Bible: We have done a few stories in Acts, but we’re really doing badly here. Our traditional reading method (finding the appropriate story picture in their own picture Bibles) is getting too labor-intensive for me to handle right before naptime. I have a beautiful Bible reading schedule for the next year that starts on Monday, so we’ll see if I can figure out a way to do it. I feel like we haven’t had closure with our last read-through, though.
Memory: ABC verse book, through I: "If ye ask anything in my name, I will do it."
Poetry: Some Mother Goose here and there.
Hymn: "Savior, Like a Shepherd Lead Us"
The Elves and the Shoemaker, illustrated by Margaret Walty
The Shepherd’s Song, illustrated by Julia Miner
Make Way for Ducklings, Robert McCloskey
Cowboy Small, Lois Lenski
Mostly whatever repeats the children have begged me to reserve from the library. I haven’t come up with any bright new ideas. I have also been telling them stories extemporaneously: Three Little Pigs and Three Billy Goats Gruff.
The Princess and the Painter, Jane Johnson. As picture story books on paintings go, I was impressed by this one. It’s about the real people behind the painting, and there’s a print of the actual painting (not just the illustrator’s impression of it) in the back. D1 especially enjoyed it. I’d been reading about Velazquez art, so it was a good fit.
Playing in the backyard, watching birds feed their babies, picking up worms, learning NOT to eat mushrooms (I hope!) but experimenting with wild strawberries.
Playing cowboys and firemen–er, firepeople. (We have a fireboy, a firegirl, and sometimes I am the firemama.)
Cutting straws. They both seem to have the right scissor position down.
We finally got down to try out the new jungle gym at the park a few times. (Now that I can’t walk that far, we have to wait for just the right opportunity.) It has steps, for which I am profoundly grateful. No more spending my days giving boosts.
D1 was chatting with me about everybody’s age this morning, so I printed her out a hundreds chart and she colored in different squares. I’m really trying to work with her on getting her numbers between 10 and 20 straight.
D2 is getting a little bit of potty training at Grandma’s house. She plans to do an intensive effort sometime after the twins arrive.
D2 is starting to come into his own a bit with climbing and other large-motor activities. He needs more chances to do it, though.
D1 is working very hard to teach herself how to write (sometimes on inappropriate surfaces, but that’s a separate issue.) She will ask us to spell out whole words for her. She’s also obsessed with making cards for people.
D2 is developing a deep interest in people’s feelings, which makes reading books a little more challenging. "Why is the dog frightened?" "He’s not frightened, he’s sad." "Why is he sad?" "Because he didn’t win the first prize." "Why didn’t he win the first prize?" And so forth, until we turn the next page, where no doubt some new trauma is mirrored on some character’s face