Just a quick little post to say…. (drum roll, please ….) It’s that time of year again! Time for the Catholic Homeschool Conference! And as I said last year, the conference is for ALL Catholic parents, not just homeschoolers.
From May 19 – 22 you can listen to live key note speakers such as Kimberly Hahn, Laura Berquist, Sarah Mackenzie, and Andrew Pudewa. In addition, you can tune into 60+ pre-recorded talks including one by yours truly 🙂 For free! I’m so looking forward to it!
Whether you’re homeschooling or not, I think you’ll benefit from the wonderful presentations. There will be talks on homeschooling, of course, but also on marriage, family life, and virtue and character development.
And here’s what I’ll be talking about…
Continue reading “The Catholic Homeschool Conference is Back!”
Our school year is beginning to wind down. Yay! So this is also the time when I begin to think about the coming school year. And while my homeschooled kids take standardized tests to help me assess their overall progress, I also take time to think of the big picture.
After all, a real education is much more than just academics. Indeed, a real education entails educating the whole child. There are many great thinkers who ascribe to the idea that a real education is more than book learning:
- Education is what remains after one has forgotten everything he has learned in school. – Albert Einstein
- Intelligence plus character, that is the goal of true education. – Dr. Martin Luther King Jr.
- The primary goal in the education of children is to teach and give an example of a virtuous life. – St. John Chrysostem
- A good school provides a rounded education for the whole person. And a good Catholic school, over and above this, should help all of its students to become saints. – Pope Benedict XVI
While that all sounds good and true, what does it actually mean to educate the whole person, and how do we go about doing that?
Sitting in a rocking chair and musing over this while waiting for Junior to get sleepy, I envisioned this little diagram (Thank you, Holy Spirit!):
Continue reading “Educating the Whole Child”
Last post, I shared some videos showing how Junior is learning to read using See and Learn Phrases by Down Syndrome Education. We demonstrated the first four steps of learning to read using sight words.
Today, I’m sharing videos of the last two steps and discussing why we’re breezing through with sight words instead of slogging through phonics.
Continue reading “Teaching Preschoolers with Down Syndrome to Read – Part 2 (And Why We’re not doing Phonics, Yet)”
This post is for my five-year-old nephew, Aidan, whose school has been shut down for the third time this year. Aidan has a lot of developmental delays that mimic Down Syndrome, and virtual school is… well… virtual. So my sister asked me to show her how I’m teaching Junior to read. She lives across the border, which is also closed. So, I made her these videos.
Having a child with Down Syndrome is such an adventure. Never did I think that it was possible to teach a three-year-old with T21 to read. All my other children had learned to read when they were about five, so I figured that Junior would probably begin to read around seven or eight.
Thus, I was both surprised and intrigued when I came across some papers by Sue Buckley and colleagues. She had done extensive studies on teaching toddlers and children with T21 how to read. Based on her research, she discovered that not only was it possible to teach many toddlers with T21 how to read sight words, it was also extremely beneficial. Buckley writes:
Reading activities may be the single most important intervention for promoting the speech, language and cognitive development of preschool children with Down Syndrome….. we are quite convinced that it (reading) is the single most effective way to help children overcome the learning difficulties associated with Down Syndrome.Buckley, Sue. Reading and Writing for Infants with Down Syndrome (0-5 years)
Children introduced to literacy as a language teaching activity in preschool years reach the highest level of achievement.Buckely, Sue. Reading and Writing for Individuals with Down Syndrome – An Overview.
Needless to say, six months ago I began teaching my 3-year-old with T21 to read. The goal was to enable him to say 2-3 word phrases without being prompted. You see, Junior can repeat almost anything I say, but he has difficulty retrieving words from his mind without a verbal or visual cue. When he does say a word unprompted, it’s often unintelligible. But learning to read is making a huge difference. Once he learns to read a word, it’s not long before he starts using it unprompted in speech and with greater clarity. Furthermore, his MLU (mean length of utterance) is increasing, meaning his phrases and sentences are getting longer. I can’t tell you how exciting it is for both of us to see him learn to read and speak.
Today I’m sharing with you, step by step (videos included!), how I’m teaching Junior to read.
Continue reading “Teaching Preschoolers with Down Syndrome to Read with See and Learn”
Rote memorization. Do you use it in your homeschool?
There’s a popular educational trend that pooh-poohs rote memory in favor of imaginative and critical thinking. I think this is because too often children have been required to memorize facts and procedures they did not understand. Unfortunately, instead of seeking to improve conceptual understanding so that the material being memorized by rote is meaningful, many educators today emphasize discovery learning and creativity while foregoing rote memorization.
But this, I believe, is putting the cart before the horse. In his clever satire, Ten Ways to Destroy the Imagination of Your Child, Anthony Esolen writes:
Without the library of memory…. the imagination simply does not have much to think about or play with.
Continue reading “Memory, Imagination, and How to Avoid Boredom”
Aren’t you glad it’s spring? I definitely am! So I made this springtime bundle for Junior, all about woodland animals. More pre-writing, first letters, counting, pattern-making, and shape matching with some really *cute* artwork.
Come take a look:
Continue reading “Spring Time Printables for Preschoolers with (or without) Down Syndrome”
A happy and blessed Easter to you all! This past year, my oldest daughter has been writing essay after essay: essays for English and history classes, essays for college applications, essays for scholarships… it never seems to end.
“Since you are so experienced at writing essays,” I suggested, “why don’t you write an essay on how to write an essay? You know — for the plebians like us.”
So she did. Well, the essay was so witty and clever, I just had to share. Because sometimes we all just need a good chuckle:
Continue reading “The Art of Writing an Essay”
Hello! St. Patrick’s day is just around the corner, so I thought I’d share this Holy Trinity Shamrock craft with you. I wanted a good visual that would help my kids understand why St. Patrick used the shamrock to teach about the Holy Trinity.
Here’s what I came up with:
Continue reading “A Super Easy St. Patrick’s Day Craft”
Math. For some children, this is the one subject that makes them balk. One look at a sheet of math problems is enough to make a child cringe and groan. Oh, the dreaded math, which takes forever to complete! The dreaded math, the bane of a student’s existence and the test of a parent’s mettle! When math = misery day after day, how can we motivate our children to complete their assignments with a good attitude and in a timely manner?
Start by finding the root cause.
Here are five reasons why kids complain about math and what we can do to help:
Continue reading “When Math = Misery”
Letters, numbers, colors, and shapes. As I wrote in my post about Teaching Preschoolers with Down Syndrome, we want to make sure our children are ready for concepts, especially abstract ones, before requiring our kids to work on them. Colors and shapes, which are attributes and not concrete objects, can be especially difficult for preschoolers with T21 to grasp.
A child’s readiness to learn a concept probably depends on combination of genes and environment, nature and nurture. Exposing a child to pre-academic concepts without requiring him/her to learn them may help a child’s readiness for them. Especially if you offer a variety of activities and toys. Young children love novelty — it’s part of their natural drive to investigate and learn. So the more variety you can offer, the more you will rouse their curiosity and internal motivation to learn.
That’s the challenge though — keeping a variety of interesting activities. Here are some activites I’ve found most helpful for teaching Junior letters, numbers, colors, and shapes.
Continue reading “More Homeschool Activities for Preschoolers with Down Syndrome”