Sometimes I feel really jealous of the people who are blogging about their first day of homeschooling for the new academic year. We don't have a first day, or a last for the preceding year. We just keep going. There's no break, and little in the way of brand new books, since we have been at it all along, and are usually already in the middle of things by the time the August/September postings about the new school year start. We are oddities even among homeschoolers, it seems.
Technically, here in NY, the 2015-16 school year ended on June 30, and the new one started on July 1st. We've been quietly clicking along the whole while.
Seventh grade, so far, has been pretty productive. There is a lot going on here.
History/Social Studies: We are covering the Renaissance through the Enlightenment and the Age of Revolutions, and we will go further if we finish early. (We will also do other eras and topics as Mikro prepares to participate again in the History Bee, and we will cover topics in U.S. History and Government as well.) Current events, especially politics, has become a passion. (I think I owe that to his friend Koby, a self-proclaimed "political junkie.") He watches election coverage daily, and we are always talking about news stories. Mikro has already read a bunch of nonfiction books on the Renaissance and some key figures from the period, as well as fiction set during that time. He's also going to be taking a high school level class in Geography with his favorite professor, and American Musicals Project classes on the American Revolution and World War II at the New York Historical Society.We are continuing our Great Courses history binge, trying to finish up Foundations of Western Civilization, and Great Minds of the Medieval World. I am learning about people that my Ivy League education never touched upon. I love the fact that homeschooling isn't just for the kid. I learn something new all the time!
Science this year is a combination of invertebrate biology, botany, astronomy and an introduction to chemistry (non-organic to start with). We are using high school and college texts, regents books, more popular mainstream science books, together with the Great Courses and Discovery Streaming Education. We are also covering the history of science from about 1100 to 1700. Mikro has read biographies of Copernicus, Brahe, Kepler, Galileo and Newton over the summer. He also enjoyed our trip to the Adler Planetarium in Chicago back in June, and is happy to be able to say that he has now seen the ISS from NYC, Westchester County and Chicago. We are hoping to take a trip sometime this school year to a place where he will be able to see the Milky Way. There's far too much light pollution in our neck of the woods...
Math: We are still struggling with memorization of math facts. He understands the concepts flawlessly, but he is slow computationally because he is using his own algorithms to calculate multiplication facts that he doesn't have perfect recall of yet... He likes complex math, and hates arithmetic. He wants to dive into algebra, and we have put our toes in the water, but I really need to get him faster on his facts since this is a mandatory testing year for us, and he is really anxious in time pressure situations. We are working through the Life of Fred series, and I hope to be in the Algebra book by the second half of the year...
ELA: I have him doing worksheets for grammar. His spelling is as good as mine. He reads at a college level. His writing is amazing, but only if I act as scribe. If he has to type or hand write, he balks after a paragraph or so. I would love for him to be ready to type his own Nanowrimo effort this year...
My left handed dysgraphic teen has got to work on his penmanship and keyboarding. I watched him struggle on the standardized test he took in June-- not with knowledge or understanding-- but with being able to write math equations down fast enough. So this is the year of No Fun Mom demanding worksheets, something I have never done before. He has a 3 inch thick "7th Grade Super Yearbook" that has worksheets for math, ELA, social studies and science, and I am making him do it, not for the underlying subject areas so much as for the handwriting practice. He has worked too hard to be tripped up by something as mundane as the mechanics of getting things from brain to paper, and I am going to push him on it, even though it violates my preferences, and his, because college is looming ever closer, and I am NOT repeating the experience as his scribe. No way, no how. So I feel the clock ticking on this, and it's time for us both to get serious about it.
Study skills: a big focus this year. I need him taking good notes, writing outlines, and getting a better handle on managing his time. I am not a substitute for a planner and a watch. We are going to use the Everyday Guide to Study Skills, and some workbooks. And I am constantly supplementing with tales of my own bad decisions and how they haunted me in my college days. Being a gifted kid who never learned to study before walking into an Ivy League school and getting a rude awakening in the utility of those skills is not something I want him to follow in my footsteps on. Not that I'm sure he's Ivy bound. He wants a career in evolutionary biology and/or paleontology, so he will be applying to the places with the strongest departments in those areas, whether state or private. Either way, he will not go unprepared. Not on my watch!
State of the Mikro Address:
Wow, he's changing. He's a teenager, and his body and his personality are in flux. The occasionally deep voice emanating from his lanky, skinny body still surprises me. He's all legs and elbows. He reminds me of a great blue heron. Gangly, but fast. The eyerolls and attitude have also been installed in Mikro 1.13. It seems like a bigger adjustment for me than for him sometimes. Who is this tall, sometimes stinky, sometimes surly, young man that has replaced my sweet, cute, little boy? Time will tell. He's growing up, and I am confronting the idea that, before I know it, he will be out on his own. That fact is guiding our homeschooling, as well as life in general. I can't wait to see who he becomes. He's a great kid. I think he'll be a really good man.
