Our lives have been so upside-down and stressful to the point where I don't really want to talk about it. The short version is that we're still not in the new house, but it's very close now. And as long as we're in this apartment, we are severely limited in terms of what activities we can do. We're all feeling the stress and irritation at this point.

I honestly couldn't say what we did in the last month, except that I know it's contained many park dates, a few trips to the local cultural center, a visit to the public gardens and a trip to the aquarium. And my in-laws visited for two weeks. Oh, and B made many things out of paper like he does. Many Lego and K'Nex structures were made. We've lived life and learned through it, while trying to remain patient about the new house.

After watching a "Smash Lab" episode about sand-pit construction, my little mad scientists immediately constructed a mock sand-pit from pillows. Dh had to disassemble it because it was a little too functional and therefore dangerous. I'm not sure what neat little educational box that fits into, but it's learning for sure. If my kids could use nail guns and welding equipment, I think we'd be in trouble.

I also meant to mention that when we went to the public gardens, both boys sketched nature pictures.

It's about a month early to be doing end-year assessments, but I thought I'd start one simply because I have some recent benchmarks. B would have been in First Grade this year, based on the school district's birth year rules. I get really confused when people identify their kids by grades that they feel they are working at, rather than legal definition. By legal definition, B was in First Grade this year.

As for reading, he can do it and yet he doesn't do it. He does not read for pleasure or information yet. But he reads things around him and he can read at least on grade level. As proof of this, I have two recent examples of his reading level. He brought me a book with ambiguous cover art and told me it was about hydrogen (which is what the title was). And at the Aquarium, while looking at a random bit of bone, I asked, "What does that say next to it?" He replied, "Whale." "Whale what?" I asked. He quickly and casually replied, "Whale vertebra". So there you go. He can read but he just doesn't sit and do it yet. From everything I've heard about boys, including my book-addicted husband as a child, most boys don't sit and read at this age unless forced to.

I have a recent writing sample that I'm including in the mandatory end-year assessment. He wrote a little book called "Tommy and Horses Invnchr". That's "Tommy and Hornsy's Adventure". Hornsy is a beloved toy triceratops. I will write his text, followed by translations. I feel compelled to say that we haven't done formal spelling lessons or practice so this is organic learning on his part.

Chapter 1:
"Oen dae Tommy wus in his haoos."
(One day Tommy was in his house.)

"Noc noc. Cum in."
(Knock knock. Come in.)

"'Hay Horse.' 'Hay Tommy.' But Hornse wus warnig a soot."
(Hey Hornsy. Hey Tommy. But Hornsy was wearing a suit.)

"And Hornse sed lets go icsploing. Tommy lict the ideeu."
(and Hornsy said, "Let's go exploring." Tommy liked the idea.)

"Soe Tommy sed Oca Honsie. Ua Uahoo. Facuoo Tommy."
(So Tommy said, "Ok Hornsy." "Yay! Yahoo! Thank you, Tommy.")

"The frgot sootcasise."
(They forgot suitcases.)

At this point, B dictated the next 3 sentences to my MIL and then copied what she wrote.

"Suddenly they remembered their suitcases so they went back inside."
"Thas you for reminding me Hornsy. Youire welcome Tommy."

Chapter 2:
"Weer going too the gunge."
(We're going to the jungle.)

"AAAAA" (There's an illustration showing them being swallowed by a whale.)

"WYYYYYY"
(Wheee!!! An illustration shows them going down the whale's throat.)

"Wut isdis"
(What is this? An illustration shows them examining a blood vessel inside the whale.)

"I no clim"
(The illustration shows them deciding against climbing up the whale's throat.)
"Ticl ticl."
(Tickle tickle.)
"AAAAAAAAAAAAAAAAAAAAAAAA"
(An illustration shows them being sneezed out of the whale.)

"Wy mad it"
(We made it.)

"Cum on Hornsy. But Hornsy is lucnig at the chree frog."
('Come on, Hornsy!' But Hornsy is looking at the tree frog.)
"Gribit."

Chapter 3:
"AAAAAA"
(An illustration shows something nearby with huge teeth and a menacing face.)

"Hoo or yoo"
(Who are you? Quite possibly my favorite part of B's book, there's an illustration of a strange police box in the middle of the jungle.)

"Im the doctr. Bie bie"
(I'm the doctor. 'Bye bye!' This is a Dr Who reference. Apparently, the Doctor saved them from the menacing jungle creature.)

Chapter 4: An illustration shows Hornsy and Tommy sleeping in their beds.
"Eet fast Tommy."
('Eat fast, Tommy.')
Other illustrations follow.

Chapter 5: An illustration shows the Zula Patrol arriving on the scene.
Another illustration shows Tommy and Hornsy and a big heart.
"I lov uoy"
(I love you.)

Another illustration shows Tommy and Hornsy eating donuts.
"Hi. Im Spidr-man. Im Bat-man."
Other illustrations follow.

"Dis book has bin ilustradid bie Ben. Tommy is mie bruvr."
(This book has been illustrated by Ben. Tommy is my brother.)