Slowing Down

Recently due to some narrating issues that we were having I've had to slow our school progress down a bit.

Granted, this is not easy for me to do.
I'm the kind of gal that likes to check things off of the list....any list. In fact I will make lists of things that I've done just so I can check them off!
I know some of you can relate.

So when I look at the weekly schedule laid out for my kiddos on Ambleside it does not even compute with me that we have a choice NOT to do a certain book or to go at our own pace through other books.

Since this is our second year in using Ambleside I have been able to let a few book choices go but I start to get really worried and anxious if we fall behind in our weekly readings. So you can imagine my dismay upon doing some research and reading into helping my oldest son, Tom, better his narrations when I found one of the best methods would be to SLOW DOWN.

Not just slow the speed of my reading....but literally to take smaller sections of the books and require more narrations.
I wasn't sure how this would work out since we have struggled all year to keep up (adorable baby distractions and the like).

But on the encouragement of a veteran CM'er and her own experiences with narrating I jumped in with both feet.
We started with the last few pages we were reading from "Wind in the Willows" and I took it sentence by sentence reminding both Tom and Ali often to listen to the "first part" of the sentence to be able to "tell back".

I think that last page & a half took us about a 1/2 an hour. But by the end of it Tom was already doing better and was listening and narrating from the "first part" of the sentence rather that just telling back the last portion of what I had read.
Ali, who doesn't usually struggle with narrating unless out of laziness, was a bit frustrated at the slow going initially but gradually caught on and has also been giving better narrations.

We continued this for the rest of the week, sentence by sentence readings with the twins taking turns in narrating back to me specifically listening to the "first part" of the reading. Towards the end of the week I was able to do 2 sentences at a time and Tom has done a much better job of cohesively retelling them in his own words. I have also noticed that in the beginning both of the kids would try narrating back to me word for word what I read, but after encouraging them to use their own words they have been able to take a portion of the reading and tell it back in their own words but with greater detail than if I had given them a larger reading.

I am encouraged though still slightly fretful over the slow progress we will most likely make. I have had to continually remind myself that it would be a pointless journey through these "living" books if my children were unable to train their minds to the habit of attention.

"A vigorous effort of will should enable us at any time to fix our thoughts. Yes; but a vigorous self-compelling will is the flower of a developed character; and while the child has no character to speak of, but only natural disposition, who is to keep humming-tops out of a geography lesson, or a doll's sofa out of a French verb? Here is the secret of the weariness of the home schoolroom––the children are thinking all the time about something else than their lessons; or rather, they are at the mercy of the thousand fancies that flit through their brains, each in the train of the last. "Oh, Miss Smith," said a little girl to her governess, "there are so many things more interesting than lessons to think about!"

Where is the harm? In this: not merely that the children are wasting time, though that is a pity; but that they are forming a desultory habit of mind, and reducing their own capacity for mental effort."

Home Education pg 139

In the wonderful issues of the online newsletter Magnanimity published by Karen Glass, she has an article that has been a breath of fresh air to me entitled "The Still Progress of Growth".
In it she points out that we need to view our children's growth and education like a tree growing. We may not see with our eyes any growth but we do not always know what is going on under the surface. Roots are being pushed deeper, limbs become denser, sap is rising to produce more fruit.
Our children are the same way. Being able to check off of a list that we have read a particular chapter is fine, but if I have not taken the time to slow down and train habits of attention and listening so that they may order their thoughts. Then I have not necessarily made "progress".

"Is there not some confusion of ideas about this fetish of progress? Do we not confound progress with

movement, action, assuming that where these are there is necessarily
advance? Whereas much of our activity is like the waves of the sea, going
always and arriving never. What we desire is the still progress of growth
that comes of root striking downwards and fruit urging upwards. And this
progress in character and conduct is not attained through conditions of
environment or influence but only through the growth of ideas, received with
conscious intellectual effort."
A Philosophy of Education, p. 297.