Showing posts with label ihip. Show all posts
Showing posts with label ihip. Show all posts
Friday, August 19, 2016
Monday, August 16, 2010
New York Homeschooling Paperwork: Mikro's IHIP
On my way out the door to hand deliver this to the district Superintendent... Whew. Now I have no paperwork due till October...
INDIVIDUAL HOME INSTRUCTION PLAN
NAME OF CHILD: Mikro
ADDRESS: Same as above.
Age: 7
GRADE LEVEL: First
DATES FOR SUBMITTAL OF QUARTERLY REPORTS:
October 15, 2010, January 15, 2011, March 31, 2011, June 30, 2011. Annual assessment shall be a narrative report prepared by [Mom].
Primary instruction will be provided by: Mikro's parents, [Mom and Dad].
Plan of Instruction:
Our educational method is a melange of Waldorf, Charlotte Mason, Classical Education and unit studies approaches. We emphasize nature study, living books, and hands on, experiential learning. Our tools and resources include, but are not limited to, those listed hereinafter: reference materials (atlas, dictionaries, globe, maps, encyclopedias, non-fiction books, videos, the internet), workbooks, worksheets, hands-on activities, experiments, projects, newspapers, magazines, frequent field trips, group activities, nature walks, books from our family library and from the local libraries, games, creative thinking, predicting/forecasting, gathering facts, classes and programs at museums, zoos, nature centers and similar venues, music CDs, abundant art supplies (clay, paint, crayons, pencils, sketchpads, felt, chalk, etc.), free play, storytelling, conversations, and real life. We believe the world is our classroom, and eagerly avail ourselves of the wonderful cultural and educational opportunities available both here in Westchester and in New York City.
We incorporate math, reading, spelling, vocabulary, penmanship and narration activities in unit studies of areas of particular interest to Mikro. For example, dinosaurs, reptiles, plants, the ocean, the Hudson River, space, volcanoes, earthquakes, and the human body will be launching points for poetry, penmanship, storytelling, reading, research, experiments and other activities centered on those themes.
We take a lot of field trips and take classes at nature centers, museums, and zoos with our homeschool groups. We are members of NYCHEA, Tri-County Home Schoolers and Homeschool New York, all groups which provide many educational and social opportunities for Michael. We are longtime members of the American Museum of Natural History, the NYC zoos and aquarium, Historic Hudson Valley, and Teatown Lake Reservation, as well as the National Museum of the American Indian, the Hudson River Museum and the New York Botanic Gardens, and make frequent visits to them, both as a family and with homeschooled friends. We also visit the New York Hall of Science and Poet’s House and public libraries in Westchester, Manhattan and Queens.
The following subjects shall be reported, per Section 100.10 of the Regulations of the Commissioner of Education:
Our approach to Mathematics is a combination of real life learning through participation in daily life activities such as cooking, building, shopping, etc, and the use of manipulatives, textbooks, workbooks, videos and games. We use resources including, but not limited to, Math-U-See, Singapore Math, Zillio Math Mountain, Time4Learning (online), Learning Pathways (online), Khan Academy (online), various workbooks, living math books, and Math Start books. We also look at the history of math, which dovetails nicely with our ancient history studies.
We will be further developing addition and subtraction skills, working on place value, regrouping, skip counting, money and telling time, and introducing the concepts of multiplication and division.
For reading/English language arts/spelling/writing, we have an extensive home library and visit the Croton Library, and libraries in New York City, often. Mikro will read content-related non-fiction materials to support his studies in other subjects and to explore his chosen areas of interest. He will read from self- and parent-chosen literature on a regular basis. He will engage in reflection on those literature pieces in one or more of the following ways: journal writing, book reviews, conversations, drama based on the books, and book clubs.
Our goal is for Mikro to continue to enjoy reading, to gain exposure to a wide variety of genres, to be able to reflect critically on what he reads, to read for information, and to learn how and where to find written resources as needed. We will work on reading increasingly more complex material. Mikro reads picture books, chapter books and some longer juvenile fiction. We read a lot of science and nonfiction, poetry, and just plain fun books as well. Mikro participated in the Croton Library's Summer Reading Game, and successfully completed it in August.
We will practice spelling, and explore parts of speech, punctuation and proper sentence structure. Mikro will continue to narrate back readings in other subjects, such as history and science, will practice his penmanship, and will continue to create stories and poems. He will compose stories and journal entries about his bearded dragon. Our goal is for Mikro to enjoy writing, to gain expertise in both the writing process and in technical writing and editing skills, and to develop a sense of power over the written word.
For history/geography, we will continue our study of ancient history, including, but not limited to, Egypt, Greece, Rome, Mesopotamia, China, Japan, India and Pre-columbian civilizations of North and South America.
