This is my second time homeschooling 1st grade, and it’s so much easier. Once you gain experience homeschooling, you realize how little you need to worry about first grade, and you’ll already have most of the resources you need!
It could be that my youngest child is a little easier to work with too. Since he has the advantage of watching his older brother do lessons, he accepts it as part of our day. (He still groans about them a little, though.)
I spend about an hour with my 1st grader approximately 3~4 days a week on lessons that are just for him. Our curriculum is very simple, and we usually do one lesson or two pages at a time.
As far as language arts, I read many books to him. I’m not going to go into that here since I’ve written about our “readalouds” many times before.
We are using the U.S. Edition of Singapore Math. We are almost finished with level 1A, and we’ll be moving into 1B next. These levels do not necessarily correlate with grade level, so you’ll need to read their website to see where your child should start, if you want to try this program. You’ll need to purchase the teacher’s manual, textbook and workbook for each level.
I have enjoyed using Singapore, and I think it’s a thorough program. I go slow, making sure we do all the activities, textbook, workbook and games, but I could easily go faster, if I wanted to. There is some prep time involved, but it has been pretty easy once I got the hang of it.
That’s the core of his curriculum! In the first grade, I don’t think we need to do more.
But remember: He joins his older brother for some work too, such as listening to books, memorizing the times tables, or watching a 15-minute educational video. We also watch science and nature documentaries everyday as a family. When I do art projects, they are usually for him because he’s the one that likes doing art. He also has had a long-time interest in birds, which I just wrote about.
This year, I also signed him up for a once-a-month homeschool nature class at the botanical garden. (I’m the one who asked the garden to create a homeschool class!)
Do you have a first grader? Tell me how that first year is going.🙂
A bird does not sing because it has an answer. It sings because it has a song. ~ Chinese proverb
In past years, I wrote a lot of posts with examples of project-based homeschooling in our home, mostly because my eldest son was always making things. This year I have written only two! This is because both boys have been pretty singular in their interests lately. My seven-year-old, while he still loves dinosaurs, and he loves playing digital games more than anything in the world (and I know I should write a post about that), has had one on-going interest since he was what? Four? Five maybe? I’m not sure, but it’s been a long time. I wrote about his interest in birds and several projects he did a year ago in Project-based Homeschooling: Birds & Feathers.
But this year, I have less tangible projects to write about, and that’s okay. Sometimes PBH isn’t about making things. Sometimes, it’s about playing make-believe or talking about an interest. Sometimes the doing may not seem educational in the traditional sense. Sometimes it’s a small observation here, or a short burst of activity there. Sometimes it’s simply loving something and enjoying its presence. But there does seem to be a slow progression toward a deeper understanding of the subject.
This is what my son’s love of birds looks like this year:
His constant companion is Chick, an Audubon black-capped chickadee made by Wild Republic. Chick is carried around the house, slept with, and travels with us in the car. The only time he’s not within reach of the seven-year-old is when he’s lost (3~4 times so far), but eventually he’s found and restored to his owner. This bird is so well-loved that the sound it made died a few months ago, and it’s been washed and sewed up twice. We tried buying another chickadee, but Wild Republic has changed their products, so the new chickadee looks different, and the sound died almost immediately! (Not an experience we usually have with these quality toys.)
We’ve been lucky to see some new birds in the wild this year, and it’s always exciting to come across them in our travels, on our hikes, or in our yards. Both my boys are very adept at using the iBird app on the iPad to look up information about the birds, and my seven-year-old will sometimes sit down and look at this app for a long time by himself.
But as the facilitator of my boys’ educations, I do keep an eye and ear open for opportunities to support them, if they have an idea to do something. Or, if a special opportunity comes up, I pounce on that too. This happened twice lately.
When we visited Chicago in September, we went to the Field Museum. (We never not go to the Field Museum when we are in Chicago.) I remembered their fabulous Hall of Birds, so I told my husband we had to make a point of going there again because the seven-year-old was too little on prior trips to remember it. So we went there first thing, and we all had such a wonderful time looking at the birds.
When you have a little person in your family who loves birds, everyone suddenly loves birds. Then again, who doesn’t love birds?
Later during the trip, we encountered some fabulous birds on our walk through the Chicago Botanic Garden. Most of these we had seen before, but we never had such long looks at them before. We saw Mallard ducks, Canadian geese, goldfinches eating the seeds from large sunflowers, and most exciting of all…the black-capped chickadee!
Note: The black-capped chickadee does not live in Georgia. The Carolina chickadee lives here. However, when I looked up the difference, I found out that they look exactly the same. The difference is in their songs and the ranges they live in.
