Scoring and Slipping

Today we finally got to play with the clay.  But first - a trip to the dentist.  Our last trip had gone really well.  They got the first x-rays of his mouth and the doctor did an exam without a meltdown.  Today there was a bit of back-sliding.

The Dentist found a stain between his teeth and so we tried his first cleaning.  

At first, there was no way anybody was putting that spinning polisher in his mouth.  Then we let HIM do it (without the spinning).  The dentist left to see another patient but was OK with me working with Liam with a mirror and the polisher to try to get him to tolerate it.  It was just too weird.  In the end, he did rub his teeth with it, with the power off and the Dentist sent me home with a small container of polish to try at home.  Not bad.

We stopped off at Rite Aid and found a Mario Brothers Spin Brush.  I plan to mix his toothpaste with the polish and he can be in charge of making the spot go away.  That's the plan, anyway.

When we got home, it was time to make good on my promise of a clay lesson.  I watched YouTube videos and chatted with my talented, sister-in-law who teaches clay art to kids in Oregon.  We made sculptures of Jake, the cat.  

 Liam's cat is an adorable little character, while mine looks a little annoyed at having been created.  Liam's hungry to do more.  I contacted a local art teacher who offers kids classes and privates in sculpture and pottery.  I think it'd be fun to really learn how to sculpt and I wonder what Liam would think of a pottery wheel.

Tomorrow, we'll join the kids at Riverside Drive's Super School program in the painting and drawing class for the beginning of a 6 week session.  Liam's been talking about it for a few days - which is rare - so I know he's excited.  As much as I love art and teaching, It's nice to have a break and let someone else be the teacher for a little while!

The Laws of Attraction

Today Liam announced that he was going to "learn about art, books and science today."  That was an agenda I could get behind.  He opened Brain Pop and watched a video on sculpture and then pretended to chisle a sculpture in stone.  "Do you want to go to the museum today and see some?" I asked.  "No. I'm still playing on the computer."

"I meant later.  Or would you rather make a sculpture?"

"Make one.  I want to make a sculpture of Doodle Jumper."

"OK.  I'm going to get some clay, and we can try a new way of making a sculpture."

We talked about the difference between two and three dimensions, then I let him play with his computer and have some breakfast.

Dad took him onto Grammar Trainer while I did my morning auditions (I subscribe to an online voice-casting service and usually spend an hour or two on auditions a day), then after a computer break, he got to choose what we would do next.  I decided to work on non-fiction, so I took out two sets of books; one set on the solar system and one on magnetism.  I let him choose.  If he chose the solar system, we'd work on the model he got for Christmas after we read the books.  If he chose magnetism, we'd start on the cool magnetism experiment kit - reading the information and instructions as we went along.  

Magnetism it was.  The workbook for the ScienceWiz Magnetism kit is simple to follow,  graphically engaging and punctuated with the experiments.  And it comes with all of the supplies - a real plus.  He gained context clues from the illustrations and had a blast with each exercise.  We got lost in magnets - tracking what was magnetic on a chart, then running around the house to see what was made of iron.  At last we built a little magnetic fishing kit and broke for lunch.  

I went to Michaels to get a science notebook, clay and sculpting tools.  He knows how to shape soft clay, but he's never worked on removing clay or adding on bit by bit to create a sculpture.  We ran out of time to do it today,  but Liam discovered the bag with the heavy box of clay just before bed time.  "I got a present!"  He was dissapointed that we couldn't open the clay tonight.  To be honest, I want to watch a couple of YouTube videos to remind me of how to do it.  My medium is Etch a Sketch, after all!  We'll work on sculpture tomorrow.  As I thought about teaching sculpting to Liam, this quote came to mind:
  "I saw the angel in the marble and carved until I set him free." - Michelangelo

Passwords

Liam decorated Dad's cast with Pi

We're constantly looking for a key - a password - that will unlock Liam's potential and help him succeed.  What is the combination that will allow him to take in and return ideas in a way that keeps him happy and functional in the world?  Every day is split between practice with what we have and searching for new tools.  How wonderful it is when Liam reminds us of the tools he already has.

I'm not sure what reminded Liam of BrainPop (a program owned by LAUSD and used in school).  Maybe it was memorizing his new, 13 picture, ST Math password.  We were sitting on the couch with is iPad, doing a new level of ST Math when he said, "I'm going to go learn science on Brainpop now."  "OK, we can be done with math," I said - curious about just where he would go with this.

He trotted off to his room, pulled up BrainPop on his computer, went to the science tab and chose a topic from the life-science section - one which needed a password.  I didn't know his school passwords and wasn't sure we could access the lesson, then I thought to ask Liam if he knew his login and he didn't miss a beat.  He entered his username and password and got to work.