We will also explore topics in American history and New York history relevant to holidays such as President’s Day, Independence Day, Memorial Day, etc. and will look at topics which may include, but shall not be limited to, pre-European contact, European settlement, the 13 colonies, American Revolution, adoption of the Constitution, and westward expansion.
Mikro will develop his understanding of the social sciences and humanities by reading and discussing fiction and non-fiction materials, including the Story of the World series by Susan Wise Bauer, living books, timelines, maps and other resources, by participating in field trips to historic and politically or culturally significant sites, through discussion and debate, through arts, crafts and cooking projects, and through videos, music and the internet. Our goal is for Mikro to develop a foundation for understanding the culture, history, resources, development, and government of New York State, the United States of America, and the world.
For science, our goal is to expose Mikro to a wide range of scientific disciplines, to continue to build upon his passion for science and nature, to help him understand and employ the scientific method and to appreciate the importance of science in daily life. We will explore earth science and physical science and continue our studies of the human body, animals (alive and extinct) and their classification, plants, ecology and conservation, geology and space. We will also look at the history of science, particularly in connection with the cultures we are studying in our exploration of ancient history.
We use resources which include, but are not limited to, living books, Lentil Science, Time4Learning and Supercharged Science (online programs). We have several science experiment kits which we will be doing this year. Mikro will be taking classes offered through Mad Science in earth and life science topics, beginning in the fall. Mikro and his father will be using their kit built telescope to observe the stars. If it continues to be offered (after a personnel change), Mikro will continue with the nature class for homeschoolers at Croton Point Nature Center. He will participate in the River Explorers programs at Beczak Environmental Education Center in Yonkers.
Mikro is passionately interested in dinosaurs, evolution, paleontology, and living animals of all kinds. We collect bugs, raise caterpillars, watch ladybugs metamorphosize, and participate in citizen science projects through the Cornell Lab of Ornithology. We maintain several bird feeders, nest boxes, and are a Certified Backyard Wildlife Habitat through the National Wildlife Federation.
We are raising a baby Bearded Dragon and a Red Eared Slider turtle. Mikro will be observing their behavior and assisting in their care as well as helping to keep a notebook chronicling the growth of his baby bearded dragon.
Mikro enjoys reading Ranger Rick, National Geographic Kids, Kids Discover and Zoobooks. He watches educational programming on PBS, the History Channel, National Geographic Channel, Science Channel, NASA TV, Planet Green and Animal Planet. He also watches Bill Nye the Science Guy and other scientific programming online. We will also take field trips to museums and nature centers and special events such as the World Science Festival.
For art/music, we experiment with watercolors, clay, crayons, pencils and other media, and will be using the Meet the Masters online art curriculum. We visit the Metropolitan Museum of Art, the Brooklyn Museum of Art, and other similar venues and attend plays, concerts and dance performances at the Paramount Center for the Arts in Peekskill and at the Tribecca Performing Arts Center and the New Victory Theater in Manhattan (in which one of our homeschool groups participates as a partner).
We sing and listen to a variety of music from different cultures and genres and will use music as a tool in other areas of study (e.g. science and math songs, songs about the Hudson River.) We will be using resources including, but not limited to, books, our ever expanding collection of CDs, DVDs of Leonard Bernstein’s Young People’s Concerts with the New York Philharmonic, and the Music Makers series of DVDs.
For Foreign Language, we will begin studying German using resources which may include, but not be limited to, BBC’s Muzzy program, Live Mocha (online) , Language Tree German for Kids DVDs, books and music.
For physical education, Mikro takes swimming lessons in the summer, and enjoys nature hikes and park days with his friends year round. He plays Frisbee, wiffle ball, soccer and basketball informally with neighborhood friends, is learning to ride a bike, and loves to run, hop on a hoppity hop, and jump on his trampoline.
We will be covering Health topics such as good eating habits, personal hygiene, how the body works, physical fitness, basic human needs, self respect and self awareness, drug/alcohol/smoking awareness, gun safety and sun safety.
We will also cover Traffic, Bicycle & General Safety, including memorizing our phone number; safety rules and symbols; safety equipment; awareness of strangers; playground safety; personal and social skills which contribute to individual safety; how to access help when illness, injury, or emergency situations occur; and how to recognize potentially dangerous situations and know how to avoid or reduce their risk.
We will cover the following Fire Safety & Prevention topics: how to dial 911; awareness of heat and burn hazards; awareness of how to evacuate in case of fire (practicing our family escape plan); and how to prevent fires. We will use internet resources, including the Smokey the Bear materials of the National Park Service, books, and appropriate field trips, such as the Croton Fire Fair.
We will cover Patriotism and Citizenship by discussing and reading about the rights and responsibilities of citizens and the principles upon which our country was founded, and by learning about patriotic songs and holidays.
