This post is just full of random hs things.
In the new house, and this goes against everything I thought I believed about early childhood and academics, I think I'm going to see if T is receptive to me working with him on reading. He already can read simple Bob books (but not all in one shot, b/c he gets tired). He knows how to blend words, although I'm not quite sure how he figured that out. But yet, he doesn't know the names of all the letters yet. It's funny. He can sound out and read small words, but he forgets what an "N" is. The other day, he was writing at the table. He was trying to write, "Day in Spanish" and he had written "DAE". B did not help him at all; he had just sounded it out and worked it out himself. He had problems writing Spanish, because he forgets what an "N" is. Whereas B was always heavily resistant to instruction, T seems happy when someone sits with him to do stuff. So, I'm going to see if he's receptive to some (gasp) formal instruction.
What's crazy is that he isn't legally allowed to start Kindergarten for two more years, based on his slightly late birthday. If we used school, the earliest he could do K would be 2009/2010. I'm trying to figure out how this works with homeschooling. I would like to simply ignore the birthday cut-off (less than 2 months from his bday) and start legally tracking him next year. I don't know if I can do that or not. I'm just thinking of long-term. What if my kids want to go to school at some point? I would rather T have the option of doing the higher grade. Anyway, it's a long way away.
In other random hs news, T was asking dh questions about the Sphinx so dh Googled some stuff for them. Then, dh printed off a hieroglyphic sheet for B. B was so happy; he wrote his name in hieroglyphics. Then, he started inventing his own pictorial alphabet. I want to print off some cuniform for him too, since he was so interested in pictorial text. Actually, if my Chinese book wasn't in storage right now, I could show him that, because the characters are derived from pictures. For example, the first character in the pronouns is based on a picture of a person.
Right now, they're playing with Legos. We had a busy week with two days of very active outside play so they're enjoying some introverted bliss of quietly playing. I've barely heard from them today.
Friday, January 11, 2008
I wanted to add something to my fall/winter 2007 assessment of B for our portfolio. We have a better idea of where he is in math based on some questions he's asked in the last few days. He's been asking questions about addition doubles. And then yesterday, he asked me, "How much is three 4s?" When I replied, "12", he said, "That's what two 6's are!" When I mentioned this to dh, dh said that B had rattled off the sums of two 2s, two 3s, two 4s and two 5s for him. Based on how quickly he said them, dh thinks he's gone beyond figuring them out and has memorized them. From what I can tell of First Grade expectations, this is in line with those, except that they focus on memorization. I would rather see number sense precede memorization, rather than the other way around. I say that as someone who is absolutely terrible at math but who dutifully memorized everything I was asked to. I feel good about where B is in math. In the new house, I've promised workbooks.
Sunday, January 6, 2008
Fall-Winter 2007 Homeschool Assessment, for our portfolio
Well....I got kind of slack with hs blogging. It's just been a crazy time. First, we all got sick with various things that seemed to stagger so that someone was always sick. Then, there was the holiday craziness. Finally, we're all in a rut living in this apartment. Whenever we visit the new house that's being built, T cries when it's time to leave. I think we're all desperate to have our own house again, where we can make as much noise as we want, spread out as much as we want, make messes and have a yard to play in. It's looking like two more months on the house front.
So I find myself at the end of the homeschooling fall-winter session already, where I have to record B's progress for legal purposes. I don't have to turn it in, but I have to keep it in his personal portfolio at home, by law. So, while I'm thinking of it, here is what I have for B in fall-winter 2007, "first grade".
**Language Arts:
-Although B doesn't sit and read for pleasure yet, he reads at or above grade level. He frequently points out words that he's read. A recent example is reading a magnet, announcing it said, "Polish Art Kenter (Polish Art Center)". He seems to have gone from laboriously sounding words out to reading small words effortlessly and quickly.
-B frequently writes, using inventive spelling that follows phonetic concepts. Example: Hee floo uwae (he flew away). He enjoys writing small books and making greeting cards for people. I posted an example of one in this blog not that long ago. I'm keeping samples of his work.
-B still writes some of his letters backwards.
**Maths:
-I have not formally assessed his ability in this area, but I plan on doing so in the new house when our lives are a bit more normal. I know that he can mentally add sums up to 10 or 15 in his head. He can add single digits to double digit numbers (e.g. 24+4) if he counts out loud (25...26...27...28). In the past, he has added single digits to double-digit numbers without counting but those are isolated incidents. I feel confident that he's at grade level for math. He's taking an interest in very basic multiplication, mostly the doubles of numbers. He often asks things like, "What are two 8s?"
