 .  Pages is Apple’s answer to Microsoft Word.  It can read and write Word documents, so it works really well when Jedi and I pass documents back and forth.  Obviously, this app is designed for productivity and not special needs.  I included it in my list because this is actually *the* most used app on Jedi’s iPad.  Because of his dyslexia, he needs to type most of his written work.  Pages includes a spell check, which helps Jedi self-correct without a lot of extra frustration.


iFontMaker –$6.99 .  iFontMaker is a pretty unique addition to Jedi’s therapeutic aids.  As I’ve mentioned in previous posts, one of Jedi’s dyslexia symptoms involves the inability to do handwriting, or at least the inability to do it at any level that is appropriate for his age.  He has been working very hard in occupational therapy for several years, and still has a lot of difficulty with it.  However, sometimes, there is just an extra bit of pride that comes from seeing something in your own handwriting.  iFontMaker allows Jedi to write each letter as best as he can one time, and the program turns it into a font.  That way, Jedi can use his own handwriting, while typing!  Obviously, this is not a “need”, but it is a really nice thing to have in order for him to be able to have work that looks like it was written in his own writing, while allowing him to use his typing accommodations.


I have a lot of other apps to share too, but many of them fall really nicely into the homeschooling category, so I’ll just include them with my next post.


Technology and Special Needs–"Isn't that keeping him from learning to do it himself?" March 21, 2012

Filed under: Uncategorized — Barefoot in Suburbia @ 2:23 am
Tags: , ,

Jedi recently received an iPad and wireless keyboard to help him with handwriting and spelling issues.  Because of his asperger’s syndrome and dyslexia, he is several years behind in handwriting and spelling, to the point where being behind is actually causing a lot of problems.  Cognitively, he is way ahead of his writing and spelling skills.  So, this splintering of skills has made it very difficult for him.


Some of the questions we get about this (and the answers…. 🙂 ) are:


  • Don’t you think that’s spoiling him? 

This question always cracks me up.  He didn’t get an iPad to keep up with the jones’ or to be the “cool kid in school” or “because everyone else has one”.  He got it simply because it provides him with a way to compensate for a disability.  We actually were going to get him a laptop, but he’s a whopping 47 pounds…a laptop is quite cumbersome for him in size and weight.  An ipad is fairly light and very portable.  He can easily bring it to co-op, therapies, and field trips without straining himself.  It’s also lighter than most netbooks on the market.


  • Isn’t it keeping him from learning to do it by himself?

If a child had a broken leg, you’d get him some crutches or a wheelchair. A child who is blind learns braille.  Jedi has had YEARS of therapy focused on handwriting and he still can’t progress well enough to keep up with the requirements of 2nd grade.  So, we are teaching him to type (his IEP actually calls for a scribe…or someone to do it for him.  We think it’s more important for him to learn how to  compensate for his deficits in a socially acceptable way.  He is still doing handwriting and spelling practice without the use of technology, but he is also learning to type and use a spell check so that he can keep up with assignments.


One thing we notice about Jedi, and I believe this is also really common with other children with communication delays, is that requiring him to write an essay using good handwriting and good spelling is a recipe for disaster.  This child can churn out a multi-chapter book (a 2nd grade version of authoring a multi-chapter book of course!) in a couple hours when we don’t tell him to use good handwriting and fix his spelling.  But the second we put those two requirements on it, he’s so focused on it that it can take him over an hour to write one sentence.  So, we have to split what many children can do without thinking.  He has to separate spelling, handwriting, and composition into different lessons in order to allow him to focus on the particular skill being taught.  Most of school involves composition–creative writing or answering questions, so giving him a tool to alleviate the spelling and handwriting anxiety allows his brain to focus on the other tasks at hand.  Jedi even has apps that will dictate based on his own speech (so he can say his essay and the program will write what he says).


Will he continue to practice handwriting and spelling?  Absolutely.  Do we ever expect him to be proficient in it?  At this point, we don’t know if he will be able to catch up.  We certainly hope he will, but we also know that in 10-20 years, most people will be doing everything on their smart phones, tablets, computers, or whatever version of these exists.  We hope he will be able to write a shopping list or jot a note down  and we will continue to work with him to practice those skills.