Dated: August 15, 2010
Signed: [Mom & Dad]
INDIVIDUAL HOME INSTRUCTION PLAN
NAME OF CHILD: Mikro
ADDRESS: Same as above.
Age: 7
GRADE LEVEL: First
DATES FOR SUBMITTAL OF QUARTERLY REPORTS:
October 15, 2010, January 15, 2011, March 31, 2011, June 30, 2011. Annual assessment shall be a narrative report prepared by [Mom].
Primary instruction will be provided by: Mikro's parents, [Mom and Dad].
Plan of Instruction:
Our educational method is a melange of Waldorf, Charlotte Mason, Classical Education and unit studies approaches. We emphasize nature study, living books, and hands on, experiential learning. Our tools and resources include, but are not limited to, those listed hereinafter: reference materials (atlas, dictionaries, globe, maps, encyclopedias, non-fiction books, videos, the internet), workbooks, worksheets, hands-on activities, experiments, projects, newspapers, magazines, frequent field trips, group activities, nature walks, books from our family library and from the local libraries, games, creative thinking, predicting/forecasting, gathering facts, classes and programs at museums, zoos, nature centers and similar venues, music CDs, abundant art supplies (clay, paint, crayons, pencils, sketchpads, felt, chalk, etc.), free play, storytelling, conversations, and real life. We believe the world is our classroom, and eagerly avail ourselves of the wonderful cultural and educational opportunities available both here in Westchester and in New York City.
We incorporate math, reading, spelling, vocabulary, penmanship and narration activities in unit studies of areas of particular interest to Mikro. For example, dinosaurs, reptiles, plants, the ocean, the Hudson River, space, volcanoes, earthquakes, and the human body will be launching points for poetry, penmanship, storytelling, reading, research, experiments and other activities centered on those themes.
We take a lot of field trips and take classes at nature centers, museums, and zoos with our homeschool groups. We are members of NYCHEA, Tri-County Home Schoolers and Homeschool New York, all groups which provide many educational and social opportunities for Michael. We are longtime members of the American Museum of Natural History, the NYC zoos and aquarium, Historic Hudson Valley, and Teatown Lake Reservation, as well as the National Museum of the American Indian, the Hudson River Museum and the New York Botanic Gardens, and make frequent visits to them, both as a family and with homeschooled friends. We also visit the New York Hall of Science and Poet’s House and public libraries in Westchester, Manhattan and Queens.
The following subjects shall be reported, per Section 100.10 of the Regulations of the Commissioner of Education:
Our approach to Mathematics is a combination of real life learning through participation in daily life activities such as cooking, building, shopping, etc, and the use of manipulatives, textbooks, workbooks, videos and games. We use resources including, but not limited to, Math-U-See, Singapore Math, Zillio Math Mountain, Time4Learning (online), Learning Pathways (online), Khan Academy (online), various workbooks, living math books, and Math Start books. We also look at the history of math, which dovetails nicely with our ancient history studies.
We will be further developing addition and subtraction skills, working on place value, regrouping, skip counting, money and telling time, and introducing the concepts of multiplication and division.
For reading/English language arts/spelling/writing, we have an extensive home library and visit the Croton Library, and libraries in New York City, often. Mikro will read content-related non-fiction materials to support his studies in other subjects and to explore his chosen areas of interest. He will read from self- and parent-chosen literature on a regular basis. He will engage in reflection on those literature pieces in one or more of the following ways: journal writing, book reviews, conversations, drama based on the books, and book clubs.
Our goal is for Mikro to continue to enjoy reading, to gain exposure to a wide variety of genres, to be able to reflect critically on what he reads, to read for information, and to learn how and where to find written resources as needed. We will work on reading increasingly more complex material. Mikro reads picture books, chapter books and some longer juvenile fiction. We read a lot of science and nonfiction, poetry, and just plain fun books as well. Mikro participated in the Croton Library's Summer Reading Game, and successfully completed it in August.
We will practice spelling, and explore parts of speech, punctuation and proper sentence structure. Mikro will continue to narrate back readings in other subjects, such as history and science, will practice his penmanship, and will continue to create stories and poems. He will compose stories and journal entries about his bearded dragon. Our goal is for Mikro to enjoy writing, to gain expertise in both the writing process and in technical writing and editing skills, and to develop a sense of power over the written word.
For history/geography, we will continue our study of ancient history, including, but not limited to, Egypt, Greece, Rome, Mesopotamia, China, Japan, India and Pre-columbian civilizations of North and South America.
We will also explore topics in American history and New York history relevant to holidays such as President’s Day, Independence Day, Memorial Day, etc. and will look at topics which may include, but shall not be limited to, pre-European contact, European settlement, the 13 colonies, American Revolution, adoption of the Constitution, and westward expansion.