-I consider spatial skills pertinent to Lego building to fall into this area. It's pre-engineering or something like that. He frequently builds very complex Duplo creations. They are structurally sound, very complex and sometimes contain moving parts. He's going to enter a Lego contest in February.
-B started getting an allowance, which has helped him develop math skills. He is now more interested in how much things cost and how to read price tags. He took a loan from us at one point and had to repay it. While we did not charge him interest, we talked about what an interest-free loan meant, which led to some interesting discussions about how banks work.
**Arts:
-B has taken two art classes this past semester. One was a drawing class that focused on shading techniques. The other was a class about making things from paper. B learned art techniques and terminology such as "photo montage". He also learned about some famous artists, such as Pablo Picasso. We have made several trips to the Art Museum.
-B frequently draws and makes 3d paper creations at home. He would do more with other supplies if we had the space for it. He wants to make a robot out of metal cans and other parts.
-We listen to a wide variety of music, such as jazz, African music, classical music, Latin jazz and opera. We discuss some elements in the music. We try to identify which instruments we can hear in classical pieces. We recently watched a bell choir holiday concert on TV. B has expressed an interest in taking violin lessons. Thanks to the 'Little Einsteins" cartoon, he has an awareness of some composers' names; often, they are composers that we have listened to in the car and we talk about that.
-B acted in a Christmas pageant.
**Social Studies:
We don't have a systematic approach to history, but we have a lot of interesting conversations.
-- We've had many detailed conversations about the Vikings, with connections to geography. B is very interested in the Vikings and he can identify their origins and many destinations on a map.
--We've had some detailed conversations about Egyptian mummies and how they were made. We saw a Reading Rainbow episode on this topic and we paused the show many times to discuss things related to it. We have talked about hieroglyphics and we've looked at examples.
--We've talked about slavery, segregation and integration, after watching a Reading Rainbow episode together. We talked about this in relation to our community. We kept it on a very high level.
--We've talked about Jewish culture, on a very high level. We saw a Reading Rainbow episode about Levar's Jewish friend; they made challah bread together. And B drew a picture of a menorah after watching a Blue's Room episode about the holidays.
--We've talked about poverty and we volunteered to buy Christmas presents for a needy boy B's age.
--We've talked about taxes on a high level. We've talked about some things in our community that are funded by taxes, like our local recycling facility. We took a field trip to a local recycling center.
-B remains very interested in world geography.
Foreign Languages
-We have been working on learning some Spanish. We have watched Spanish TV shows, such as "Plaza Sesamo". We have watched the Muzzy Spanish CD. We have learned some Spanish phrases together. I have read them well-known books in Spanish, such as "Good Night Moon" and "Harold and the Purple Crayon". The kids have learned a Spanish song from the Dragontales cartoon: "Buenos dias, buenos dias. Como esta? Como esta? Muy bien, gracias. Muy bien, gracias. Y usted? Y usted?" They understand what the phrases in the song mean in English.
-The kids have also learned some German, after choosing the Muzzy German tape from the library. They have learned the phrases: Ich bin (name), Ich haba hunger, nein, gross and klein. B has also learned how to say, "Good afternoon" but I don't know how to spell it. Dh has taught them some Bavarian greetings. B recently had the chance to speak some German with real Germans.
-We have very briefly spoken about other languages and tried to associate some geographic locations with them. There has been a very brief exposure to Chinese, Polish (they learned the word for "man"), French and Russian.
**Science:
-We've dissected owl pellets, but we have not yet reassembled the rodent skeleton as B hopes to do.
-We've taken some field trips to science museums.
-B drew many detailed anatomy pictures from memory, after browsing through (reading??) his DK anatomy books. He can correctly draw and name the: heart, lungs, brain, brain stem, liver, gallbladder (he doesn't know the name for this one), stomach, intestines, colon (he doesn't know the name for this), and appendix.
-We've read about animal cells vs plant cells, on a very high level. B made an animal cell from cardboard. He remembers that they have a nucleus and he remembers the term "organelles".
---
I cannot think of anything else that I should record here, so I'll leave it at this. What I need to do now is buy some pocket folders like I did last year, so I can organize the samples of his work.