He chose the lesson on fish, which made sense, since we'd been talking about them lately.  I didn't stop him when he jumped around in the lesson (missing sections to get to something he found more engaging).  I was more interested in seeing how he wanted to use the program.  If he liked the lessons, I could guide him later.  After skimming the animated video, He chose the "draw about it" activity for review and then asked about parts of a fish (info he missed while skipping through).  It gave me a chance to communicate and share a mini art project.

So, at least sometimes, the way to find Liam's "password", is to simply ask him for it.

He also rememberd that we'll be returning to the school this week to take an after-school art program.  He's hungry to learn and he has definite ideas about what he likes.  We have the passwords for these:

Time to open him up and see what's in there.

Building and Balancing

While researching what we would use for school, we found and were given a lot of resources.  I've created a stack in the dining room of things that are in use or "on deck."   Liam has been eyeing the pile and today asked me what a magnet was (if you build it, they will ask).  

Before our trip, I had hidden one science project near the printer in our bedroom with the thought of bringing it out in the "new term."  He must have sent something to print, ventured into my room and emerged with the box just after Christmas asking, "What's THIS surprise?"  The question was too cute to deny, so I let him open it early.

It was a kit to create a battery-powered digital clock using two lemons.  Luckily, we had two lemons ready to go from our wee tree in the back yard.  I'm not sure if this expression is excitement or a comment on lemon juice as a conductor.

The most exciting resource, by far, has been access to the ST Math program (http://www.mindresearch.org/programs/).  It was designed specifically to teach math concepts to students for whom written instructions were dificult to follow (including ESL, ELD and those with Communication Disorders).  Originally, the program was not offered for homeschool use, but I sent in a request to be included when it became available and got a reply at the beginning of the month that there would be an initial trial through June. We've been using it for two days and I've found it to be a brilliant program which aligns perfectly with our goals.  He's already completed the entire multiplication section and is nearly where he left off at school in November.  So we won't have to reinvent the wheel on math after all!  

Of course, all work and no play makes us all a little stir crazy.  Really.  My husband and I both work at home AND we're home schooling.  I try to get us out of the house at least once a day.  Last week, I was able to combine an outing with a math lesson.  I found this on my way home from the gym (middle of the street with nobody to ask):

We went to Burbank mall and he got to choose what to spend it on.  It wasn't a tough choice - indoor bungee jumping!

Although it was supposed to be 5 minutes for $10, there was nobody else around, so the attendant just let him keep going.  He said he loves it when the kids are having fun!  I love it too.

Onward and upward!

School, Home and Vacation

This holiday season was the first where we've had to differentiate between home-school time and home-vacation time.  I've always been someone who works well with a schedule - a list-maker, happy to check off my to-do list on a busy day.  Our new situation is more open, relaxed and to my type-A mind, a little unsettling.  It's taken the last month to let go and start to see the possibilities of taking our time.

Instead of rising to an alarm at 6 am, rushing my son into clothes, toothbrush, throwing Cheerios in a baggie and hurrying off to school by 7:30, we can now wake up when we are. . .well. . .awake!  Meals can be taken together instead of in the car and there is time for Liam to take care of his own morning routine.  One morning, I was thrilled to watch my son emerge, fully dressed in his choice of a long-sleeved red t-shirt, and gray trousers without being prompted or asked.  He'd also put his pajamas away.

Being home most of the day, makes trips for errands and shopping fun, instead of one more dreaded task in an already tasky day.  His old schedule had him in school, with an aide for 6 hours per day and 2-3 hours of ABA after school 5 days a week.  Leaving home meant no time to play on the computer or draw - something he had to wait for all day.

We did get some full-on vacation time, taking a trip to visit relatives in Florida.  Trips have always been like a mental breath-mint for me.  The absolute inability to deal with anything pressing at home  lets me look at the world with clearer eyes.  As for Liam, he met Secretariat's great-grandson, Joe, and let the horse nuzzle his head, played XBox 360 games with his cousin, ran around in the dark with a spotlight, listening to coytes, ate Grandma Carol's Pizzels and swam with Papa John. He also had a full-scale meltdown when we moved from my parent's place with high-speed internet and great computers to my brother's house with limited access.  My nephew saved the day with his X-Box game - the perfect distraction!

Now that we are back in "school" mode, we've outfitted each room with a clock, to help Liam get a sense of when things are happening and when they will be expected to happen (hard stuff for him).  I'm very excited to have started a new math program designed by the MIND Institute at UC Davis called "ST Math".  It is a non text-based approach to math from K-12.  We're also revisiting a program we've had since Liam was in Kindergarten, the Grammar Trainer.  These are easily added to the Time 4 Learning curriculum we subscribe to and the supplemental workbooks (Brain Games) that we love.

