Today Olivia and I hung out and though she showed up with what used to be an in tact version of her 7th birthday candle, I managed to not veer off into the land of the crafty and stuck to what I'd planned, which was reviewing her communication journal, reciting a few poems, then finally learning a new poem before jumping into our book of the week.
We began with one of the poetry books I tend to use regularly. The poems inside were contributed by a variety of poets, but they all have a level of absurdity and a wonderful play on words in common.
I copied a selection we hadn't done yet entitled "Closet".
Poems, in my opinion, are one of the most powerful ways to enhances fluency, comprehension, pronunciation, and vocabulary, and I try to incorporate them each time we get together.
As always, we highlighted the new words and grammar points from the poem, and underlined the rhyming words. There was an impromptu mini-lesson on the difference between the homonyms "know" and "no".
After reciting the poem a few times together for fluency practice, we moved along to what I was most excited to do--the story. I'd chosen this book:
and was excited to begin what was to be a fantastic and interesting conversation about Olivia the pig, whom I was under the impression all kids around age seven loved. I mean, what's not to love? I find the show and the books to be incredibly interesting.
"So do you watch Olivia?" I asked eagerly. Olivia, the kid, nodded slowly. I sensed some hesitation. "Do you like the show?" I continued. She nodded again, then grimaced and said, "Well...I did. It's for babies."
As a mom to an almost four year-old and an eleven month old, I clearly missed the meeting when that was decided.
"Oh," I sighed and scribbled the following reminder, noting her recommendations that would be better in the future. (I'm gonna have to google all of them...what in the world is Jessie???)
Not to be deterred by the fact I'd obviously planned a baby lesson, we read the story (which is beautifully illustrated and one of my personal favorites). Here are some of my favorite pages:
When we finished reading I chatted up Olivia the kid about her own travel experiences. She said she'd never been to Venice, but we did make a list of the places she's traveled to in the past:
I told her I had a great idea that could be fun and would give her some writing practice.
"What if you make a travel brochure about your favorite place to travel to, and instead of "Olivia Goes to Venice" it could be "Olivia goes to...."
"Ibiza!" she interjected.
We folded our brochure into a trifold and she began working on the cover, which everyone knows is the most important part besides the actual text.
We were almost out of time so we had a quick chat about the words we use in English to ask questions, then we listed them:
For homework I asked Olivia the kid to complete her travel brochure about Ibiza and bring it back next week...
and I'm sure she will, unless she decides that brochures are for babies as well.
We began with one of the poetry books I tend to use regularly. The poems inside were contributed by a variety of poets, but they all have a level of absurdity and a wonderful play on words in common.
I copied a selection we hadn't done yet entitled "Closet".
Poems, in my opinion, are one of the most powerful ways to enhances fluency, comprehension, pronunciation, and vocabulary, and I try to incorporate them each time we get together.
As always, we highlighted the new words and grammar points from the poem, and underlined the rhyming words. There was an impromptu mini-lesson on the difference between the homonyms "know" and "no".
After reciting the poem a few times together for fluency practice, we moved along to what I was most excited to do--the story. I'd chosen this book:
"So do you watch Olivia?" I asked eagerly. Olivia, the kid, nodded slowly. I sensed some hesitation. "Do you like the show?" I continued. She nodded again, then grimaced and said, "Well...I did. It's for babies."
As a mom to an almost four year-old and an eleven month old, I clearly missed the meeting when that was decided.
"Oh," I sighed and scribbled the following reminder, noting her recommendations that would be better in the future. (I'm gonna have to google all of them...what in the world is Jessie???)
Not to be deterred by the fact I'd obviously planned a baby lesson, we read the story (which is beautifully illustrated and one of my personal favorites). Here are some of my favorite pages:
When we finished reading I chatted up Olivia the kid about her own travel experiences. She said she'd never been to Venice, but we did make a list of the places she's traveled to in the past:
I told her I had a great idea that could be fun and would give her some writing practice.
"What if you make a travel brochure about your favorite place to travel to, and instead of "Olivia Goes to Venice" it could be "Olivia goes to...."
"Ibiza!" she interjected.
We folded our brochure into a trifold and she began working on the cover, which everyone knows is the most important part besides the actual text.
We were almost out of time so we had a quick chat about the words we use in English to ask questions, then we listed them:
For homework I asked Olivia the kid to complete her travel brochure about Ibiza and bring it back next week...
and I'm sure she will, unless she decides that brochures are for babies as well.
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