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The Genial Hearth
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Archive for Writing

Just My Type

We do copywork. I made the decision to teach cursive first (sadly after I had made my sandpaper letters and moveable alphabet🙁 ) I’ve been making do with the typefaces that I have on my computer (I looked at the available copywork making pages online, but I’m not a fan of D’Nealian or Zaner-Bloser, and I’m fussy about the ‘arrangement’ on the page… at the stage Puggle is at, I want to be able to have each line of text followed by the lines for him to write on, rather than having a block of text at the top followed by the space for all his writing).
So, I decided I was going to have to do it all manually—set up the lines on the page, so I could just add the typing. But I figured if I was to be going to the effort of setting up the lines on the page, I should see if I could find a typeface that really suited me. (I had chosen Snell Roundhand, but the lowercase s was completely wrong!)
So I did a search. I found all sorts of scripts that were possible, then I found the ‘school’ category. And in there I found Écolier! It’s one of the French school scripts, and is closer than anything else to what I was looking for. And best of all? It comes in a set that includes the plain typeface, a dotted version, and two that have guide lines included! Now, I don’t have to fiddle with lines, I can just size the text appropriately for the child, put in blank lines where they need to be (which will have the guide lines included, at the appropriate size!) and then press print!
Beautiful copywork sheets with our current texts providing the words:-) Now I want to remake my sandpaper letters:-)

(Edited to add the site I used to find it, in particular the Script->School category. There are many font sites out there, so it’s worth trying a few. My only issue with what I have is that because it’s a free typeface, some things are unavailable. In the one we’re using, it’s quotation marks (although it does have apostrophes, so I’m using two of those), but in all the others, it also misses out ‘o’s. They do appear on the screen, but they don’t print. I am still trying to find a non-trial version, but it works well enough for now.)


I just wanted to put in a plug for the AOCopywork list. If you’re doing copywork, and are reading any of the Ambleside Online book suggestions, you’ll find copywork already selected (there may still be a couple of books not done). (You will need to join to be able to access the copywork.) There are generally a couple of possible examples from each chapter (the examples are selected within fairly strict parametres… so if you’re reading it at a different level to the AO suggestion, it may not be as helpful… but if you are, they should be an appropriate length, and use appropriate grammar and vocabulary).
I joined a couple of years ago, and selected copywork for a couple of books (Swallows and Amazons, and Anne of Green Gables), thinking it was a way of contributing back to the homeschooling community who had already provided me with much food for thought:-) But until now, I haven’t used any… But Puggle has reached the stage where he’s got a grip on his letters, and is ready for something a bit more meaty—and we’ve just finished ‘Little House in the Big Woods’ (and he’s loved it!) which is one of the Year One suggestions:-) A perfect match:-)

Planning for 2009

General stuff:-)
This probably seems like a fairly full on year, for what is essentially Puggle’s pre-school year (most of this is for Puggle, although I do have some plans for Bilby included). My plan though, is that we’ll start with this, and it will take as long as it takes. We’ll stick with the three term year, each being made up of three blocks of 4 weeks on, one week break (plus the Christmas block/term).

Language (Including Memorisation and Copywork)
For Puggle, I’m planning a second run through The Writing Road to Reading, actually beginning to focus on writing the letters. I’ll combine this with the sandpaper letter/phonograms, but he seems fairly interested in writing at the moment. This (and his name) will probably be all the copywork we do for the year. I anticipate using a timer (for somewhere in the order of three to five minutes), because he’s very keen on quantity—and in copywork time I’ll be more interested in quality:-) I’m hoping the second run will sort out the phonemes he hasn’t really grasped. We still have the Fitzroy readers, and I anticipate them being used fairly regularly:-)
We’ll be reading Complete Nonsense Poems by Edward Lear, and this year, I’ll be trying to encourage Puggle more in the direction of memorisation. We’ll be focussing on the same piece for a fortnight, which may help:-)
We’ll continue with the Latin nursery rhymes, but this year we are going to begin Song School Latin. It includes a number of songs, and some day-to-day phrases, so I’m not going to worry so much about using my own:-) We will attempt to continue with the French comptines, and I suspect that Puggle will listen in with Bilby’s French:-)
Over the year, we’ll be reading from The Gods and Goddesses of Olympus by Aliki, The Orchard Book of Roman Myths by Geraldine McCaughrean and Egyptian Myths by Jacqueline Morley.
Bilby isn’t at quite the same stage as Puggle was two years ago (she’s effectively 6 months younger), so I don’t think she’s ready for everything I did with him:-) We’ll still do the Nursery Rhymes, and read the poems from A Child’s Garden of Verses.
She’ll join us in the Latin and French nursery rhymes, but this year, we’re going to try reading a number of (generally familiar) picturebooks in French:-) La Chenille Qui Fait Des Trous, Devine Combien Je t’Aime and Ours Brun, Dis-Moi for starters:-)

We’ve finally made the decision to go with RightStart. It’s a very hands on programme, which should appeal to Puggle (basically I think the manipulatives approach is a good idea for the early stages of maths).