Mikro will develop his understanding of the social sciences and humanities by reading and discussing fiction and non-fiction materials, including the Story of the World series by Susan Wise Bauer, living books, timelines, maps and other resources, by participating in field trips to historic and politically or culturally significant sites, through discussion and debate, through arts, crafts and cooking projects, and through videos, music and the internet. Our goal is for Mikro to develop a foundation for understanding the culture, history, resources, development, and government of New York State, the United States of America, and the world.
For science, our goal is to expose Mikro to a wide range of scientific disciplines, to continue to build upon his passion for science and nature, to help him understand and employ the scientific method and to appreciate the importance of science in daily life. We will explore earth science and physical science and continue our studies of the human body, animals (alive and extinct) and their classification, plants, ecology and conservation, geology and space. We will also look at the history of science, particularly in connection with the cultures we are studying in our exploration of ancient history.
We use resources which include, but are not limited to, living books, Lentil Science, Time4Learning and Supercharged Science (online programs). We have several science experiment kits which we will be doing this year. Mikro will be taking classes offered through Mad Science in earth and life science topics, beginning in the fall. Mikro and his father will be using their kit built telescope to observe the stars. If it continues to be offered (after a personnel change), Mikro will continue with the nature class for homeschoolers at Croton Point Nature Center. He will participate in the River Explorers programs at Beczak Environmental Education Center in Yonkers.
Mikro is passionately interested in dinosaurs, evolution, paleontology, and living animals of all kinds. We collect bugs, raise caterpillars, watch ladybugs metamorphosize, and participate in citizen science projects through the Cornell Lab of Ornithology. We maintain several bird feeders, nest boxes, and are a Certified Backyard Wildlife Habitat through the National Wildlife Federation.
We are raising a baby Bearded Dragon and a Red Eared Slider turtle. Mikro will be observing their behavior and assisting in their care as well as helping to keep a notebook chronicling the growth of his baby bearded dragon.
Mikro enjoys reading Ranger Rick, National Geographic Kids, Kids Discover and Zoobooks. He watches educational programming on PBS, the History Channel, National Geographic Channel, Science Channel, NASA TV, Planet Green and Animal Planet. He also watches Bill Nye the Science Guy and other scientific programming online. We will also take field trips to museums and nature centers and special events such as the World Science Festival.
For art/music, we experiment with watercolors, clay, crayons, pencils and other media, and will be using the Meet the Masters online art curriculum. We visit the Metropolitan Museum of Art, the Brooklyn Museum of Art, and other similar venues and attend plays, concerts and dance performances at the Paramount Center for the Arts in Peekskill and at the Tribecca Performing Arts Center and the New Victory Theater in Manhattan (in which one of our homeschool groups participates as a partner).
We sing and listen to a variety of music from different cultures and genres and will use music as a tool in other areas of study (e.g. science and math songs, songs about the Hudson River.) We will be using resources including, but not limited to, books, our ever expanding collection of CDs, DVDs of Leonard Bernstein’s Young People’s Concerts with the New York Philharmonic, and the Music Makers series of DVDs.
For Foreign Language, we will begin studying German using resources which may include, but not be limited to, BBC’s Muzzy program, Live Mocha (online) , Language Tree German for Kids DVDs, books and music.
For physical education, Mikro takes swimming lessons in the summer, and enjoys nature hikes and park days with his friends year round. He plays Frisbee, wiffle ball, soccer and basketball informally with neighborhood friends, is learning to ride a bike, and loves to run, hop on a hoppity hop, and jump on his trampoline.
We will be covering Health topics such as good eating habits, personal hygiene, how the body works, physical fitness, basic human needs, self respect and self awareness, drug/alcohol/smoking awareness, gun safety and sun safety.
We will also cover Traffic, Bicycle & General Safety, including memorizing our phone number; safety rules and symbols; safety equipment; awareness of strangers; playground safety; personal and social skills which contribute to individual safety; how to access help when illness, injury, or emergency situations occur; and how to recognize potentially dangerous situations and know how to avoid or reduce their risk.
We will cover the following Fire Safety & Prevention topics: how to dial 911; awareness of heat and burn hazards; awareness of how to evacuate in case of fire (practicing our family escape plan); and how to prevent fires. We will use internet resources, including the Smokey the Bear materials of the National Park Service, books, and appropriate field trips, such as the Croton Fire Fair.
We will cover Patriotism and Citizenship by discussing and reading about the rights and responsibilities of citizens and the principles upon which our country was founded, and by learning about patriotic songs and holidays.
Dated: August 15, 2010
Signed: [Mom & Dad]
Thursday, June 3, 2010
The Gift of Edu-Speak
There's an article in the NY Times about new standards for math and English developed by the nation's governors and school honchos, which links to a couple of pdfs with the new proposed standards. I've glanced at them and realized they are kind of useful for coming up with edu-speak for drafting my IHIP next year, and thought I would pass them along, for what they're worth. They haven't been adopted yet, as I understand it, but I think they're an interesting look at what the government thinks is appropriate grade level material... not that I particularly care what they think (and frankly, I'm not at all happy with the concept of a nationalized curriculum), but like the World Book lists, it's interesting, and may be some guidance...