To read the newsletter Magnanimity - join here.
To read the article The Still Progress of Growth join the yahoo group and find Volume 1, Issue 2.

Narration Encouragement

We sailed through our first term this year with loads of great and thorough narrating especially from my oldest son who has always struggled with language arts stuff. I was pleased and excited and really felt that we had made it....problems solved, they knew what to do and had acquired the habit of attention for narrating purposes.
Then we had a long Christmas break and ever since starting our 2nd term narrating has been a HUGE struggle. Some for Ali but mostly for Tom, sigh.

So I've been trying to evaluate what has changed and what might need to be changed to help the poor kid out.
First, I remember that I used a narration jar for most of the 1st term and both kids really enjoyed that, so I finally made up more questions this morning and restocked our narration jar.
Second, because I've been frustrated and Tom has been unwilling I've found myself falling into the habit of quizzing, goading and just plain nagging him. Bad mom!!

Teachers become so inured to this practice of goading their pupils' thoughts along prescribed channels, that information not given within the limits they choose to place seems illogical and discursive.

Today, blessedly, I received a very informative and inspiring email from yahoo group AmbleLore. Seriously if you aren't part of this group you simply must join. I don't get to read it that often but when I have read it has been an excellent addition to my education as an educator.

Go, right now and join this group and then look for the message titled On Narration. You won't regret it, even if narration is not a struggle right now this author gives incentive for you and your children to take it to a new level.

You can also visit my scribd docs and find the narrations cards that I just made today (copied from several sources) for our narration jar.

Spelling Made Easy in the Early Years

I'll be honest from the start here, spelling has never been a problem for me. I have siblings who struggle with it but honestly until I read Charlotte's writings on spelling I could never figure out what their problem was. As I've studied teaching approaches and learning styles I have figured out that my learning style (60% visual and 40% auditory) plays a large part in why I don't struggle with spelling and why others do. The more of a visual learner you are the less trouble you will likely have because you automatically "see" the words and remember them.



But the fact is, the gift of spelling depends upon the power the eye possesses to 'take' (in a photographic sense) a detailed picture of a word; and this is a power and habit which must be cultivated in children from the first. CM vol 1 pg 241



Of course as a teacher though, the last thing that I wanted was for it to be a problem for any of my children, so I have always been interested in the various programs and curriculum that tout complete success in this area. And while most of them seem to be on the right track and do probably accomplish the end goal I had a hard time swallowing the amount of money and time most of them required. Having a large family with children close in age has forced me to look at all things in the view of "how much time will it take?", "how much does it cost?" and "how simple is it?". Upon reading Miss Mason's spelling methods and instructions my criteria questions were answered satisfactorily. Not only is her method a logical approach to spelling success it is very easy to implement, takes very little time, cost nearly nothing and the results can be seen quickly.



Transcription (copywork) should be an introduction to spelling. Children should be encouraged to look at the word, see a picture of it with their eyes shut, and then write from memory. CM vol 1 pg 238

A Fertile Cause of Bad Spelling.––The common practise is for the teacher to dictate a passage, clause by clause, repeating each clause, perhaps, three of our times under a fire of questions from the writers. Every line has errors in spelling, one, two, three, perhaps. The conscientious teacher draws her pencil under these errors, or solemnly underlines them with red ink. The children correct in various fashions; sometimes they change books, and each corrects the errors of another, copying the word from the book or from the blackboard. A few benighted teachers still cause children to copy their own error along with the correction, which last is written three or four times, learned, and spelt to the teacher. The latter is astonished at the pure perversity which causes the same errors to be repeated again and again, notwithstanding all these painstaking efforts. CM vol 1 pg 240-241

The plan that Miss Mason lays out is very simple and this is how we have put it into practice in our home.

