7 Weeks Today

Well it’s 7 weeks today since I handed in the de-reg letters and I haven’t murdered her yet :-).

We are almost back to normal with the work. We are following a semi structured approach as this seems to suit her better. I have done a timetable for this week, trying to stick to it is proving harder than I thought. We started this morning with maths and were doing a KS2 SATs practice paper.

I know she is well ahead with her maths anyway and expected it to be no problem. And, it wasn’t apart from finding out she had never done any work with calculating volume. So the next 2 hours which should have been history and art were spent teaching her about volume and pi.

One of the things I am finding most difficult is what work to give her. I already had some books, KS2 science and English and KS3 maths. Then I started searching online resources that were free. Next it was searching for more text books at the car boot sale. I’ve now got a nice mixture of things she can do. I do write out some maths problems for her and I also watch educational DVDs before she watches them so I can write down questions.

I will add a list of the current online resources I use in the next few days.

Joint/Duo Reading 2

Abbie used to love reading from age 3 until she was 6. After year 2 at school she really didn’t enjoy it anymore and especially not out loud. We never found out the reason why. So we were so surprised today when she was doing the duo reading with my husband. Three times she carried on reading after she had read ‘her page’. It was funny to hear her ask “how many pages have I read?”

We hope we are turning a corner now and she will start to enjoy it again and read for fun.

Joint/Duo Reading

We have started reading today. We decided on a new strategy, a version of joint reading which we named duo reading. We have had a copy of  Blitzcat by Robert Westall for a number of years and we then found The Robert Westall Box Set but kept the single copy. So now either me or my husband have one copy and A has the other. We read a page and she follows, then it’s her turn. This enables us to point out when she either adds words in or misses them out (which she does on a regular basis).

We have also found that she is more likely to ask about words that she doesn’t know the meaning of.