  • Ok, so it helps him with typing and dictation…what else can it do for kids with special needs?
Lots!  The calendar app allows Jedi to know what’s coming each day.  He does a lot better if he knows what therapies or activities he’s going to so he can plan his time.  A common feature of autism spectrum disorders is lacking the ability to plan ahead, as well as an overwhelming anxiety when the child does not know what is coming that day.  Jedi’s calendar helps alleviate some of that.
Jedi also has multiple checklists set up.  While most kids would automatically know what steps to take to leave the house (get dressed, eat breakfast, brush your teeth, put your shoes on, grab your bag), Jedi has some difficulties with that.  He’s attempted to leave the house without shoes on several times simply because he forgot to put them on.  Having checklists set up for him lets him see what he needs to do each day, and allows him to do it independently, without being nagged at.
  • Isn’t the use of technology just making him dependent on technology?
Hey, I don’t think he’d be the only one!  I’m not sure what I’d do without my laptop, smartphone, and tablet. I use it from everything from blogging to socialization to keeping a shopping list to having my calendar beep and remind me where to go and when, to even having books on it to read. I’d wager that many Americans rely on technology.
Children with special needs often require several accommodations in order to function well.  The best part of having a tablet or laptop or ipod for children with special needs is that it allows them to complete tasks independently.  Instead of me having to walk Jedi through the process of getting ready to leave the house every day (at 8 1/2 years old), he can go down his checklist and get ready independently.  Instead of having a scribe write for him, he’s able to type his answers.  Monkey actually has an iPod that has a picture communication program on it, and when she is in public, she is able to utilize it to speak for her (she is selectively mute in public, although she has made huge strides and now participates in her co-op class without using a communication device!)
In the past, children with autism have had to rely on clunky electronic communication devices or cumbersome velcro and picture communication books.  The use of modern technology has streamlined these accommodations, and have even accomplished this in a socially acceptable way.  Many people wouldn’t even think twice about an older child carrying around a tablet or an iPod because it’s a “cool” thing to have.  It doesn’t single the child out or scream “disability”.  In fact, I’ve noticed that instead of kids asking questions about Jedi’s iPad, they’re drawn to it (it doesn’t help that he has some cool science apps on it…and of course, Angry Birds. 😉 )

2nd grade week in review

The past several days have been standardized testing days around here.  Most homeschoolers around us seem to choose the portfolio review option (Ohio gives three options for homeschoolers: A nationally normed standardized test, a portfolio review by a certified teacher, or another assessment agreed upon by the school district and parents).  Because Jedi has a form of autism and is on an IEP, I wanted some solid data about what he has learned and what he still needs to learn, so we chose to do the Iowa Test of Basic Skills.  We get our results in 2 weeks or so, and I’m looking forward to seeing where his strengths are (I’m already going to guess science and social studies are going to be strengths) and where he might need additional help (I’m guessing spelling, listening, and math since those things are all affected by his dyslexia and auditory processing issues).  Not only will the tests give me a starting point for next year, but it gives us some solid data for his IEP team.

Now most everyone who knows me might be very surprised–I am fairly anti-standardized testing…or rather, against how standardized testing is usually done.  I don’t believe that teaching to the test and using test scores for school funding are good uses of the test.  But, to get data on how to help a child or to tailor their education to accentuate strengths and intervene with weaknesses seems to be a good way to use the test.  We did not teach to the test this year and Jedi didn’t even take a practice test or any “test prep” materials.  Jedi didn’t even know he was taking the test until a couple days before.