So I find myself at the end of the homeschooling fall-winter session already, where I have to record B's progress for legal purposes. I don't have to turn it in, but I have to keep it in his personal portfolio at home, by law. So, while I'm thinking of it, here is what I have for B in fall-winter 2007, "first grade".
**Language Arts:
-Although B doesn't sit and read for pleasure yet, he reads at or above grade level. He frequently points out words that he's read. A recent example is reading a magnet, announcing it said, "Polish Art Kenter (Polish Art Center)". He seems to have gone from laboriously sounding words out to reading small words effortlessly and quickly.
-B frequently writes, using inventive spelling that follows phonetic concepts. Example: Hee floo uwae (he flew away). He enjoys writing small books and making greeting cards for people. I posted an example of one in this blog not that long ago. I'm keeping samples of his work.
-B still writes some of his letters backwards.
**Maths:
-I have not formally assessed his ability in this area, but I plan on doing so in the new house when our lives are a bit more normal. I know that he can mentally add sums up to 10 or 15 in his head. He can add single digits to double digit numbers (e.g. 24+4) if he counts out loud (25...26...27...28). In the past, he has added single digits to double-digit numbers without counting but those are isolated incidents. I feel confident that he's at grade level for math. He's taking an interest in very basic multiplication, mostly the doubles of numbers. He often asks things like, "What are two 8s?"
-I consider spatial skills pertinent to Lego building to fall into this area. It's pre-engineering or something like that. He frequently builds very complex Duplo creations. They are structurally sound, very complex and sometimes contain moving parts. He's going to enter a Lego contest in February.
-B started getting an allowance, which has helped him develop math skills. He is now more interested in how much things cost and how to read price tags. He took a loan from us at one point and had to repay it. While we did not charge him interest, we talked about what an interest-free loan meant, which led to some interesting discussions about how banks work.
**Arts:
-B has taken two art classes this past semester. One was a drawing class that focused on shading techniques. The other was a class about making things from paper. B learned art techniques and terminology such as "photo montage". He also learned about some famous artists, such as Pablo Picasso. We have made several trips to the Art Museum.
-B frequently draws and makes 3d paper creations at home. He would do more with other supplies if we had the space for it. He wants to make a robot out of metal cans and other parts.
-We listen to a wide variety of music, such as jazz, African music, classical music, Latin jazz and opera. We discuss some elements in the music. We try to identify which instruments we can hear in classical pieces. We recently watched a bell choir holiday concert on TV. B has expressed an interest in taking violin lessons. Thanks to the 'Little Einsteins" cartoon, he has an awareness of some composers' names; often, they are composers that we have listened to in the car and we talk about that.
-B acted in a Christmas pageant.
**Social Studies:
We don't have a systematic approach to history, but we have a lot of interesting conversations.
-- We've had many detailed conversations about the Vikings, with connections to geography. B is very interested in the Vikings and he can identify their origins and many destinations on a map.
--We've had some detailed conversations about Egyptian mummies and how they were made. We saw a Reading Rainbow episode on this topic and we paused the show many times to discuss things related to it. We have talked about hieroglyphics and we've looked at examples.
--We've talked about slavery, segregation and integration, after watching a Reading Rainbow episode together. We talked about this in relation to our community. We kept it on a very high level.
--We've talked about Jewish culture, on a very high level. We saw a Reading Rainbow episode about Levar's Jewish friend; they made challah bread together. And B drew a picture of a menorah after watching a Blue's Room episode about the holidays.
--We've talked about poverty and we volunteered to buy Christmas presents for a needy boy B's age.
--We've talked about taxes on a high level. We've talked about some things in our community that are funded by taxes, like our local recycling facility. We took a field trip to a local recycling center.
-B remains very interested in world geography.
Foreign Languages
-We have been working on learning some Spanish. We have watched Spanish TV shows, such as "Plaza Sesamo". We have watched the Muzzy Spanish CD. We have learned some Spanish phrases together. I have read them well-known books in Spanish, such as "Good Night Moon" and "Harold and the Purple Crayon". The kids have learned a Spanish song from the Dragontales cartoon: "Buenos dias, buenos dias. Como esta? Como esta? Muy bien, gracias. Muy bien, gracias. Y usted? Y usted?" They understand what the phrases in the song mean in English.