Returning from vacation also means catching up on important appointments. Because of Liam's interest in "Dr. Chris: Pet Vet,"  I brought him along for our cat, Jake's overdue vet visit.  Dr. Steve let Liam listen with the stethescope and for some reason, the sound of Jake's heartbeat gave him the giggles (they lasted the rest of the day!).  We'll use the video we shot as a jumping off point for writing about the event.

We also had a chance to visit with friends who have two young daughters (2 and 4).  For the first time, we watched Liam playing full-out WITH other kids.  Their preschool age makes them perfect playmates for Liam, since we'll all have flexible schedules.  It seems to be a combination of his social age being about at their level, while being aware of being the "big kid" and really enjoying how they follow his every move.

On another social front, Liam continues to attend Cub Scouts.  He avoids the boistrous interactions with the other 8 yr. olds in unstructured time, but enjoys following along with activities, like the flag ceremony and playing marbles (he won the first round).

With January in full swing, our days are even beginning to take on a recognizable rhythm and shape that makes my type A heart skip a beat.  Here's to a productive new year.

Where Are We?

Part of our plan is to come from where Liam is now - not where he "should" be or where everyone else is at his age, but where he actually is right now.  In trying to bridge the gaps in comprehension, we're working with subjects he already knows.  Here he's creating a storyboard for an episode of a TV show that is his favoite, "Dr. Chris Pet Vet."

While he did manage to finish it, it took more pompting than I wanted.  My take away from it was - try it again but,narrow the focus and simplify the choices so he thinks more for himself, which is the ultimate goal.

Today we had a chance to play in some more puddles. He was actually disappointed that the rain had stopped.  I said it would start again soon.  "What does "soon" mean?" he asked.  Good question!

On a walk with his Dad the other day, they found a dead squirrel.  Liam has known about death since one of our cats died about 2 years ago, but he had never seen a dead body before.  He struggled with this idea.  "The squirrel is an animal toy.  The squirrel is an object," he said, dismayed.  It seems that having more space and time allows his own thoughts and voice to come through more clearly.

Calling Dr. Butler

Today, Liam has had an explosion of imaginary play, probably linked to his new, favorite show, "Dr. Chris: Pet Vet" and his own recent trip to the doctor, where he got a flu shot.

This morning he dragged out several stuffed animals for a clinic, giving them all flu shots.  Later he arranged them on the couch and recreated a classroom scene he found on YouTube where he gives out "behavior" cards.  After lunch, I found a crew settled around the dining room table.

I just walked in on him tucking Widget from "Wow, Wow Wubzy" into bed, giving her a flu shot and an exam and treating her for a tummy ache.

Pretend play has been a long time coming.  Usually it's scripted bits from different shows (as with the behavior cards).  But in playing Doctor Butler, he seems to be pulling lots of ideas together and even having the patients talk back to him.  It's great to watch him learning, growing and having fun.

In the afternoon, Liam and his dad walked to the grocery store, practicing focus at intersections.  He's grown used to relying on the person crossing with him to cue when to cross.  We're working on raising his own awareness - crucial for future indepenent mobility. 

On to week two. 

The Meaning of Life (or at least the meaning of "doubt")

Liam's memorization skills are solid.  It's something we share.  I can memorize quickly and easily (my favorite being 800 lines as Rosiland for "As You Like It.")  But for me, there are associations with all of the words, passages and images.  For Liam, it is a direct 1-1 thought.  In other words, Liam could memorize the fact that "doubt" is the opposite of "belief" and still have no clue as to the meaning of either word.

We've been working through a 3rd grade workbook with nice, easy to understand pages.  For him, much of this is review, but it reveals the cracks to me.  We were playing with antonyms and he came upon the word "doubt."

"What does it mean?" he asked.  Negative concepts are hard.  I tried to give an example.  "Do you remember when I said I didn't want you to walk on the rug with muddy boots?"  I asked.

"Yes."

"You could say, 'I doubt you want me to walk on that carpet with muddy boots.' It means you don't think I want you to."  Wow.  Liam's way of thinking in the positive has it's advantages - who needs to say it that way?  I know he didn't quite get the concept, so I found an online thesaurus.

Dictionary definitions are great, if you know all of the OTHER words and concepts described, but most often, Liam doesn't know them either.  Since we were working with synonyms and antonyms, a thesarus made perfect sense.  In almost every case, Liam knew at least ONE of the synonyms and/or antonyms.  This may be the launching place for all definitions.