• During phonics lesson there are always words that the child needs to write, I pick 2-3 of these words and after the child reads the word I ask them to look at the word closely and take a picture of it in their mind. I generally try to block out the other surrounding words to help them to focus better as well. Once they have the picture in their head I ask them to close their eyes and see it and then write it on their paper. I keep a very close watch on each letter they write and if I see them starting to write the wrong letter I stop them and have them re-take a picture of the word. At no time are they allowed to misspell the word.


• I also implement spelling practice during the child's reading practice time. After they have completed their reading I pick out 2-3 words and have them take a picture in their mind. Instead of writing this word out though, I have them spell it out loud to me. Again I stop them immediately if a mistake is made and have them re-look at the word for another picture.

At first some of my kids were frustrated and didn't want to try, but after some encouragement and starting with 3-4 letter words they began to gain more confidence and have gradually increased their abilities.



When they have read 'cat,' they must be encouraged to see the word with their eyes shut, and the same habit will enable them to image 'Thermopylae.' This picturing of words upon the retina appears to be to be the only royal road to spelling; an error once made and corrected leads to fearful doubt for the rest of one's life, as to which was the wrong way and which is the right. CM vol 1 pg 241



Once the eye sees a misspelt word, that image remains; and if there is also the image of the word rightly spelt, we are perplexed as to which is which. CM vol 1 pg 241



A mistake that I made in the beginning was to allow the child to say the letters under their breath and then close their eyes and spell. This is not the way to train their eyes to see the word and should not be allowed to take place. I have also not put into practice these very easy steps for most of first grade and I do regret putting it aside for other topics. Kindergarten is a great place to start having the child practice seeing the words they are beginning to read and will give them a cause for much celebrating upon their success:)



Spelling must not be lost sight of in the children's other studies, though they should not be teased to spell. It is well to write a difficult proper name, for example, on the blackboard in the course of history or geography readings, rubbing the word out when the children say they can see it. The whole secret of spelling lies in the habit of visualising words from memory, and children must be trained to visualise in the course of their reading. They enjoy this way of learning to spell. CM vol 1 pg 243



Miss Mason also lays out how to continue increasing the child's ability and practice of spelling through dictation. She advocates not starting this until the child is 8-9 years old or 2nd to 3rd grade. I think the timing of this may depend a lot the child's maturity level but I would say that most children are capable of much more than we as their mothers ask of them. I will not comment much on dictation as we are just finishing up first grade right now, but as I learn more and begin using it I hope to share how it is working in our house.

Steps of a Dictation Lesson.––Dictation lessons, conducted in some such way as the following, usually result in good spelling. A child of eight or nine prepares a paragraph, older children a page, or two or three pages. The child prepares by himself, by looking at the word he is not sure of, and then seeing it with his eyes shut. Before he begins, the teacher asks what words he thinks will need his attention. He generally knows, but the teacher may point out any word likely to be a cause of stumbling. He lets his teacher know when he is ready. The teacher asks if there are any words he is not sure of. These she puts, one by one, on the blackboard, letting the child look till he has a picture, and then rubbing the word out. If anyone is still doubtful he should be called to put the word he is not sure of on the board, the teacher watching to rub out the word when a wrong letter begins to appear, and again helping the child to get a mental picture. Then the teacher gives out the dictation, clause by clause, each clause repeated once. She dictates with a view to the pointing, which the children are expected to put in as they write; but they must not be told 'comma,' 'semicolon,' etc. After the sort of preparation I have described, which takes ten minutes or less, there is rarely an error in spelling. If there be, it is well worth while for the teacher to be on the watch with slips of stamp-paper to put over the wrong word, that its image may be erased as far as possible. At the end of the lesson, the child should again study the wrong word in his book until he says he is sure of, and should write it correctly on the stamp-paper.

A lesson of this kind secures the hearty co-operation of children, who feel they take their due part in it; and it also prepares them for the second condition of good spelling, which is––much reading combined with the habit of imaging the words as they are read.