English Studies (including Narration)
We’ll continue the Aesop’s Fables for Children with Puggle, and later in the year we’ll begin Fifty Famous Stories Retold. These will be where we begin paying attention to Narration. I might actually try some with him this year:-) We’ll also be reading The House At Pooh Corner, The Muddle-headed Wombat and The Loaded Dog, along with the Orange, Green and Brown Fairy Books. I plan to try Bilby out with Beatrix Potter The Complete Tales and the Blue, Red and Yellow Fairy Books, but these are where I think we’ll probably skip bits.
Obviously, we’ll be including other read-alouds as they occur to us, but they will include The Wonderful Wizard of Oz, Pinocchio, Doctor Doolittle, The Favorite Uncle Remus and The Wind in the Willows.

Health and Phys. Ed
We’re continuing with Waterbabies (swimming) this year:-) Or at least we’ll continue with Puggle for now. His class will probably collapse soon (they only take them until they are five), so then we’ll be looking at other swimming classes.

History and Geography
I’m looking forward to this a lot:-) We’re going to begin The Story of the World: Ancient Times. I’ve ordered the Activity Book as well, so we should be doing lots of stuff—I keep hearing good things about it:-)
We’ll also be reading Geography from A to Z: A Picture Glossary . I figure we’ll do a page or so each week, and I’ll print some colouring in pages for each word.

Unless Puggle has particular things that he wants to immerse himself in, I think we’ll be doing most of our science through the garden:-) I do hope to do Nature Walks more regularly (well, once the weather settles down a little), and I think this would be a good year to start recording the weather, but otherwise we’ll try and do a lot of planting and feeding and watering and seeing what happens. I’ve ordered The Tiny Seed and Une Si Petite Graine (one of the French picturebooks for Bilby:-) ) and I thought they should tie in nicely:-) I might pull out some of the How Things Work and Backyard/Kitchen Science books though, and leave them lying about, in case something appeals:-) (Edited to add: I’m also hoping that Keeping a Nature Journal will help inspire our nature observations!)

Art and Music
I’m going to try and be more regular about having family music nights:-) This year we’ll begin recorder (Bilby as well—because I don’t like my chances of doing it with Puggle and leaving her out:-) ). Our composers this year are Johann Sebastian Bach, Franz Liszt and Gustav Mahler/Anton Bruckner. And of course, we’ll sing:-)

I think I’ll probably repeat my art plans from last year… we didn’t really do much of them, mostly because I ended up putting the stuff away:-( I’m working on keeping art materials in a more accessible way. Our artists this year are Sandro Botticelli, Caspar David Fredrich and Vincent Van Gogh.

Technology and Enterprise
Cooking. By the end of the year, I’d like Puggle to feel confident about preparing one dinner:-) When he’s (quite) a bit more independent in his reading, I thought I might start letting him choose recipes to try:-)


In my last ‘progress’ post, I commented that Puggle hadn’t been using anything from the sewing cabinet. Today, that changed (for no reason that I can see… I don’t think I’ve drawn any more attention to it… I had been thinking that maybe I should do some sewing, but I hadn’t said anything!) This morning, he systematically went through four different activities! He began with the Moveable Alphabet (and spent the most time on that).

He began by writing ‘hug’! I think he was just putting letters down and happened to get that combination (except he’s obviously remembered the ‘vowel in the middle’ bit that we talked about when he was using it last time). He asked me what it said, and I encouraged him to try saying it.

His next word was ‘wez’. This time, he began to sound it out without prompting. So he changed wez to ‘webz’. Then, he began working on spider… ‘spidu’ which gave him ‘spiduwebz’.

Then he kept playing, and ended up with ‘spidukwebz’.

In speaking, he often seems to use ‘u’ for the ‘er’ sound—because ‘u is for for uncle’. It’s very australian to use ‘a’ or ‘u’ for ‘er’.
(He seems to have a surprisingly strong ocker accent… not quite sure where that comes from?!)