He took the test by himself, allowing him to concentrate on his test instead of having to face anxiety about the proctor going too fast for him or not understanding something.  His IEP has several other accommodations for  testing that he didn’t even have to make use of.  I’m really proud of how well Jedi seemed to do and how seriously he took the test.  And it didn’t hurt that he got to go outside and play after each sub-test. 🙂  It was pretty laid back and relaxed–20 minutes of testing, then an hour of playing outside to refocus him. 😀


Here are some pictures of Jedi’s week before he started the tests…


Jedi, working on his new ipad. He now uses an ipad and wireless computer for worksheets (using an app designed for writing on PDFs) and all writing assignments. This helps Jedi a lot because he has so much trouble with handwriting and spelling. (Stay tuned for a post in a few days about educational apps for the ipad, as well as apps for special needs students!)


Jedi doing a painting about light and dark contrast. He put down some masking tape and then painted over the whole paper. Then after it was dry, he pulled up the tape to reveal the light spaces.

Working on his Ancient Greece history pocket. He did a lot of learning about ancient Greece, the Trojan War, and Greek Mythology.

In science, Jedi worked on observing seeds. He dissected a dicot (bean seed) and labeled the parts, and then labeled the parts on a monocot (corn seed).


Coloring some pages on the Trojan War


Learning about minerals and crystal formation. He is looking at dry epsom salt here. After this, he mixed it with water and then poured the mixture onto a cookie sheet with some black construction paper. We put it under a desk lamp for a couple days to dry.


After it dried, it formed a crystal that looked like etched glass.


Jedi also did an art project where he made a stamp out of cardboard and foam.


Using his handmade ink stamp.




Montessori Monday March 19, 2012

Montessori Monday


First off, thank you to all who replied last week.  You gave me some good things to think about.  As a result, I have some new blog post ideas swirling around in my head. 🙂  Look for them actually in print on here soon. 😉

Bug and Monkey have been really busy busy this past week, both in the school room and outside.  The weather in central Ohio has been absolutely gorgeous lately, so I’ve been able to just keep the back door open and let the kids go outside any time they want.  Bug is already starting to get a little tan from being outside so much!  You really can’t beat mid to high 70’s, sunny, with a light breeze…before the first day of spring!  There have been a lot of bubbles blown, mud pies made, and puddles hopped in. 🙂

Here are some pictures of some of the other things the girls have been working on.

Bug and Monkey using little plastic animals to make footprints in the flour.


Animal tracks crayon rubbings


The kids traced an outline of a bat with white pencil. Then they used the pin punch to punch holes in the outline.


The kids also learned about beavers and beaver dams. Here, Monkey is looking at a picture of a beaver dam and making her own out of brown paper strips and glue.


The final product!


Matching rubber animal track replicas to the picture. We also named all of the animals. Because we always look for tracks in our neighborhood when we're walking, the kids could easily name some of the birds, the deer, and the coyote. 🙂


Learning about what seeds need to grow. Here, Monkey and Bug were working on sprouting bean sprout seeds.


Working on rhyming words.


Monkey has been *begging* to start having circle time (I think she learned about it from Blue's Clues. LOL!) So, I picked up this really awesome pocket chart from Lakeshore Learning. The kids especially love finding the appropriate clothing for the weather and doing math problems with the gumballs. Bug works on counting and sorting, Monkey works on addition, and Jedi works on multiplication.


Putting pipe cleaner shamrocks into a spice jar.


Learning the colors of the rainbow.


And stacking the rainbow into a tower!


Stringing colored beads onto the rainbow pipe cleaners


Sorting using the leaves of a shamrock


Hole punching with the shamrock


I put some yellow and blue food coloring in some shaving cream to work on color matching. They also used the shaving cream to paint shamrocks.


Monkey has some touch aversions, so she started by putting her hand in a bag to mix the shaving cream.


She took her hand out of the bag to paint with the shaving cream, but she wasn't exactly thrilled about it.





2nd grade week in review March 5, 2012

In addition to Monkey’s busy week in sports, Jedi had a big week too!  We traveled to the World Tang Soo Do Association’s Region 22 Championships in Dubois, Pennsylvania recently with our Tang Soo Do school.  Jedi and I both competed.  Jedi won the silver medal for his age/rank division in open handed forms, and the bronze medal in sparring!

Jedi & I at the competition


Our medals and belts with the official championship shirt.