Anyway, links here:
NY Times Article
Math
English/Language Arts
Anyway, links here:
NY Times Article
Math
English/Language Arts
Tuesday, September 22, 2009
Our IHIP
INDIVIDUAL HOME INSTRUCTION PLAN:
NAME OF CHILD: ______________
ADDRESS: __________________
Age: ___
GRADE LEVEL: Kindergarten
DATES FOR SUBMITTAL OF QUARTERLY REPORTS:
October 15, 2009, January 15, 2010, March 31, 2010, July 1, 2010. Annual assessment shall be a narrative report prepared by [PARENT].
Plan of Instruction:
Our educational method is a melange of Waldorf, Charlotte Mason and unit studies approaches. We emphasize nature study, living books, and hands on, experiential learning. Our tools and resources include, but are not limited to, those listed hereinafter: reference materials (atlas, dictionaries, globe, maps, encyclopedias, non-fiction books, videos, the internet), workbooks, worksheets, hands-on activities, experiments, projects, newspapers, magazines, frequent field trips, group activities, nature walks, books from our family library and from the local libraries, games, creative thinking, predicting/forecasting, gathering facts, classes and programs at museums, zoos, nature centers and similar venues, music CDs, abundant art supplies (clay, paint, crayons, pencils, sketchpads, felt, chalk, etc.), free play, conversations, and real life. We believe the world is our classroom, and eagerly avail ourselves of the wonderful cultural and educational opportunities available both here in Westchester and in New York City.
Primary instruction will be provided by: [STUDENT]'s parents, ___________ and ______________.
While, according to the New York State Regulations (100.10, subdivision e, 804, 806, and 808), we may only be required to cover and report upon the subjects of health, patriotism and citizenship, traffic, bicycle and general safety and fire safety and prevention in [STUDENT]'s kindergarten year, in light of certain peculiar circumstances now pertaining, we are choosing to report on additional academic areas as well.
Math is a combination of real life learning, manipulatives, workbooks and games which use mathematical concepts. One of the resources we use is Math-U-See. We will be learning to write ordinal and cardinal numbers, number sense, introduction to number line use, basic chart and graph concepts, telling time to the one hour mark, counting and sorting, basic addition and subtraction concepts, patterns, grouping into sets, and the concept of fractions.
For reading, we have an extensive home library and visit the _______ Library often. We will work on reading skills, including onset, rime, common blends, context clues, and phonemic awareness to read unknown words and will introduce spelling concepts and approximated spelling. We use Hooked on Phonics and Explode the Code Online. [STUDENT] reads picture books aloud, and will alternate pages with me in longer, denser books. We read a lot of science and nonfiction, poetry, and just plain fun books as well. We participate in an ongoing reading group with one of our homeschool groups at the Mulberry Street Library in Manhattan. We participate in the _______ Library's Summer Reading Game, which [STUDENT] successfully completed in August.
For history, we will discuss what history means, first in terms of personal and family history, and then in the broader sense. We will make a simple family tree and discuss ways that history can be recorded. We will discuss the role of the individual in family and community. We will be studying prehistory through living books, timelines and other resources. We will be using the Story of the World series by Susan Wise Bauer, starting with The Ancients, and reading corresponding living books, as well as doing craft activities, map reading and other projects relating to the cultures we are studying. We are also studying the Hudson Champlain Quadricentennial and the history and natural history of the Hudson River.
For science, we use living books as well as the Harcourt Science 1 textbook. We have several science experiment kits which we will be doing this year. We will explore the human body, animals (alive and extinct) and their classification, plants, ecology and conservation, geology and space. [STUDENT] is taking a ten session series of Mad Science classes called Crazy Chem which will introduce basic chemistry concepts as well as laboratory skills and safety. [STUDENT] and his father will be using the Gallileoscope Kit produced in connection with the International Year of Astronomy to study optics and to build a simple telescope and observe the stars. [STUDENT] also takes a nature class for homeschoolers at the ___________ Nature Center and participates in the River Explorers programs at Beczak Environmental Education Center in Yonkers. [STUDENT] is passionately interested in dinosaurs, evolution, paleontology, and living animals of all kinds. We collect bugs, raise caterpillars, watch ladybugs metamorphosize, and participate in citizen science projects through the Cornell Lab of Ornithology. We maintain several bird feeders, nest boxes, and are a Certified Backyard Wildlife Habitat through the National Wildlife Federation. [STUDENT] enjoys subscriptions to Ranger Rick, National Geographic Kids, Kids Discover and Zoobooks. He watches educational programming on PBS, the History Channel, National Geographic Channel, Science Channel, NASA TV, Planet Green and Animal Planet.