While we were walking around the botanical garden, the seven-year-old said to me, “We should read more about birds.” This excited me very much because so far, he hasn’t wanted to read much about them. I promptly reminded him that the storybooks I bought him for his birthday all featured birds, and in the back of those books, they had bird facts we could read about…..
***INSERT LOUD BUZZER***
Ahem. That was an example of me taking over my son’s project. This is not recommended in project-based homeschooling. And what did it do?
My son shut down. He said, “No! Never MIND.” And he wouldn’t talk about it again.
***Insert me shuffling away with my tail between my legs.***
What should I have said? I should have said, “Okay. What do you want to read?” And left it at that.
But I did redeem myself. Later at home, when we were getting back into our routine of doing lessons every morning, I said to my son, “You mentioned that you would like to read more about birds. Would you like to do that during lesson time?” I received an emphatic “Yes!” Then I asked, “What do you want to read?” At that, my son went and got a little, old bird guide that my dad had given to him. He was very clear that we would read the entries for one or two birds each day….birds he would pick out randomly. Then we’d move on to another, similar book.
This makes sense to me. At seven-years-old, my son isn’t ready to understand lengthy science texts about birds, but these short little descriptive paragraphs are perfect. He picked out what he’s ready for. So that’s what we’re doing, and even though it takes only five minutes, it’s a very exciting step in this long-term interest.
I don’t know much about the Angry Birds game except that it used to be my son’s favorite game when he played on his dad’s Nexus, and when I sat down to watch him play, it seemed absolutely silly. But hey, it’s not for me. It’s for him, and I’m glad he’s having fun. I don’t have a problem with screen time, and while we do enforce some limits (it’s just part of our daily routine), our day’s overall screen time is definitely higher than what most conscientious parents prefer.
It’s really cool, however, when I see his interest in a game turning into a little project. All on his own one day, he made these angry birds and their raft. (Note: He already had access to all the materials he needed, and he knew how to use them, so he didn’t need anything from me.) How cool is that? Now the game doesn’t seem so silly, huh?
Never dismiss, restrict or belittle your child’s interest. Ask questions, nurture it, and it may blossom into something productive and cool! You never know!
Like everything in our homeschool, our end-of-year reviews are evolving. I know that eventually I’ll settle into a way of doing this that sticks. I think this year was a winner.
When my son was preschool age, I decided to go ahead and use grade levels despite the fact that I know they are arbitrary — yet not so arbitrary if I can pick a grade that I feel best suits my son’s level and then not be rigid about keeping him in that level for all subjects. I simply use it as a frame of reference for myself as I plan our few formal lessons, and I think there’s nothing wrong with letting him feel a sense of accomplishment as we close out one year and start another.
When he was little I did a Pre-K “graduation,” but afterwards, I felt that was overkill. I wanted to mark the end of our years, but I didn’t want to attach a heavy meaning to it like a graduation each year. That would detract from the real graduation when he’s 18 years old.
Last year I decided we would simply call it our end-of-the-year review. As project-based homeschoolers, I find this review to be another way of reminding my son about those things he has shown interest in. If he sees it and says, “Oh yeah! I want to do that again!” we can work on that project some more. If not, it’s a nice closure to the project.
Before the review, I prepared the legal stuff I’m supposed to do for the state of Georgia even though we are only required to keep it for our files. That’s an end-of-the-year progress report. I know that many people wonder how to write these progress reports, and really, you can do it any way that you want! But if it helps, I’ll let you view my son’s first grade report. (I’ve removed his name from it, and I’ve created links back to each topic that I’ve written about on this blog, if you want more detail about something.) There’s also a blank progress report on my free printables page for you to adapt to your needs, if you want to.
For my own pleasure I also keep a book list, and I used a three-ring binder to keep my daily charts and any paperwork my son did for the year, including the progress report. In the binder I also put any receipts for classes or pamphlets of the places we’ve visited. The binder or portfolio does not document our whole year, however. I would say my blog is the best-detailed documentation of what we did, and the progress report is a nice summary.
Our end-of-the-year review is for fun, and the main thing we do for that is view a slideshow of the past year.
So far each year I have created a slideshow of everything my seven-year-old did over the year. It was so fun to review his projects and creativity as well as the hard work of formal lessons. I included our field trips, his classes, camps and everything that had to do with his “homeschool.”
This year I had a hard time getting started with the slideshow. I couldn’t figure out what format I wanted to use, and I kept thinking, “Why is this so hard?” Then it occurred to me that making a slideshow of the 7yo’s work wasn’t relevant anymore. My 4yo has been accomplishing quite a bit lately, and even though he’s not “officially” homeschooling, I needed to include him.