This Week

Week 4, Block 1, Boronia Term
Introduce phonograms ‘s’, ‘qu’ (sandpaper letters and sand tray)
decem urnae (Ten [green] Bottles)
Gratias (Thank you)
Tête, épaules, genoux et pieds (Heads, shoulders, knees and toes)
Écoute!! (Listen)

English Studies
The Wonderful Tune‘ from The Lilac Fairy Book Andrew Lang
The Naughty Boy’ from The Complete Illustrated Stories Hans Christian Anderson
Narration: ‘The Kid and the Wolf‘, ‘The Town Mouse and the Country Mouse‘, ‘The Fox and the Grapes‘ (‘The Boy and the Filberts‘, ‘Hercules and the Wagoner‘ ) from The Aesop for Children Ill. Milo Winter (He’s really a bit too young for Narration, so I’m mostly going to be keeping an ear out for re-tellings, or incorporation in play)
Recitation: Puppy and I A. A. Milne from When We Were Very Young

Art and Music
Folksong: The Drinking Gourd
Composer: Nicolai Rimsky-Korsakov
Work: Scheherazade (I’d planned for us to move on to another piece, but I haven’t sourced it, and we haven’t really listened to this exhaustively… so we’ll continue)
Artist: Leonardo da Vinci
Work: The Virgin of the Rocks
Music: Loud/Soft (The Kodály Method 1 Lois Choksy) Clap Your Hands
Art: Watercolour
Wet Paper Effects (Art Ideas Fiona Watts)

Montessori Monday—Moveable Alphabet

Moveable AlphabetI made these ages ago, about the same time I made the Sandpaper Letters. I used the same font/size for the letters for both. For the Moveable Alphabet though, I arranged the letters on three pages to print out (one for the vowels, two for the consonants). I then printed the vowels onto blue paper and the consonants onto red. (I decided to just use paper rather than stiff card, as they’re unlikely to be used by a large number of children, and it is quite easy to make replacements if some start to look a bit tatty). I chose to do twenty of each vowel, and eight of the consonants. Then there was much cutting out!
The final stage was making the trays. In the end I used the lids of two shoe boxes, and made dividers. That took a bit of fiddling to ensure sufficient room for each letter. Once they were in place, I glued one of each letter into the bottom of its space, so that there would be no difficulty in putting them away.

It was a once again a fairly straightforward project… there was a lot of cutting out, but that was a fairly mindless (and portable!) task, which made it quite easy to get through.

Information about how to use it can be found here and here.

This Week

Week 2, Block 1, Boronia Term
Introduce phonograms ‘d’, ‘f’ (sandpaper letters and sand tray)
o mea Maria (Mary, Mary, Quite Contrary)
Amabo te (Please)
Frère Jacques
Viens! (Come)

English Studies
A Lost Paradise‘ from The Lilac Fairy Book Andrew Lang
Great Claus and Little Claus’ from The Complete Illustrated Stories Hans Christian Anderson
Narration: ‘The Frogs and the Ox‘, ‘The Dog, the Cock and the Fox‘, ‘Belling the Cat‘ from The Aesop for Children Ill. Milo Winter (He’s really a bit too young for Narration, so I’m mostly going to be keeping an ear out for re-tellings, or incorporation in play)
Recitation: Buckingham Palace A. A. Milne from When We Were Very Young

Art and Music
Folksong: The Drinking Gourd
Composer: Nicolai Rimsky-Korsakov
Work: Scheherazade
Artist: Leonardo da Vinci
Work: Ginevra de’ Benci
Music: Loud/Soft (The Kodály Method 1 Lois Choksy) Hop Old Squirrel
Art: Watercolour
Painting a Wash (Art Ideas Fiona Watts)

Sand Tray

Sand TrayI’ve been meaning to make this for a while, but as it turns out, I think now was a good time to get to it:-)

It was quite a simple project. I got a pre-made craftwood tray, painted all the outside bits orange, and the base blue. The sand is polenta (cornmeal). I’ve left it with the sand spread out, so Puggle won’t see the blue base until he starts writing:-)

The idea is that it provides a place to practise letters, where they can be easily erased—so mistakes don’t continue to be visible. I’ve paired it with the sandpaper letters for this weeks phonograms, so that he can practise those and then write them in the tray.