For art, we experiment with watercolors, clay, crayons, pencils and other media, and will be using the Meet the Masters online art curriculum. [STUDENT] will also be taking a series of art classes through Private Picassos. At the end of the program, student work will be on display in a show open to the public. We attend plays, concerts and dance performances at the Paramount Center for the Arts in Peekskill and at the New Victory Theater in Manhattan (in which one of our homeschool groups participates as a partner). We will listen to a variety of music from different cultures and genres and will use music as a tool in other areas of study (e.g. science and math songs, songs about the Hudson River.)
We incorporate math, reading, penmanship and narration activities in unit studies of areas of particular interest to [STUDENT]. For example, dinosaurs, plants, the ocean, the Hudson River, and the human body will be launching points for poetry, penmanship, storytelling, reading, research, experiments and other activities centered on those themes.
We take a lot of field trips and take classes at nature centers, museums, and zoos with our homeschool groups. We are members of NYCHEA, Tri-County Home Schoolers and Homeschool New York, all groups which provide many educational and social opportunities for [STUDENT]. We are members of the American Museum of Natural History, the NYC zoos and aquarium, Historic Hudson Valley, Teatown Lake Reservation, and the New York Botanic Gardens, and make frequent visits to them, both as a family and with homeschooled friends.
For physical education, [STUDENT] takes swimming lessons in the summer, and enjoys nature hikes and park days with his friends. He plays soccer and basketball informally with neighborhood friends, is learning to ride a bike, and loves to run, hop on a hippity hop, and jump on his trampoline.
We will be covering Health topics such as good eating habits, personal hygiene, how the body works, physical fitness, basic human needs, self respect and self awareness, drug/alcohol/smoking awareness, and sun safety. We will also cover Traffic, Bicycle & General Safety, including memorizing name, address and phone number; safety rules and symbols; safety equipment; awareness of strangers; playground safety; personal and social skills which contribute to individual safety; how to access help when illness, injury, or emergency situations occur; and how to recognize potentially dangerous situations and know how to avoid or reduce their risk. We will cover the following Fire Safety & Prevention topics: how to dial 911; awareness of heat and burn hazards; awareness of how to evacuate in case of fire (including making a family escape plan and practicing it); identifying EXIT signs in public buildings and on public transportation; identifying fire fighters and other fire service workers as friends; and how to prevent fires. We will use internet resources, including the Smokey the Bear materials of the National Park Service, books, and appropriate field trips, such as the ________ Fire Fair. We will cover Patriotism and Citizenship by discussing and reading about the rights and responsibilities of citizens, and the principles upon which our country was founded, and by introducing patriotic songs and holidays.
Dated:
Signed:
NAME OF CHILD: ______________
ADDRESS: __________________
Age: ___
GRADE LEVEL: Kindergarten
DATES FOR SUBMITTAL OF QUARTERLY REPORTS:
October 15, 2009, January 15, 2010, March 31, 2010, July 1, 2010. Annual assessment shall be a narrative report prepared by [PARENT].
Plan of Instruction:
Our educational method is a melange of Waldorf, Charlotte Mason and unit studies approaches. We emphasize nature study, living books, and hands on, experiential learning. Our tools and resources include, but are not limited to, those listed hereinafter: reference materials (atlas, dictionaries, globe, maps, encyclopedias, non-fiction books, videos, the internet), workbooks, worksheets, hands-on activities, experiments, projects, newspapers, magazines, frequent field trips, group activities, nature walks, books from our family library and from the local libraries, games, creative thinking, predicting/forecasting, gathering facts, classes and programs at museums, zoos, nature centers and similar venues, music CDs, abundant art supplies (clay, paint, crayons, pencils, sketchpads, felt, chalk, etc.), free play, conversations, and real life. We believe the world is our classroom, and eagerly avail ourselves of the wonderful cultural and educational opportunities available both here in Westchester and in New York City.
Primary instruction will be provided by: [STUDENT]'s parents, ___________ and ______________.
While, according to the New York State Regulations (100.10, subdivision e, 804, 806, and 808), we may only be required to cover and report upon the subjects of health, patriotism and citizenship, traffic, bicycle and general safety and fire safety and prevention in [STUDENT]'s kindergarten year, in light of certain peculiar circumstances now pertaining, we are choosing to report on additional academic areas as well.
Math is a combination of real life learning, manipulatives, workbooks and games which use mathematical concepts. One of the resources we use is Math-U-See. We will be learning to write ordinal and cardinal numbers, number sense, introduction to number line use, basic chart and graph concepts, telling time to the one hour mark, counting and sorting, basic addition and subtraction concepts, patterns, grouping into sets, and the concept of fractions.