We took a break at Sherman Oaks Park -first chance in days to get outside.  And we got home just in time to attend the tree lighting ceremony for Universal's Merry Grinchmas celebrations.  His dad perched him on his shoulders to get a better view of the tree and fireworks.

Solving for X

Common Core's math focus is to teach kids how to examine a problem in different ways in an attempt to develop critical thinking.  That sounds great - in theory.  Our experience of it, at least as it's being implemented in LAUSD, is a rush to introduce concepts at age-inappropriate levels - using terms of questionable accuracy.   While typical children can learn shades of meaning for misused words or catch up to concepts eventually, Liam is very literal.  He learns words and concepts and commits them to memory, seeing any deviation as WRONG!

So my husband, John, came up with a different way to show several ways to solve the same problem, using a basic algebra concept - solve for "x."

"X" can equal anything and you can use any function you know to solve the problem different ways.  My husband and I can take turns with different ways to solve a problem, letting Liam come up with yet another.  The more functions you know, the more you can use.  The possibilities are endless.

Today, John and Liam started with "X=1" and "X=2."  Liam took to the idea right away.  The end result looked like this:

The board can be moved anywhere - in this case, balanced on the bed, so Liam could crawl, kneel, stand or sit in any position to work on the problem.  This has a lot of promise.  

And being another "beautiful rainy day," after math class, some puddle jumping was in order.

For music, Liam figured out the 20th Century Fox theme on the piano and on a tiny keyboard as part of "Drawing Carl" on his iPad.  He recreated the gold 20th Century Fox logo too, but erased it before I got a picture.  It was pretty cool.  

Surprises

Surprises - they come in all shapes and sizes.  Sorry for the rhyme - Liam is on a Teletubby kick.

Today's surprises began with a faint, sour smell wafting from my son as he joined me for his usual morning cuddle.  Musty washcloth last night?  No.  Pee accident?  No.  I nosed into his room and into the bedding.  Cat pee.  Great.

Liam is infatuated with our cat, Jake.  He can't seem to resist petting or scooping Jake up whenever he sees him.  Jake is 13 and very even tempered, but I noticed that Liam had captured him the other day and "tucked" him into the bed.  Liam doesn't get that Jake has feelings and doesn't always enjoy even the "nice pets."  I began to suspect that our non-biting, non-scratching cat had found another way to show his displeasure.

Whatever the source, today wasn't the best day for this surprise.  Liam was scheduled for a doctor visit to be cleared for Special Olympics in track (and to get a flu shot) and it happens to be our first day back from "vacation" and onto our homeschool adventure.  And yesterday's lovely rain had flooded our back porch creating another nasty surprise - a small pond.  I threw down every available towel and shoved the sodden mess into the washer, stripped Liam's bed and scrubbed the mattress, adding peppermint oil (it really kills the smell).

The bedclothes went in after the towels with a vinegar wash.  Liam was fussing and refusing to take off his night shirt.  He also waited too long to get to his morning pee, and so he too had had a pee incident (not in the bed).  Liam is always a little distressed by any bathroom accident and is also uncomfortable seeing his bed "naked." To top it off,  I twas venting about the cat pee on his sheets, trying to impress the "why" of it on him.  "Jake peed in the bed BECAUSE you trapped him.  Don't do that again."

Liam struggled with mounting emotions and finally shot out, "I am dissapointed!"  It wasn't quite the emotion that was showing on his face - angst at being reprimanded, self-recrimination maybe, but is was as close as he could get in his state.  He was bummed about needing new pants and I had picked a bad time to try to explain "why" I was upset about the cat pee and his over cuddling Jake.  I didn't pick my battles well today.

A few sips of my now-cold coffee and Dad, Liam and I were off to the doctor's appointment.  Liam was calmed by the prospect of going to Rite Aid after the visit to take pictures of the digital displays on the lottery machine.  My husband was braced to handle restraining Liam so that he could get his flu shot.

At the appointment, Liam was happy and mostly cooperative.  He hates having anything put into his ears, so temperature and visual exams with a scope were out.  And then it was time for the shot.  Dad held him from behind, around his chest and I had the legs.  Liam was looking at his iPad then glanced over as the shot went in.  Aaaand - SURPRISE!  He just watched calmly as she pushed the plunger.  No yell.  No struggle.  We all high-fived Liam.  "Did that hurt?" he scripted from some cartoon I haven't seen.  "DID it hurt?" I asked.  He didn't answer and happily took the lollipop from the RN.

As I said before - one breakthrough can make up for a whole lot of crap.  So, in all, today is a good day.