-The kids have also learned some German, after choosing the Muzzy German tape from the library. They have learned the phrases: Ich bin (name), Ich haba hunger, nein, gross and klein. B has also learned how to say, "Good afternoon" but I don't know how to spell it. Dh has taught them some Bavarian greetings. B recently had the chance to speak some German with real Germans.
-We have very briefly spoken about other languages and tried to associate some geographic locations with them. There has been a very brief exposure to Chinese, Polish (they learned the word for "man"), French and Russian.
**Science:
-We've dissected owl pellets, but we have not yet reassembled the rodent skeleton as B hopes to do.
-We've taken some field trips to science museums.
-B drew many detailed anatomy pictures from memory, after browsing through (reading??) his DK anatomy books. He can correctly draw and name the: heart, lungs, brain, brain stem, liver, gallbladder (he doesn't know the name for this one), stomach, intestines, colon (he doesn't know the name for this), and appendix.
-We've read about animal cells vs plant cells, on a very high level. B made an animal cell from cardboard. He remembers that they have a nucleus and he remembers the term "organelles".
---
I cannot think of anything else that I should record here, so I'll leave it at this. What I need to do now is buy some pocket folders like I did last year, so I can organize the samples of his work.
Thursday, November 29, 2007
I haven't posted in a while because we haven't done stuff in a while. B got a stomach bug that took over our lives for a week.
He's been better for a a while now. Yesterday, we went downtown to visit the Art Museum. When we got there, we had a pee emergency so we decided to run into the library instead (it's next door). Finding that the regular bathroom was being cleaned, we rushed back to the family bathroom in the children's department. On our way out, T spotted some Muzzy kits and begged for one. He didn't know what it was, but he was attracted to the pictures. I explained it to him.
The only choices were German or Italian. He decided on German because I said that dh speaks a little German and that many of his work friends are German. We were lucky to even find Muzzy because it was recently purchased and everyone wants it.
The kids really loved the CDs, although T kept saying it was Spanish. We have that cleared up now. I don't expect them to get anything out of it other than exposure to other languages, which is an important concept in general. They have acquired a few new words and phrases. They really enjoy it. The kits are so well done.
After watching DVD1 twice yesterday, I told them they could watch DVD2 today. T was so excited that he ran around yelling, "Ich bin dick! Ich bin dick!" or "I'm fat!! I'm fat!!" Later, I asked T a question and he slowly replied, "Nein."
Right now, I have to get ready. I need to bike and shower. It's going to be a busy afternoon. First, we're going to look at brick for the house. Then, B has rehearsal for his play this evening.
He's been better for a a while now. Yesterday, we went downtown to visit the Art Museum. When we got there, we had a pee emergency so we decided to run into the library instead (it's next door). Finding that the regular bathroom was being cleaned, we rushed back to the family bathroom in the children's department. On our way out, T spotted some Muzzy kits and begged for one. He didn't know what it was, but he was attracted to the pictures. I explained it to him.
The only choices were German or Italian. He decided on German because I said that dh speaks a little German and that many of his work friends are German. We were lucky to even find Muzzy because it was recently purchased and everyone wants it.
The kids really loved the CDs, although T kept saying it was Spanish. We have that cleared up now. I don't expect them to get anything out of it other than exposure to other languages, which is an important concept in general. They have acquired a few new words and phrases. They really enjoy it. The kits are so well done.
After watching DVD1 twice yesterday, I told them they could watch DVD2 today. T was so excited that he ran around yelling, "Ich bin dick! Ich bin dick!" or "I'm fat!! I'm fat!!" Later, I asked T a question and he slowly replied, "Nein."
Right now, I have to get ready. I need to bike and shower. It's going to be a busy afternoon. First, we're going to look at brick for the house. Then, B has rehearsal for his play this evening.
Thursday, November 15, 2007
My little T is reading!
My little T, who just turned 4 last month, has really started to read. There were some past incidents in which he read certain words but we figured they were flukes. Now, I've seen that he actually understands the process of sounding out and blending the beginning, medial and ending sounds. I don't figure he'll actually jump ahead to independent reading any time soon, although I suppose anything is possible. At least with B, there was a very long plateau period. To be completely honest, as much as my kids love books, they would much rather host elaborate birthday parties for their toys and play like that than focus on decoding a book yet. The interest is just really not there yet, but it will come.
