Callow Falcons

My youngest students recently engaged in playful badinage over who was the more callow of them.

callow (adj.) 

Old English calu "bare, bald," probably from West Germanic *kalwaz (cf. Middle Dutch calu, Dutch kaal, Old High Germankalo, German Kahl), perhaps from Latin or Celtic. From young birds with no feathers, meaning extended to any young inexperienced thing or creature (1570s). Apparently not from Latin calvus "bald."

cal·low

ˈkalō/

adjective

1. 1.

   (esp. of a young person) inexperienced and immature.

   "earnest and callow undergraduates"

   synonyms:

   immature, inexperienced, juvenile, adolescent, naive, green, raw, untried, unworldly,unsophisticated

   
   

   
   

    

   
   

   
   

   
   

   
   

   
   

   
   

   
   

What a Bunch of Autodidacts!

Here are the latest words my students have been learning. Remember that these three columns represent three different grade levels. Left to right is sixth, ninth and twelfth grade. 

Below is the only clear picture of last weeks etymologies. I will have to practice my habit of Perfect Execution while taking pictures in order to show all of next weeks.

I have been impressed with the higher level of understanding a word a student has to have in order to draw an illustration of it. Each student is required to show with each illustration that they have an understanding of the word and at least one concept that the word represents.  Sometimes they ask for clarification before they illustrate. Other times they ask if their idea for a picture would accurately illustrate a word. Just as often though it is the picture they have drawn and their explanation of it that shows whether or not they understood what their word actually meant.

Nothing Propinks Like Propinquity

So says George Ball anyway, as he overlooks  students diligently copying vocabulary word etymologies. Studying the history of words is proving to be quite an effective way of learning the words. The stories of some words, such as the word mayhem, are fascinating. 

After reviewing the words together, students copy the etymologies from the board. This ended up being the most efficient method to assure that they all had enough time to get this step done. While we review the words they begin to imagine pictures that would accurately depict the definition of each word. This makes the word more then just letters on paper. Next, they search for at least 5 synonyms for each word. Doing this helps add clarity to the pictures they are  building of their words in their minds. Last but not least, they draw an illustration of each word. They are allowed to brainstorm and share ideas or ask for clarification of a word if their illustration reveals that they had not quite grasped the meaning of a word. 

Over the coming weeks we will continue to use last weeks words in everyday conversation, further solidifying their knowledge of the words and the ease with which they use them.

Here is a sampling of the partial etymology of six of last weeks vocabulary words. We don't have enough time or dry erase boards to show each one fully.

George Ball (named after a U.S. diplomat from the 1960's) sits here, looking over the class. On a more rowdy day George grants permission to those who have something valuable to say. If you have George, you have the floor.

Here are all of the words from last week. You might try asking your child which ten were theirs and what they mean.

Please enjoy this sampling of illustrations your children have created to help them remember their vocabulary words.

2013 - 2014 Welcome back to Flint Academy

Welcome back!
Here we are again! I hope you have all had a wonderful summer. I have missed your children and am looking forward to teaching them. Last year we found innovative ways to make vocabulary and grammar more interesting and memorable. With a summer full of time to consider how to create an even better atmosphere I think we are headed into another lovely year. I think you will agree. Remember, I want to hear from you, the parents. Your input is priceless as we work together to encourage young minds to expand and grow.

 

Language Arts Syllabus

2013 -2014

                                    Text:    The Oxford English Dictionary of Etymology
                                                 The Oxford Dictionary of Word Stories
                                                 The Oxford Compact Thesaurus
                                                
                                                  Supplemental Text:

                                                  Wordly Wise
                                                  Winston Grammar
                                                  The Bible
                                               

As an adaptation of last year’s successful method of teaching vocabulary through oral review, this year's classroom routine has been honed to an even sharper edge. We will continue to use the Wordly Wise workbooks as a source since they teach the words that are on the SAT. Instead of using the books as the core curriculum though, students will be studying the etymology of words. 

This year we will be using Wordly Wise books 6, 9 and 12. Ten words from each book will be listed on the board weekly. Students will choose their individual list of ten words from the 30. Which words they choose from depends on their grade level, experience and interest. While focusing mainly on words from book 12 some juniors and seniors may need to choose a few unfamiliar words from the lower levels.  In the spirit of not holding anyone back, younger students, curious about higher level words, will be free to choose their ten words from all three lists. Each student will keep and update an alphabetized word bank of their vocabulary words. Periodically reorganizing new vocabulary words alphabetically with words that were studied earlier will help with retention. Students will also make synonym and antonym list for each vocabulary word.