Jedi was also having a rough week and we’re still not quite sure what went on.  During his co-op, he had a major meltdown, resulting in him running away from the class and having a meltdown in a closet.  During the Tang Soo Do competition, he also had another meltdown.  And then in his religious education class, he had to leave after having another meltdown.  It’s been a really long time since Jedi’s had such a high intensity level of difficulty due to his autism within such a short period of time.  He seems to have shaken whatever it was and had a really good week after it.  But it’s always a reminder that no matter how much progress he seems to be making, there are still those days, weeks, or months where we can’t figure out what we need to do to get him on the right path.

Right now, spelling is one of his major sources of difficulty.  He seemed to be doing ok with All About Spelling, and each lesson, he gets almost all of the words right.  But we noticed that after that lesson was over, he retained under 10% of what he was taught.  His spelling is still on the level of a kindergartner, even after all of the work we’ve done.  He’s in the process of officially having a dyslexia diagnosis tacked on to his autism diagnosis (they tend to go hand-in-hand).  While he is an excellent reader, he has a lot of trouble with handwriting and spelling, and tends to reverse numbers in math.  We do have several things coming up that should be helpful–we are in the process of securing a tutor that specializes in these issues with special needs child.  He is also in the process of getting funding for an ipad 3 and wireless keyboard that will allow him to type everything and use a spell check/word processor to reduce his anxiety and frustration with writing assignments.  He will, of course, continue to have to write and to practice his areas of deficit, but he also needs to be able to move on to his level in the other subjects, and the spelling/handwriting issues tend to hold him back.

Anyhow…  Here are some pictures from Jedi’s last two weeks in the schoolroom.  He’s done much more than this, but I don’t often have the camera with me. 🙂

Last Monday, we celebrated John Glenn's orbit around the earth. We watched the live twitter feed that Ohio State University was hosting. This allowed Jedi to see the timing of each part of the orbit. OSU provided audio, video, pictures, and news articles in the feed! We also watched When We Left Earth, which is a wonderful documentary on the history of space travel.


Some of the audio recordings we listened to.


Jedi using the ink and brayer on foam to create a space-themed print. After spreading ink on the foam, he put a piece of paper on it to transfer the image.


The final product!


Reading about the Persians


Making a print with tempura paint and vegetables


His vegetable painting!


Learning the parts of a flower


Dissecting a flower


We found these wonderful dry erase books. Jedi wanted to learn cursive writing (it seems somewhat easier than printing for him) and loves working with these books!


Finally getting to use a calculator--he's wanted to learn how to use one all year! After we practiced making change, he got to use a calculator to check his work.


Watching animated videos on how to type knots. One of his assignments this past week in his co-op nature survival class is knot tying.


Jedi has a really really really hard time with watercolor painting. If the colors blend, he melts down about it (food can not blend, paint can not's just the way he thinks). So, we got him to try it again this week, and that took a lot of effort for him. He was practicing a cloud-making technique where you painted the blue, and then blotted it with a dry paper towel to make clouds.


Working on his subtraction table.


Doing some simple subtraction facts.


In science, Jedi learned how to float an egg using a whole lot of salt in some water. This also lead to a discussion about the Dead Sea. Jedi now wants to take a field trip there...not sure that's in the lesson plans. 😉





Montessori Monday February 13, 2012

Montessori Monday

The girls had a busy week in the schoolroom this week.  They really loved having all of the work pink and purple for Valentine’s Day.  Valentine’s Day is one of those holidays that easily lends to a lot of collage making and other crafts, so the girls really enjoyed themselves.

It’s also becoming pretty clear that Monkey wants to move towards more of the kindergarten-level work.  She’s been spending a lot of time choosing to focus on math, for example.  She really doesn’t want to follow the the typical math sequence.  In fact, she’s demanding that we give her pages of addition problems to do with the bead rack every day.  She LOVES addition.  On her ipod, she gravitates towards the math games (Monkey Preschool Math is a good one!  It’s her favorite!).  She even found the math pages in her Hello Kitty coloring book, and independently started doing all of the math problems.  I think we may have a little math loving girl on our hands!