Anyway, we had started playing this "game show game" with the Magnadoodle that was a word game. I had noticed that B was still sounding out very common words and sometimes stumbling over the illogical phonics in English. So I thought that he might be open to memorizing some common sight words like "was", "this", etc. I would write a word on the Magnadoodle and quiz him, followed by lots of loud and silly musical play when he got it right. It really did help some of those words stick in his head so that he wouldn't have to sound out words like "was" every time. When it was T's turn, I'd just ask him to spell the words because he only knew a few sight words.
One day, T brought the Magnadoodle to dh and wanted him to play that game with him. Dh wrote "cat" and T immediately declared "cat". Fair enough, that's a really common sight word. So dh proceeded to write "sat", "mat" and even "fat" (a word he's never seen before), with T correctly sounding out each word. Sometimes, we'd have to remind him to start on the left, or he would read "mat" as "tam". But he methodically and easily read, "muh-ah-tuh, muh-at, mat!". We wondered if he just had that "at" ending down due to some recent episode of "Between the Lions" or something.
Then, at the library the other day, when B was in art class, T was browsing through a Nick Jr magazine. He read, "hot", "cold" and "look". "Cold" was "kuh-oh-luh-duh, kuhohl-duh, cohl-duh, colduh!" For "look", he made 4 individual sounds, "luh, oo-oo-kuh, luh-ookuh, look!". When we got home, I pulled out some intermediate Bob books and found that he could read basically any short word as long as it followed simple phonics, e.g. "log", "mop", "rat", etc.
The really funny thing is that he doesn't know all the letter names or all their sounds yet but he can do the next step up. Like, sometimes I have to say "That's an "L" and then he says, "Oh... luh-ohg, log!" Or in the case of rat, he read it as "rot" because he's not sure what sound "a" makes. He did get tired (like B does) after a few words so he then lost interest. I still can't believe he's starting to read though! I don't know where that came from! My younger sister taught herself to read when she was 4, however. Maybe it has something to do with having an older sibling.
Anyway, we had started playing this "game show game" with the Magnadoodle that was a word game. I had noticed that B was still sounding out very common words and sometimes stumbling over the illogical phonics in English. So I thought that he might be open to memorizing some common sight words like "was", "this", etc. I would write a word on the Magnadoodle and quiz him, followed by lots of loud and silly musical play when he got it right. It really did help some of those words stick in his head so that he wouldn't have to sound out words like "was" every time. When it was T's turn, I'd just ask him to spell the words because he only knew a few sight words.
One day, T brought the Magnadoodle to dh and wanted him to play that game with him. Dh wrote "cat" and T immediately declared "cat". Fair enough, that's a really common sight word. So dh proceeded to write "sat", "mat" and even "fat" (a word he's never seen before), with T correctly sounding out each word. Sometimes, we'd have to remind him to start on the left, or he would read "mat" as "tam". But he methodically and easily read, "muh-ah-tuh, muh-at, mat!". We wondered if he just had that "at" ending down due to some recent episode of "Between the Lions" or something.
Then, at the library the other day, when B was in art class, T was browsing through a Nick Jr magazine. He read, "hot", "cold" and "look". "Cold" was "kuh-oh-luh-duh, kuhohl-duh, cohl-duh, colduh!" For "look", he made 4 individual sounds, "luh, oo-oo-kuh, luh-ookuh, look!". When we got home, I pulled out some intermediate Bob books and found that he could read basically any short word as long as it followed simple phonics, e.g. "log", "mop", "rat", etc.
The really funny thing is that he doesn't know all the letter names or all their sounds yet but he can do the next step up. Like, sometimes I have to say "That's an "L" and then he says, "Oh... luh-ohg, log!" Or in the case of rat, he read it as "rot" because he's not sure what sound "a" makes. He did get tired (like B does) after a few words so he then lost interest. I still can't believe he's starting to read though! I don't know where that came from! My younger sister taught herself to read when she was 4, however. Maybe it has something to do with having an older sibling.
B's reading and writing have really been coming along. He is self-taught, but he watches some reading programs (e.g. "Between the Lions") and he gets support from us.
He recently wrote and illustrated some little books. I don't have the drawings scanned but here is the text. I wrote a translation in parentheses after each story.
Book 1:
Ous u pon u time
Dinusor livd in u bush.
Den u meen frend
went in Dinusore bush.
Hee wus raree meen, but hee nevr plade wif him.