And then there were all the family snapshots and vacations pictures. When am I ever going to get around to putting those in something the family can view and enjoy?! To be honest, I’m the only one who has even seen all the pictures I’ve taken! …for many years! I am just too busy to do anything with the photos other than the few I use online.
It’s so silly I didn’t think of this sooner, but I decided to make a slideshow of our whole year. Badly exposed family snapshots, trips, projects, hiking, home life, the wildlife we found in our yard and elsewhere and the books my son has used for his homeschool. Because all of life is learning, right? It was a massive slideshow over 45 minutes long. I was worried it was too long, but my husband and the boys loved it, and they even reminded me of things I needed to add. So, I think this will continue to be my “summer project” each year.
I also give my son a certificate of completion for the year, and this year I felt the four-year-old might feel left out if I didn’t do something for him, so I made him up a little certificate too. I also like to give my boys a small present, but I want it to be something to encourage their interests and learning:
For the seven-year-old, who is still slowly learning to read, I bought him the books he seems the most interested in reading, which are some comic-style Lego books about various super heroes as well as some Ninjago books. (I’m happy to see he really loves them, and he’s even looking at them when we’re not doing our lessons!)
For my four-year-old, who loves to cook with me, I bought him some wooden spoons that would be just for him to use, and I promised him we would cook together more this year. (That’s something I still need help getting motivated to do!)
So, here’s a summary of how we mark the end of our years. I put in bold what the family sees. Everything else is what I do behind the scenes!
I have no particular date we do this. “Sometime in the summer” is the best I can do.
I prepare the end of year progress report required by the state of Georgia. To see a blank example of how I do our report, which you are free to download and adapt to your needs, and all these other print-outs I use, see my free printables page. To see this year’s report, click here.
I print out the progress report and book lists, and I put them into a 3-ring binder that I’ve kept for the year along with the daily charts I keep, loose paperwork my son has done, pamphlets for field trips, receipts for classes, etc. (None of that is required by Georgia law. I do it because I’m an organization freak because I want to.)
I prepare a slideshow of our past year for the family to view and enjoy one afternoon.
I prepare a certificate of completion for my son’s year and give him a small gift to encourage his interests.
I put the past year’s portfolio in storage, and I prepare a new binder for the new school year. (I’ll probably keep binders for about three years since Georgia requires we keep our records for the past three years.)
I’m not doing anything special to mark the beginning of my son’s 2nd grade year. We simply continued with the light summer routine consisting mostly of reading lessons. I will add a few other lessons in early September, but other than that, I consider our end-of-year review a nice occasion to review and remember all the fun we had this year, clear off my desk, put away the binder, and continue on with the next year.
What do you do to mark the end of your school years?
Last year when my seven-year-old told me he wanted to learn about and grow mushrooms, I was excited. This was something I could sink my teeth into. Though I’m a novice, I love plants and gardening, and mushrooms fascinate me. We see so many cool ones around here, and they never fail to excite me. My boys love looking at them too. So I was looking forward to learning about mushrooms alongside my son.
I had visions of learning how to identify mushrooms, creating a mushroom poster, and learning how to grow them at home. But I was a good PBH Mama. I didn’t mention any of that.
Instead, I sat down with my son and asked him what he wanted to know. This is what he said and how I wrote it down in our project journal:
Mushrooms — “I want to grow them in the house or in a terrarium.”
Where are their spores?
Are they made of spores?
What are they made of?
How do they grow?
“My idea is to crumble mushroom into a terrarium.”
We’ll experiment with layers of dirt and scraps from woods. Mushroom from outside, but we need to identify.
1) Learn about mushrooms –> books from library
2) My idea to use terrarium. (I gave him an old venus flytrap terrarium we had.)
Don’t worry if that doesn’t totally make sense to you. It doesn’t make sense to me either. I need to take better notes!
We checked out some books about mushrooms from the library, and when we got them home, my son enjoyed looking at the mushrooms in the field guides, but he wasn’t as interested in listening to me read about mushrooms. Despite the questions he asked, he mostly wanted to grow mushrooms. I knew his idea to crumble mushrooms into the terrarium would not work because I had looked up some videos on how to grow mushrooms for my own knowledge, and I showed him at least one video too.
I realized two things. 1) He wanted to do it his way, and I just needed to let him try that, and 2) growing mushrooms isn’t simple, but letting a seven-year-old try out his way of growing mushrooms is simple, and that’s what I needed to do anyway.
So, over a month or so, we tried some different things. I found a few notes I took in our project journal:
Sept. 13, 2013
He wants to chop mushrooms smaller and put under dirt. (Current project is very smelly.)
