Thursday, March 5, 2015

Home Learning 3/4/15

The fabric study is the first thing the kids want to do in the learning room. Today, I gave them two pieces of fabric (an orange burlap, and a wool plaid piece). First they wanted to identify the new fabrics. They recognized the burlap right away.

To learn about how something is made, sometimes it is helpful to take it apart!  We took apart the burlap and talked about our findings.  It was easy to see the weaving pattern on it. The kids used an index card to glue their half-taken-apart piece and the loose threads.

Then we tried doing the same with the wool plaid piece.  It was much harder, but we still were able to see the in and out weaving pattern. We also glued it to an index card.

We took the threads under the little microscope. We were able to see how the burlap thread had the pattern markings.  We compared the two pieces of thread.

They recorded their findings in their learning folders.  Little Guy wrote: las telas tienen hilos (fabrics have threads).  Big Sister wrote that fabrics have many threads, and that fabrics are made by threads going up and down.  

Then we played a game.  I gave each 8 labels that said: this is made of fabric. They cut their labels, took some painter's tape, and found objects in the learning room made out of fabric.   

Above are some of the things they found: rugs, a canvas, the dressing frames, our fabrics, some felt, their own clothing, our calendar, and the blindfold.

They worked on some independent reading.  Big Sister finished reading all her Biscuit books in English.  Little Guy read a few of his Willbook Spanish readers.

In his journal Little Guy wrote about being sick again.  He dislikes using the nebulizer with saline spray, but it truly helps him when he is coughing. Big Sister wrote about playing our version of the bank game the day before.

Little Guy worked on word building using the reading rods. He focused on words that start with the ch sound.

Big Sister decided to give her brother a math lesson.  She showed him how to move from units to tens, hundreds, and thousands. 

She showed Little Guy the amount and asked him to find the number that said ___. She was sounding very well trained in the Montessori presentations.  Above, she was giving him high fives for finding the correct number symbols.

Finally, they each selected an amount.  I told them that they could put their money together.

They placed all their beads at the bank.

They organized the beads using the decimal system.  They encountered a troublesome situation when they discovered that they had 10 tens! and 16 units! 

Mami, the cashier, was there to help.  We exchanged the tens into a hundred flat, and the units into a ten and 6 units.

We compared their individual number amount, and by adding them, we made a new big number: 4816!

And off they went with their combined beads.

At the library we checked out a bunch of new series.  The one above, Frog and friends by Eve Bunting, is our favorite already.  The kids loved the stories and wanted to read them all over again. 

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Thank you for sharing!