Egypt, Snow White, and vocabulary

Read E.H. Gombrich's A Little History of the World, Chapter 3: "The Land Beside The Nile"; discussed mummies, pyramids, hieroglyphics, pharoahs, and obelisks.

P read Snow White and the Seven Dwarfs (the read-along book than comes with the tape). We worked on his slowing down and enunciating, and discussed how reading silently to ourselves can often occur faster than reading aloud (he was skipping words when reading, because they weren't germaine to the story. Showed great skill at faster reading for himself.).

Discussed some words from Snow White that he didn't know, including: linen, ebony, rage, banished, vain, wept, and chasm.

Language Arts review

Jeff and I reviewed the Sunshine State Standards for Grade Level Expectations, Kindergarten to see where P stands within them.

Here's what he is able to do for Language Arts.

Reading: Well, P first started reading at 4-1/2 years old, when he read "Ten Apples Up On Top". So, that covers much of this sub-category. He's known his alphabet since about 2 years old, and sung the A-B-C song since at least 3 years old. There were only two of the line-items we aren't confident that he knows:

• develops vocabulary by discussing characters and events from a story.
• supports oral and written responses with details from the informative text.

Writing: P has never been terribly interested in writing, and so this one has many more items to work on:

• generates ideas through brainstorming, listening to text read by teacher, discussing.
• uses basic writing formats (for example, labels, lists, notes, captions, stories, messages).
• demonstrates ability to sequence events during shared writing exercises.
• revises by adding details to pictures, dictation, or letters.
• uses spelling approximations in written work.
• uses directionality of print in writing (including but not limited to left-to-right, top-to-bottom, spacing between words).
• identifies and attempts to use end punctuation (for example, the period, question mark, exclamation point).
• dictates or writes with pictures or words a narrative about a familiar experience.
• contributes ideas during a shared writing activity.
• dictates and writes with pictures or words to record ideas and reflections.
• dictates or writes simple informational texts (for example, descriptions, labels, lists).

Listening, Speaking, Viewing: this one confuses me. It seems to be more, "is your child able to give and receive social cues, as well as express their likes and dislikes." P most definitely does all of that.

Language: most of these are pretty standard ones, I think, in terms of sound patterns, language functions, formality, word choice, repetition, rhyme and rhythm. And then there is the one that we're not even sure we understand:

• understands the use of alliteration.

Sure, we know what it is, but it's use? Just to look and sound good, right?

Literature: in this, we are simply not introducing books basic enough, though with an almost-3 year old in the house, I'm sure we'll see more and more of this missing genre:

• knows rhymes, rhythms, and patterned structures in children’s text (for example, repetitive text, pattern books, nursery rhymes).