For reading, we have an extensive home library and visit the _______ Library often. We will work on reading skills, including onset, rime, common blends, context clues, and phonemic awareness to read unknown words and will introduce spelling concepts and approximated spelling. We use Hooked on Phonics and Explode the Code Online. [STUDENT] reads picture books aloud, and will alternate pages with me in longer, denser books. We read a lot of science and nonfiction, poetry, and just plain fun books as well. We participate in an ongoing reading group with one of our homeschool groups at the Mulberry Street Library in Manhattan. We participate in the _______ Library's Summer Reading Game, which [STUDENT] successfully completed in August.
For history, we will discuss what history means, first in terms of personal and family history, and then in the broader sense. We will make a simple family tree and discuss ways that history can be recorded. We will discuss the role of the individual in family and community. We will be studying prehistory through living books, timelines and other resources. We will be using the Story of the World series by Susan Wise Bauer, starting with The Ancients, and reading corresponding living books, as well as doing craft activities, map reading and other projects relating to the cultures we are studying. We are also studying the Hudson Champlain Quadricentennial and the history and natural history of the Hudson River.
For science, we use living books as well as the Harcourt Science 1 textbook. We have several science experiment kits which we will be doing this year. We will explore the human body, animals (alive and extinct) and their classification, plants, ecology and conservation, geology and space. [STUDENT] is taking a ten session series of Mad Science classes called Crazy Chem which will introduce basic chemistry concepts as well as laboratory skills and safety. [STUDENT] and his father will be using the Gallileoscope Kit produced in connection with the International Year of Astronomy to study optics and to build a simple telescope and observe the stars. [STUDENT] also takes a nature class for homeschoolers at the ___________ Nature Center and participates in the River Explorers programs at Beczak Environmental Education Center in Yonkers. [STUDENT] is passionately interested in dinosaurs, evolution, paleontology, and living animals of all kinds. We collect bugs, raise caterpillars, watch ladybugs metamorphosize, and participate in citizen science projects through the Cornell Lab of Ornithology. We maintain several bird feeders, nest boxes, and are a Certified Backyard Wildlife Habitat through the National Wildlife Federation. [STUDENT] enjoys subscriptions to Ranger Rick, National Geographic Kids, Kids Discover and Zoobooks. He watches educational programming on PBS, the History Channel, National Geographic Channel, Science Channel, NASA TV, Planet Green and Animal Planet.
For art, we experiment with watercolors, clay, crayons, pencils and other media, and will be using the Meet the Masters online art curriculum. [STUDENT] will also be taking a series of art classes through Private Picassos. At the end of the program, student work will be on display in a show open to the public. We attend plays, concerts and dance performances at the Paramount Center for the Arts in Peekskill and at the New Victory Theater in Manhattan (in which one of our homeschool groups participates as a partner). We will listen to a variety of music from different cultures and genres and will use music as a tool in other areas of study (e.g. science and math songs, songs about the Hudson River.)
We incorporate math, reading, penmanship and narration activities in unit studies of areas of particular interest to [STUDENT]. For example, dinosaurs, plants, the ocean, the Hudson River, and the human body will be launching points for poetry, penmanship, storytelling, reading, research, experiments and other activities centered on those themes.
We take a lot of field trips and take classes at nature centers, museums, and zoos with our homeschool groups. We are members of NYCHEA, Tri-County Home Schoolers and Homeschool New York, all groups which provide many educational and social opportunities for [STUDENT]. We are members of the American Museum of Natural History, the NYC zoos and aquarium, Historic Hudson Valley, Teatown Lake Reservation, and the New York Botanic Gardens, and make frequent visits to them, both as a family and with homeschooled friends.
For physical education, [STUDENT] takes swimming lessons in the summer, and enjoys nature hikes and park days with his friends. He plays soccer and basketball informally with neighborhood friends, is learning to ride a bike, and loves to run, hop on a hippity hop, and jump on his trampoline.
We will be covering Health topics such as good eating habits, personal hygiene, how the body works, physical fitness, basic human needs, self respect and self awareness, drug/alcohol/smoking awareness, and sun safety. We will also cover Traffic, Bicycle & General Safety, including memorizing name, address and phone number; safety rules and symbols; safety equipment; awareness of strangers; playground safety; personal and social skills which contribute to individual safety; how to access help when illness, injury, or emergency situations occur; and how to recognize potentially dangerous situations and know how to avoid or reduce their risk. We will cover the following Fire Safety & Prevention topics: how to dial 911; awareness of heat and burn hazards; awareness of how to evacuate in case of fire (including making a family escape plan and practicing it); identifying EXIT signs in public buildings and on public transportation; identifying fire fighters and other fire service workers as friends; and how to prevent fires. We will use internet resources, including the Smokey the Bear materials of the National Park Service, books, and appropriate field trips, such as the ________ Fire Fair. We will cover Patriotism and Citizenship by discussing and reading about the rights and responsibilities of citizens, and the principles upon which our country was founded, and by introducing patriotic songs and holidays.
Dated:
Signed:
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