Later, I tried to sum up the few things we did in the journal. (I’m not very good at keeping this journal on a daily or even weekly basis, but I do manage to update it now and then.)
Oct. 8, 2013
We took old carnivorous plant terrarium with its dirt and added wood chips. (Because the seven-year-old knew that mushrooms needed a substrate.)
1) Bought button mushrooms, cut them up, put them on top of wood chips. We kept dome on and left it on front porch — they just rotted. We also put some of the mushrooms on leaf litter in the woods – nothing happened.
2) Seven-year-old found mushrooms with yellow caps in yard. [Since we’re not sure which mushrooms are poisonous and which are not, we never touch wild mushrooms with our hands. My son managed to gather these using two small sticks.] He put that in the pot and left dome off. They were gone in the morning. We think squirrels got them!
3) We bought Bunapi mushrooms at Dekalb Farmer’s Market. 2 days in refrigerator. We put them in terrarium, left dome on, and we’re keeping it inside house. Mist with water.
Unfortunately, my notes stop there, but nothing ever happened with those mushrooms either. Eventually the terrarium ended up back in the garage, and my son’s other interests kept taking precedence.
However, something serendipitous happened! During the summer we were given some sundew seeds to try to grow. Remember my son’s carnivorous plant project? We kept them in a little cup with another plastic cup over it because it needed to stay wet and humid inside. Though the sundew never grew, we did find this one day when we were checking them! It was unintentional, but we did grow a mushroom!
For a long time, I thought this project was a bust. I felt like I did something wrong because he didn’t pursue it further, but actually I did ask him about it, and he didn’t seem interested in pursuing it further. That’s actually the whole point in project-based homeschooling: you let the child decide when he’s finished with a project. As I began looking back over this year to create an end-of-the-year review and write some of these end-of-the-year blog posts, I realized that we did, indeed, do a mushroom project. It just didn’t look like how I envisioned it would be.
Trying something and failing at it is one of the best ways of learning. Deciding not to pursue it further is a worthy decision. Though my son may not be able to identify the mushrooms that grow in our yard, and he doesn’t know how to grow mushrooms, he has actually learned quite a lot about mushrooms. He’s learned everything he’s wanted to learn about them. At least for now.
When I realized I needed to write this blog post, I thought I would ask my son one more time. He was standing next to my desk as I was looking at some of the photos we had taken of his mushroom experiments.
“Do you remember how you wanted to grow mushrooms?”
“Do you want to do anything more with that?”
“No.” A definite shake of the head. He walked away.
As I’ve written, learning is like a chain-link fence. We build our knowledge one link at a time; it expands and grows in different directions. My son has several links in his knowledge about mushrooms. If it ever matters to him again, he can build onto that knowledge, but it won’t mean much unless he wants to learn about it.
I think it’s neat that he had an idea, and he tried it. That’s what I want to encourage. Questions. Curiosity. Getting excited about attempting things he doesn’t know.
As for me, I know that if I want to, I could do my own mushroom project. I could learn how to identify and grow them and share my interest with my boys, but as it turns out, all I really want to do is take photographs of them. So, for fun, I’m sharing my photographs of mushrooms here with you in this slideshow. Aren’t they beautiful and amazing?!
Way back in September 2013 when I officially kicked off my seven-year-old’s first grade year, I thought we were going to start a project on mushrooms. That’s what he had been talking about for awhile. He had mentioned DNA once, I think. So on that first day, when I pulled out the journal I try to keep updated with the things he talks about/asks about/says he wants to do, and how we follow up on them, I read off what he had recently told me, and he surprised me by saying he wanted to do a DNA project first. So that’s what we did.
(We also did some work with mushrooms, and I’ll write about that in my next PBH post.)
What he wanted to do most of all was build a DNA model. Remember how I told you he’s turning into a little builder? He wanted to buy a kit to build the DNA model, and maybe because his birthday had just passed, I told him he could buy one with his own money, if he really wanted it. But I suggested we look around at our supplies and try to make a homemade DNA model first. He agreed to that, and I tried to go with his ideas on what to use for the model. We ended up using ribbon, straws and pipe cleaners:
I didn’t think we would get it to stand up or twist, but I didn’t say anything, and look what he managed to do? Over time, it has fallen down, however, and he replaced the two pieces of cardboard holding it up with popsicle sticks glued together. That hasn’t held together well either, but he still has this model in his room. I was pretty proud of him for making this!
He still wanted the kit, so then I let him order it. I found the ScienceWiz DNA kit on Amazon, and I highly recommend it. It has a lot of cool experiments and little pieces that you can put together to make a nice DNA model. My little builder did that first.