Here are some pictures from the girls’ week of school.

Monkey received a bunch of wooden craft kits for her birthday. I think she might have done them all in one day--most of them involved paint and glitter, so she pretty much dedicated an entire day to finishing every last one because she couldn't decide which one she liked the most. 🙂


Tonging conversation hearts into an ice cube tray.


Free writing/drawing


Collage materials for making Valentine's cards.


Making bracelets out of pipe cleaners and beads.


Bug LOVES to peel and break crayons. So much so, that we always have an abundance of broken crayons. We decided to create some heart shaped rainbow crayons. (One warning...I bought these heart-shaped trays a long time ago. I completely forgot they were not baking trays. Let's just say it's a good thing I checked on them when the crayons were melting--the pans were not heat safe. Oops!)


Monkey helping to peel crayons.


Bug happily helping prepare the crayons.


We put the trays in the oven at 250 for about 5 minutes, and then put the pans instantly outdoors (it was cold, and I actually wanted to attempt to save the pans. Thankfully, cooling them down quickly saved the pans from being destroyed. LOL!!!) Here are the final products!


Bug working with the conversation hearts.


Monkey making Valentine's cards


Lots and lots of glitter!


Pink paper snipping


Monkey working on math.


Shaving cream!!! Bug, of course, loved it. She played with it for hours. Monkey hated it. She has some pretty bad sensory issues, but she also hates feeling left out. So she voluntarily tried it. For about a minute. After that, she went and scrubbed the heck out of her hands...


Monkey's "I'm pretty sure I'm going to throw up" face. I'm not sure why she even volunteered to stick her hands in it, except that she saw Bug having fun. Now, she can't figure out what Bug loved about it...


Watercolor painting!


While Bug was using watercolors, Monkey wanted to paint on the easel with tempura paints. 🙂


Jedi's 2nd grade week in review February 9, 2012

Also a little late…but better late than never! 😉  Here is Jedi’s 2nd grade week in review!

This first art project Jedi did last week was kind of a rough one. He was supposed to paint a picture, then cover it with diluted black tempura paint. When it was dry, he was supposed to use a scratching tool to reveal the picture. It was a nice idea in theory, but the end product did not work like the instructions in Artistic Pursuits said it was supposed to work. This caused a lot of problems with Jedi. He just couldn't recover from the disappointment of having the project not turn out. With his autism, we've had several instances of that this year, where something doesn't go as planned and he simply can not recover. So, we took some time and brainstormed what else he could do to make his efforts not go wasted...something else to use the project for to turn it into something good. This was a really good exercise for him...really really difficult for him, but good practice in frustration tolerance and adapting to when things don't go your way.

As part of Jedi's lessons on minerals, I gave him a box of 10 geodes to break open. He LOVED this activity. It was like a mini treasure hunt for him. He kept saying "I'm so surprised these didn't cost a million dollars. Look how valuable these look!" LOL! He's too cute!


Jedi pounding open the geodes with a hammer. (After the first one, he made the wise decision to go do it on the concrete patio instead of the kitchen floor....)


Another science activity was classifying birds into categories (water birds, flightless birds, perching birds, predatory birds, songbirds, etc.). To do that, we took a trip to the zoo to classify all of the birds we saw. Jedi recorded the name of each bird, categorized it, and then took a picture of each bird to put in an album.


Jedi did another art project (that turned out much better than the last one!). This time, the lesson was about how many colors of oil pastels, especially light colors, will stand out better against dark paper.


In history, Jedi learned about the Phoenicians. After reading about the Phoenicians, he wrote some messages using the Phoenician alphabet.


The Phoenician alphabet


Jedi began working on simple subtraction this week too. First he worked on subtracting by 5's and 10's and then worked his way up to simple single digit subtraction.


Jedi also worked on his daily journaling.  I also had him do some creative writing.  He ended up writing a story (20 pages, with a sentence or so on each page).  Last week, he wrote it on paper, not worrying about spelling or handwriting (due to his dysgraphia and spelling issues, we don’t have him do more than one task at a time–he can either do handwriting, spelling, or creative writing.)  This week, he is working on typing, editing, and illustrating his story.