At the beginning of each week students will take turns looking up the etymology of words as we discuss the history and the evolution of each word. They will make note of the first known recorded use of each word, the original language and  meaning, part/s of speech, how each word has changed over time and the current meaning/meanings of the words. The class will discuss applicable spelling rules and tricks to remember odd spellings.

Students will receive a weekly teaching and daily review of sentence structure. They will create scenarios in which their vocabulary words might be used and build sentences using those words. This will be an excellent time for students to practice good penmanship, discuss the parts of speech of all the words in a sentence and any punctuation pertaining to their sentences. Throughout the week I will purposely use their vocabulary words in everyday speech with the expectation that they remember what the words mean. I will encourage them to personally use their vocabulary words in the same way so that through familiarity they will not only learn the words but will retain them and use them for a lifetime. Each week I will post the list of vocabulary words in this blog along with class interactions surrounding the words. This will enable you to know what words your child is learning and will give you the ability to help them practice using these words in every day life.

Classroom Expectations:

 This year in my class we will be paying particular attention to four specific Charlotte Mason habits.

1. The Habit of Promptness - Students strive to get to class on time and do class work in a timely fashion.
2. The Habit of Attention - In class, students practice paying attention to instructions and to their work. They work to not be a distraction to other students.
3. The Habit of Perfect Execution - They will do everything they do to the very best of their ability.
4. The Habit of Kindness - Do no harm. 

Each student is expected to consciously practice good habits of behavior while in my classroom. Failure to put forth effort in improving class room habits will be reflected in their overall grade. I fully expect each student to not only improve but to excel through positive and consistent reinforcement. I believe that their success is a foregone conclusion and will approach them with just that attitude. For the last five minutes of each class students will critique whether or not they practiced the four classroom habits with success. If they didn't they will make a note of how they will work on improvement in the future. Their own assessment will be included in their progress reports along with my assessment of their behavior.

Christian Studies Syllabus

2013 - 2014

                                       Text:  More Than A Carpenter by Josh McDowell
                                                  The Case For Christ by Lee Strobel
                                                  The Holy Bible

For this year's Christian studies my homeroom class will be reading and discussing the books More Than A Carpenter by Josh McDowell and The Case For Christ by Lee Strobel. Students at this age face many challenges both internally and from external sources. Doubts threaten beliefs they have held close. Some find themselves at a crossroads. These books, along with strong scientific proof, will help reinforce the reality of their lord, Jesus Christ, with the intelligent evidence that they crave.

Modify that Puppy!

Modify is not a word that kids use often. So when I start talking about words modifying other words I might as well be Charlie Brown's teacher, because the students that don't understand stop hearing intelligible words.

This week a solution came to me. Now my students are more comfortable with the word modify. 

Modify that Puppy

"I am going to say a word. When I say the word you are all going to automatically have a picture of it in your head, but everybody's picture will be different. When I point to you, I want you to say one word that will modify everybody else's picture."

"Puppy."

"Carolyn, change the picture that is in everybody's head; modify that puppy!"

"Huge!"

"How many of you had a picture of a chiuaua in your head? Carolyn just modified the picture in your head. She changed it, right? Modify just means to change."

My student's lit up the room with their radiant brilliance. One girl was physically affected, she jumped in her seat as though she had been struck by lightening, "Oh! I get it!!" Her hand shot into the air in hopes of getting a chance at our new game.

"Ron, modify that puppy!"

"Soft!"

We all felt the mood in the room shift as we imagined burying our hands in that huge, soft puppy's fur.

More hands.

"Amber, modify that puppy!"

"One-eyed!"

There was actually a collective "Oooohhh" for our poor puppy.

I can't believe none of us thought of miraculously healing our puppy with a simple modification to his eye. Ah well, another day.

How do you grammar?

Students have had great success learning vocabulary by participating in oral review of words and dialoguing about the usage of their vocabulary words before working in their Wordly Wise workbooks. Indeed, the conversation around these words has been both interesting and enlightening!

How do You Grammar?

This is my student's pet tease anytime someone mishandles a sentence.

Grammar is what class is about these days; with a touch of vocabulary. Most of the school year has been devoted to increasing vocabulary skills. Throughout the year while students discussed the meaning/meanings of a word my teacher heart was thrilled each time I heard them ask, "Is that used as an adjective or a noun?" The intertwining of grammar and vocabulary will continue with more emphasis on grammar as students find the answer to the question; How DO you grammar?

Soon my students will be going on a field trip to Half Price Bookstore. We will cover the basics of searching for a book by author and/or category and each students will pick out their own book to take home and read.