A Beginning

Puggle is waking up to this…
School cornucopia (filled with the books we’ll be reading, a writing/drawing pad, new scissors, new glue, a watercolour pad, brushes and dinosaur counters),
and this…
Montessori Shelf (sand tray/sandpaper letters, limited Metal Insets, Moveable Alphabet, World Map Puzzle, paper—and you can just see the Art book open at the left… I need to re-think the layout of the art/craft materials),
and thisCabinet School… (the front of our TV cabinet… on the left door the Drinking Gourd, Ginevra de’ Benci [in black and white because I forgot to get it printed before hand] and Frère Jacques; on the right the French and Latin phrases, Corner of the Street, Bye, Baby Bunting, o mea Maria).

This Week

(I’ll update the sidebars very soon!)
Introduce phonograms ‘a’, ‘c’ (sandpaper letters and sand tray)
o mea Maria (Mary, Mary, Quite Contrary)
Amabo te (Please)
Frère Jacques
Viens! (Come)

English Studies
The Fairy Nurse‘ from The Lilac Fairy Book Andrew Lang
The Tinder-Box’ from The Complete Illustrated Stories Hans Christian Anderson
Narration: ‘The Wolf and the Kid‘, ‘The Tortoise and the Ducks‘ ‘The Young Crab and His Mother‘ from The Aesop for Children Ill. Milo Winter (at this stage I’m not going to focus particularly on narration:-) )
Recitation: Corner of the Street A. A. Milne from When We Were Very Young

Art and Music
Folksong: The Drinking Gourd
Composer: Nicolai Rimsky-Korsakov
Work: Scheherazade
Artist: Leonardo da Vinci
Work: Ginevra de’ Benci
Music: Loud/Soft (The Kodály Method 1) Bye, Baby Bunting
Art: Watercolour
Brushwork and Watercolour paints(Art Ideas)

Planning for 2008

General stuff:-)
As I was happy with the structure of our year in 2007, we’ll stick with the same thing in 2008. I have made a decision about the term names. This year we’ll have Boronia, Dorothea and Edith terms. They’re two great-grandmothers and one great-great-grandmother, covering three of the four branches of our family tree. We’ll start the week beginning January 13th. I have plans for a Cornucopia (as I believe they do in Germany at the start of the school year) containing coloured pencils, some new glue and scissors, more sticky tape, counters, and any other bits of stationery type things I think of to include.

Language (Including Memorisation and Copywork)
I have definite plans in this area, but I’m hoping to be able to keep a grip on myself! I’m planning to begin using Writing Road to Reading this year. I’m not necessarily thinking that we’ll use it as written, but I thought I would use their order to work through the phonograms, and aim to introduce them all this year… but mostly it will act as a resource for me—so I can look things up if I don’t know why phonograms make their sound (there were a surprising number I didn’t know when I read it a year or so ago!) As Puggle reaches the appropriate stages, I’m planning to be ready with I Spy, Moveable Alphabet, Object Boxes, Action Cards, and Reading Folders—the first two should be fairly immediate, the others I’ll work on making, so they’ll be ready when he is up to them. (I’m not going to link to all of the specific materials… I have posts planned when they’re made, or if you’re desperate to know (!) ask me in the comments:-) )
Otherwise, we’ll continue with Latin Nursery Rhymes (I have enough for two per Block!) and I’m going to add in some everyday Latin phrases (look, careful, listen, sit up etc.). We’ll start doing the same for French, so a nursery rhyme per fortnight, and everyday French phrases (I still need to sort out which comptines we’ll use).
For Memorisation, we’ll be using When We Were Very Young, by A. A. Milne. We’ll basically read and repeat a poem a week, and I’d like to pick one of the four (actually, I think it’s five per Block) to work on memorising. There are sufficient short ones that it should be possible from the start of the year.
We’ll begin Copywork properly this year. I’ll re-introduce the sandpaper letters when we do that phonogram, and I’ll also provide a Sand Tray for practice (still need to finish that). I also need to complete our ‘Metal’ Insets, which he can practice with. For these, he’ll use the ‘Lyra’ coloured pencils which are thick, triangular ones. Hopefully this will assist Puggle’s proper writing grip.