This is one of my favorite photos of him ever. And I love all these photos I took of him putting together this kit. He is happy. He’s in his element. They speak volumes about who this kid is, so I’ll treasure them forever.
And we did more than that! First, we checked out The Usborne Introduction to Genes and DNA by Anna Claybourne from the library, and we read most of that book in several, short sittings. I think we checked out some other books, but this was the one he was interested in listening to once we got home. It’s a beautiful book. I wish we owned it. Some of it was a little hard for him to understand, but I think he got the gist of what DNA is. I mean, this isn’t an easy topic for ME, so I wasn’t worried if he didn’t understand everything.
Around this time we watched a documentary about the human genome project (I’m sorry I can’t remember the title). I think my son was able to understand it a little better having learned about DNA!
We had the most fun when we extracted DNA from a kiwi fruit! The instructions and most of the supplies were in the DNA kit. If we try it again someday, I may post the instructions on my blog, but for now I’ll send you over to one of my favorite blogs, The Scientific Mom. She’s got some instructions for you there. Because for some reason, though we could see DNA in the final step, we couldn’t pull the strands of DNA out of the tube. We had wanted to see them under a microscope. After they warmed up in just a few seconds, they seemed to disappear in the tub. So, I’m hoping we can try it again sometime with a different fruit.
Though you can’t really see it in the photo, we could see strands of DNA in the tube. (It looked like gooey string.) We could see it even better after putting it into the freezer for several hours.
There are several more activities to do in the kit, but after this one, my son seemed satisfied. Recently, however, he said he would like to do another project from the kit, so maybe we’ll do that this summer. Though the DNA project lost its momentum after this, I’ve seen it come up here and there, such as when they were playing with their zoob pieces.
And even just a week or two ago the four-year-old was practicing writing his letters on a dry erase board, and he thought he’d add some DNA to his number practice.🙂 What a memory!
All our projects are open-ended. I remind my son about his projects, and if he’s not interested in pursuing them further, that’s okay. (Although I admit sometimes that disappoints me because I want to learn more!) He seemed to lose interest in this after we finished extracting DNA from the kiwi fruit. Indeed, that felt like a grand finale! But this is a project I think we’ll continue over the long-term as we do more with that DNA kit, and maybe as he gets older, he’ll be able to better understand DNA and that will help him too.
Have you tried extracting DNA from fruit? I would love to hear about your experience.
It’s the end of our “school year,” so I’m wrapping it up at home and on my blog. A few more posts to go!
As I review our past year, I have found that my seven-year-old has been quite a builder! I’ve written extensively about his interest in clay here and here. Now I want to share with you all those little cardboard projects that I thought might get their own post, but actually, they add up into one big post: my son’s interest in building. (I wish I could find a woodworking class for him. I think he would love that!)
The material we have most readily at home is cardboard, or more specifically the cardboard used to make cereal boxes or frozen pizza boxes — they are much easier to cut. I also keep LOTS of tape on hand, and I though I ask him to try not to be wasteful, I don’t fuss at him for being a little excessive with the tape when I see him being so productive!
We also have a cool shot glue gun, which I let him use on his own. It works well, and the glue cools more rapidly, which makes it safer. We had a regular glue gun, and while my son never got hurt, my husband and I both got some scalding burns from it!😉 My son has learned to be quite cautious with glue guns.
Here are his creations made between last summer and this summer in no particular order:
Thank you Curious George for giving my son the idea to make this big robot!
A representation of the Mayflower. Unlike most of his creations, I did help him a lot with this because he didn’t have the motor skills for the fine details, especially tying the thread. However, he absolutely directed me on where everything was supposed to go. He looked at photos of the Mayflower and designed it himself.
He wanted a toy tank, so he built one for himself. I helped him a little, but I’m certainly not responsible for that excessive use of tape!🙂 He also looked at a photo online to help with his design.
A “thin, flat lizard” inspired by a box he found.
A bee made out of a toilet paper tube and some wire, etc.
I think this is supposed to be a mosasaur.
“A drill that goes to the center of the earth.” “It’s pretend,” he said.
He loves Star Wars and decided to build Darth Vadar’s ship as closely as he could to the design in the movie. He was willing for the center to be a cube since it’s hard to make a sphere out of cardboard.
These creations take up a lot of space in the house. They can fall apart, and sometimes he’ll fix them and other times he doesn’t. I encourage him to throw them away or recycle the materials when something is unrepairable, or when we’re running short of space, but I don’t force him to throw anything away. It’s all important to him, and I respect that. My sanity suffers a little, but mostly I’m just super proud of my little builder!