Montessori Monday November 1, 2011


Heeey, made it under the wire this week! 😉  But at least I am posting Montessori Monday on the right day this week…

This past week has been a whirlwind at our house.  Both Jedi and Monkey are in the middle of their IEP process, and so there are a lot of appointments, meetings, and evaluations going on.  Monkey had an occupational therapy evaluation this past week as part of her autism diagnosis and we learned a lot of really interesting things…a lot of it gave us some insight into some of the difficulties Monkey’s been having.  We still have a few more questions, but at least now, we’re on a good path.  It is forcing us to look ahead to next fall when Monkey starts kindergarten.  We will likely be transitioning out of the pure Montessori-based homeschooling and get into a little more structure, simply because we not only need to accurately assess where Monkey is due to some deficits and difficulties she has, but she needs a bit more structure.  So, if anyone out there has a really good kindergarten curriculum, let me know!  We need it to have a strong multi-sensory and hands-on approach (as little verbal information as possible since one of her main deficits is auditory processing).  We are also Roman Catholic, and so if the curriculum is not secular, we’d like it to at least be Catholic-friendly. 🙂  Let me know any suggestions you might have!

And on to the review of Monkey and Bitty Bug’s week!

One of Bug and Monkey's favorite works--using tweezers to pluck the kernels off of the Indian Corn


Using the dot markers to make orange, yellow, and red "leaves" on the coffee filter tree


The girls using watercolor paints


Matching the mineral to the card


I found these cute little bead sets at Mich@els. Bug and Monkey loved stringing the Halloween beads onto the elastic to make their own necklaces!


This clay is some black sand clay I made for Jedi to use for one of his projects. Monkey took the rest, pretended to knead it into a loaf of bread, and then practiced her cutting.


Bug beading her necklace


Montessori Monday October 4, 2011


Here is the weekly review of Bug and Monkey’s week in the Montessori room!

Monkey working on a sewing activity. She had to "sew" the clothes onto the teddy bear by lacing the shoelace through the holes.

I put out some fall themed play dough this week--this one is dark orange with gold glitter and cinnamon in it.


Bug putting the plastic fall leaf trinkets into the holes on the ice cube tray


Close-up of the tray


Bug trying to imitate the picture on the book


Monkey received her official diagnosis of Autism Spectrum Disorder (with an addition learning disability). As part of her autism, she has a very difficult time with naming emotions, and with emotional regulation. This week, I developed this work to help her learn the names for the emotions. I took the book "The Way I Feel" and created cards of all the feelings using pictures of real children. Then Monkey matches the card with the page while we read the book.


Monkey matching the cards.


I also made a second set of cards with those emotions that Monkey generally has difficulty with in her own life. These are kept in a basket on the main level of the house so she can choose a card to describe her feelings.


Monkey has a big problem with aggression and rages, so I also pulled out one of Jedi's old tubs of theraputty and put it in the feelings basket. When Monkey is feeling very angry, she can go to the basket, pull out the "angry" card and the putty (which she calls "angry putty" ) and work with the putty to help her calm down. It's a very firm putty, and stretching/pulling/twisting/hitting it seems to help her calm down.


The "Please Touch" table for the next couple weeks--various samples of leaves with their seeds.


Some more of the leaves and seeds.


Creating fall leaves out of coffee filters. I cut small leaf shapes out of coffee filters. Then I gave Bug & Monkey little jars of water & food coloring (one jar has yellow and one jar has orange), and some eye droppers.


After the leaves were dry, I taped them to some construction paper branches and hung it on our back door. I love how the sun shines through it!


Bug doing her new favorite thing...snipping paper.


A sound matching work. I put four pairs of bells from our handbell sets on a tray along with a blindfold. The kids then matched the bells by sound.


Bug thought it would be an awesome thing to take out all of the knobbed cylinders....


Monkey jumped in to help once Bug realized it wasn't the best idea to take all of the cylinders out at once and put them in one big pile...


Have a great week everyone!