I’m basically intending a fairly Montessori style approach. I have a number of started Sensorial materials, (Pink Tower, Broad Stair, Square of Pythagoras), some completed (Red Rods, Geometric Solids—a Christmas gift, but still, ready to use), and plans to make some others Geometric Cabinet, Constructive Triangles, Binomial Cube, Trinomial Cube and Geometric Cards. I am similarly in progress with Maths materials, some complete (Number Rods, Sandpaper Numbers, Number Tablets and Number Cards), some almost complete (Spindle Box), and plans to make some of the rest.
My plan is to prepare the materials, present them as he seems ready, but just leave him to work with them as he sees fit. Obviously well also be talking about numbers as a normal part of our day (cooking, measuring and various number related books we read).
I also figured that my resolution to play more games can’t but help with maths:-)

English Studies
We’ll be reading all year from The Aesop for Children illustrated by Milo Winter. These are quite brief re-tellings, and this is the main place I’ll be working on developing Narration. I am hoping that we’ve both kind of got a grasp on it by the end of the year:-)
We’ll also be reading a selection of stories over the year from The Lilac Fairy Book, The Pink Fairy Book, The Violet Fairy Book and The Olive Fairy Book by Andrew Lang. As a family read-aloud (so, not necessarily in Mat Time, and quite possibly starting to be some before bed reading—depending on the story!) we’ll be reading selections from Complete Illustrated Stories by Hans Christian Anderson for the first part of the year, and all of Winnie-the-Pooh by A. A. Milne for the last term (Edith Term:-) ) Essentially that will break down to three fables, one Fairy Book story, and one Family Read-Aloud selection a week—which I think should be do-able. I may in fact not do all the fables, but rather choose between them at the time. Certainly I doubt that we’ll be narrating more than one!

Health and Phys. Ed
We’re continuing with our weekly swimming lessons. I thought I might try introducing some yoga (through cards that he can do himself, once I’ve shown them to him). We’re working on making the ‘back’yard more contained, and we’re digging a hole for the trampoline. When he’s out there he rarely stops moving:-) I would also like to work (again!) on establishing regular Nature Walks.
(At his age I’m not seriously planning things here… But in the future I’ll need to consider this Learning Area, so I’m noting it now.)

History and Geography
We’re basically going to stick with geography for now. Puggle is really aware of maps, so we’ll make use of the Picture Atlas we have, and he got a pretty good world map puzzle for Christmas. I have plans to make a few more, plus some land and water forms (more of those Montessori materials!) We also plan to acquire a globe.

I intend (once again!) to work on including a weekly Nature walk. I’m not going to worry too much about it until the weather gets more pleasant (so, not until at least March), as I figure it’s one thing to maintain a habit when the weather drops off… but it’s much harder to establish it. We will do some more gardening. We’ll also begin observing the weather.
Aside from these, I’ve been working on various ‘Parts of Animal’ cards, and I’ll finish those, and I have plans for some of the Botany Cabinet stuff.

Art and Music
After my library find earlier this year, I was really excited to discover a copy of The Usborne Complete Book of Art Ideas (a single edition version of the book I’d found, plus its companion volumes) by Fiona Watts in a local shop just before Christmas. It became a family present:-) I’m planning to use this for the practical side of our art curriculum—for some years:-) I’ve decided to stick to a theme per term (at this stage, media), so I’ve pulled all the watercolour and wax crayon/oil pastel ideas out. My plan is to prepare the materials for the activity, and leave that with the book (open to the page) on the sewing cabinet. Hopefully Puggle will have the opportunity to attack the idea multiple times if he chooses. (They’re not really independent things, but it is about the process… and I’m happy to assist or inform when he wants… we’ll see how that goes.)
We’ll continue following the Ambleside Online Artist study schedule, so that means this year will be Leonardo da Vinci, Rembrandt van Rijn and Jan van Eyck.
When I was at my last school, I was good friends with the music teacher. She was a real Kodály afficienado. She lent me The Kodály Method I: Comprehensive Music Education by Lois Choksy which I read with great interest. (I can’t follow it all yet, but I find it very inspiring.) I’ve since got my own copy so I can read and mull (and work on!), and that’s where my practical music programme is coming from—I was already planning on singing:-) We’ll continue with our Ambleside based Folksong plan, but I’ll be sure to include a range of nursery rhymes as suggested, and make sure that we talk about and experiment with the ten aspects of music that are introduced in the Preschool year plan.
We’re also following the Ambleside Composer study schedule, so Boronia Term we’ll listen to Nicolai Rimsky-Korsakov, Aelexander Borodin and Modest Mussorgsky. Dorothea Term will be George Frederic Handel, and Edith Term we’ll listen to works by Camille Saint-Saens and Hector Berlioz.