Illiterate spelling is usually a sign of sparse reading; but, sometimes, of hasty reading without the habit of seeing the words that are skimmed over. CM vol 1 pg 242-243

First Grade - Copywork/Handwriting/Transcription

After a recent conversation it was brought to my attention that maybe I don't include enough handwriting, creative writing or spelling practice in my 1st graders curriculum.

While at first this comment rather bugged me; after some reflection and thought I decided to use it as an opportunity to analyze whether or not I was meeting my goals for my children in this area. And whether or not I was following the guidelines laid out by Charlotte Mason.

So after a bit of reading and research and thinking I have come up with the following. I feel this is a fair representation of Charlotte's guides and is workable for most 1st graders.

First off if you have read CM's "Home Education" you will notice that there is no mention of copywork in her writings, that is simply because she called it "transcription". You can reference her writings on transcription and handwriting here. (scroll down the page to parts X & XI)

"The earliest practice in writing proper for children of seven or eight should be, not letter writing or dictation, but transcription, slow and beautiful work..." CM vol. 1 pg. 238

First Grade Goals

• Short Lessons, no longer than 10 -15 minutes

• Learn 1 letter daily, gradually working up to short words and then sentences.
  
  


• Avoid careless, sloppy work

I can only offer a few hints on the teaching of writing, though much might be said. First, let the child accomplish something perfectly in every lesson––a stroke, a pothook, a letter. Let the writing lesson be short; it should not last more than five or ten minutes. Ease in writing comes by practice; but that must be secured later. In the meantime, the thing to be avoided is the habit of careless work––humpy 'm's, angular o's. CM vol.1 pg. 233

Why you may ask should writing lessons be so short? After all doesn't a child need more practice to get better? And won't he surely forget what he has learned if his lessons do not encompass more than just 1 letter a day?
If you have observed a child of this age writing you will notice that the more that they write the more careless their letters become.
Unknowingly I experimented with this very principle this year while teaching Ali & Tom. Since they had learned their letters in Kindergarten using a workbook, I figured it would be too laborious for them to backtrack and relearn to write their letters in a perfect hand. And everybody said that they should be doing "copywork" for this first year. So we delved into transcribing short sentences accomplishing a couple per week. But I did not expect perfect work and therefore did not get it. It did not matter how short the sentence or how long it was as if they were incapable of turning out beautiful work. I also did not notice any change in their penmanship during other projects and this was very discouraging because if I truly believed what Charlotte said then I was not expecting enough from my children.
So we made a break.
I purchased Penny Gardner's Italic Handwriting and we started over from the beginning. I probably did not need to go back this far but it has proved to be worth it.
Some days they only turn out 1 letter perfectly, other days 1 word and some days several words of perfect handwriting. We have not added sentences yet but I am confident that as long as we continue through the perfect forming of each letter that by the start of next year they will be more than ready to produce the quality of penmanship that I desire.


"Of the further stages, little need be said. Secure that the child begins by making perfect letters and is never allowed to make faulty ones, and the rest he will do for himself; as for 'a good hand,' do not hurry him; his 'handwriting' will come by-and-by out of the character that is in him; but, as a child, he cannot be said, strictly speaking, to have character." CM vol. 1 pg. 234

As they have trained their eyes to look for perfect work I have noticed a difference in their handwriting during phonics lessons and in their nature notebooks. I do not expect perfect work outside of copywork but for their nature notebooks I ask them to write as nicely as they can.
I have found the best approach in training their eyes to "see" perfect work is to ask them if they think their work is "perfect". Nine times out of ten the will reply honestly and will correct their work if needed, the rest of the time I will point out how their letter differs from the original and then work on getting them to see what needs to change.
I should say as well that right now our writing lessons are not longer than about 5 minutes, but as Tom & Ali have become more accustomed to writing perfectly they have been able to accomplish a bit more each lesson. In the beginning though it was a major struggle for them to accomplish 1 letter perfectly.
I think it is wise for us moms to remember that in the case of copywork consistency and diligence in careful, beautiful copywork are much more important than having your child fill in pages of handwriting practice sheets.