But the meen dinusor chride too plae wif the
nise dinusore and the nise dinusore wudit plae wif him.
THE END
(Once upon a time, Dinosaur lived in a bush. Then, a mean friend went in
Dinosaur's bush. He was very mean, but he never played with him. But the
mean dinosaur tried to play with the nice dinosaur and the nice dinosaur
wouldn't play with him.)
Book 2:
Ous u pon u time Stegusoris wus leevnig dinusore's bush.
Den u chronuoedon spilt on him.
(Once upon a time Stegosaurus was leaving Dinosaur's bush.
Then, a pteronodon spilled on him.)
Hee wus mad. (He was mad.)
Hee floo uwae bcus the uvr
dinusore wus mad at him.
(He flew away because the other dinosaur was mad at him.)
THE END
Since then, I have pointed out that the "u" is really "a" even though it really does sound like a short "u". He's corrected that. And I've noticed in a subsequent book that he now writes "once" instead of "ous". He has started writing grocery lists and he also emails his grandparents. He loves to write!
He recently wrote and illustrated some little books. I don't have the drawings scanned but here is the text. I wrote a translation in parentheses after each story.
Book 1:
Ous u pon u time
Dinusor livd in u bush.
Den u meen frend
went in Dinusore bush.
Hee wus raree meen, but hee nevr plade wif him.
But the meen dinusor chride too plae wif the
nise dinusore and the nise dinusore wudit plae wif him.
THE END
(Once upon a time, Dinosaur lived in a bush. Then, a mean friend went in
Dinosaur's bush. He was very mean, but he never played with him. But the
mean dinosaur tried to play with the nice dinosaur and the nice dinosaur
wouldn't play with him.)
Book 2:
Ous u pon u time Stegusoris wus leevnig dinusore's bush.
Den u chronuoedon spilt on him.
(Once upon a time Stegosaurus was leaving Dinosaur's bush.
Then, a pteronodon spilled on him.)
Hee wus mad. (He was mad.)
Hee floo uwae bcus the uvr
dinusore wus mad at him.
(He flew away because the other dinosaur was mad at him.)
THE END
Since then, I have pointed out that the "u" is really "a" even though it really does sound like a short "u". He's corrected that. And I've noticed in a subsequent book that he now writes "once" instead of "ous". He has started writing grocery lists and he also emails his grandparents. He loves to write!
B has finished up another art class at the museum. He first took one about drawing techniques (mostly shading and blending). Then, he took one about paper. In his paper class, they wove a quilt from paper strips; the strips were cut from an abstract painting they made. They also made a collage and did a photomontage. B's favorite part was the photomontage (he says that word!). He was also chatting about Pablo Picasso, because their photomontage was based on Pablo Picasso's cubist faces. The photo was a black-and-white picture of B, colored wildly, cut into bits and pasted in odd places.
He's really enjoyed these classes so much. And he attempts to recreate projects at home. A few weeks ago, he dedicated himself to teaching T how to make a paper quilt. He even made a name-tag for T.
In other news, B is going to be a shepherd in our church's Christmas pageant. I was surprised at how enthuastic he was about the play since he's a very introverted kid. Of course, I'm incredibly introverted and I've always enjoyed acting and public speaking. I don't get nervous at all; the bigger the audience, the easier it is for me. He even memorized many lines from the parts he was going to read for (another weird thing that I do well). He studied the script and matched up the written words with the words he memorized. If he really enjoys this, I'm going to put him in a drama class at the Children's Theatre after the holidays. The class I had in mind is not performance oriented, rather it's fun dramatic interpretation of skits.; there is no production or recital.
He's really enjoyed these classes so much. And he attempts to recreate projects at home. A few weeks ago, he dedicated himself to teaching T how to make a paper quilt. He even made a name-tag for T.
In other news, B is going to be a shepherd in our church's Christmas pageant. I was surprised at how enthuastic he was about the play since he's a very introverted kid. Of course, I'm incredibly introverted and I've always enjoyed acting and public speaking. I don't get nervous at all; the bigger the audience, the easier it is for me. He even memorized many lines from the parts he was going to read for (another weird thing that I do well). He studied the script and matched up the written words with the words he memorized. If he really enjoys this, I'm going to put him in a drama class at the Children's Theatre after the holidays. The class I had in mind is not performance oriented, rather it's fun dramatic interpretation of skits.; there is no production or recital.
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