Technology and Enterprise
(This is probably my least consisdered area… bizarre given that it’s what I taught! I guess there are a couple of reasons for that. I just don’t think as an eary it’s as important as some of the others, but equally, I’m fairly confident of my ability to wing it for a while… no need to plan at all at this stage. I do have an idea of developing a woodwork curriculum for junior primary homeschooled kids… when we reach that stage, so a little way ahead of me for now:-) )
He got a toolbox for Christmas… so we’ll start some woodwork:-) And of course, more cooking:-)

(I could never be an unschooler! But maybe I should re-read my The Latin-Centered Curriculum… this seems as though it may be a little over the top…)

In the next week before we start, I have quite a bit of sorting still to do:-( Arranging equipment/books so that they’re accessible and making sure that we have all the bits (music, still need Borodin’s Polovtsian Dances, and the French comptines are proving challenging:-( ) we need. I also have a long list of materials I plan to make (or finish) in the first half of this year… I’m going to be quite busy:-)


Paddington has been away (he left just after Puggle started with the sickness:-( ) I obviously didn’t sleep well that night, so I didn’t wake up with any ease the next morning. But Puggle and Bilby played beautifully for some time!

Auntie SPuggle also did some more work on the cards. He even wrote the card for Auntie S. All by himself. Without any model.

I was rather pleased:-) (I’m not sure why I can’t get this image to rotate… It should be 90˚ clockwise… He knows there’s a U and a T in aunty, and her name starts with an S.)


I wanted to make sure I noted what I actually did with Puggle and the alphabet this year, as it’s not quite as I’d planned.

We did use a very laid-back approach. I had planned on a week per letter, with two weeks for the vowels. We did keep this pace. I chose to stick to just lower case letters as these are the most commonly found. I had intended to tie the craft activity to the letter—that only lasted about a month! I also planned to draw attention to that letter throughout the week.

Each week, I printed out a couple of pages of the weeks letter in outline. I had planned on using one of these (A5) sheets for the craft, and then the rest were for Puggle to draw on (A5 because at the start of the year he was basically only drawing a single line on any page… and I didn’t want a whole pile of full sheets with just one line:-) ). He has other paper as well, but I thought that if some of his pages had the letter in the background it would help him become familiar with the letters. I had thought that he’d just draw over it, but instead he would only trace the letter. As a result, I figured that I should probably show him how they were meant to be drawn so that he wouldn’t get into any bad habits.

In the end, I have been printing out one A4 page with two copies of the letter on it, and three or four A4 pages with four copies of the letter (see each week in the plans catagory for the letters). I had still intended on doing the craft, so that was one of the large copies. With the second, Puggle and I would chat about what words we knew that started with the letter, and I would draw them (well, the easy-to-draw concrete nouns… I can’t draw!) I would use one of the little pages to demonstrate how to write the letter, colouring in a bit at the bottom of the page to show which way around the letter goes, and putting a green and red dot to show where to begin and end writing the letter.

Last week we finished the alphabet.  This week he is typing his own YouTube search terms (when we spell them for him! Although for some simple words he can sound out at least the beginning of them if prompted…) He seems to mostly be able to handle both sound and letter name, although I try to be reasonably consistent with just the sound. He doesn’t really write the letters, aside from tracing them on the pages (and aside from his own initials:-) ). But I wasn’t intending for writing to be a focus at the moment. He certainly does recognise all the lowercase letters, and most of the uppercase letters. Probably he would have done even if I hadn’t done anything particularly—it’s been this year that he’s started paying attention to various alphabet books.

Sounding Out

Puggle is really paying attention to what he is saying, and regularly asks what starts with a given sound, or what sound is at the start of a word.
We’re also spending some time paying attention to how we form sounds. Since I’ve been printing the alphabet letters for him to draw on, he’s started asking what words start with that sound, or what sound does a given word begin with. And he’s been offering suggestions. Some of which are very accurate, but others remind me that he doesn’t have a complete grasp on all sounds (although, they are age appropriate still), ‘W’ for Wooster (rooster, I know ‘r’ is one of the later sounds—and in fact, he does occasionally say it correctly) and ‘P’ for bus.

Holding a Pencil

Lissa has written a couple of posts on one of her daughter’s issues and progress with holding a pencil. So far Puggle seems to be managing, but I know there was some comment from _someone_ about pencil holding difficulties so I thought this would be worth noting (and we may yet need it ourselves…)

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