Esme was bubbly this morning, she wanted to do so much we had to run for the schoolbus. Those extra 15 minutes I've been trying to incorporate every morning have been setting her up well - she thinks about rules, what she should do and not do, and has time to do some brain stretching exercises/worksheets so she can think about that when she is bored later.
She had a dream she wanted to make a drawing of. Then she wanted to do the math sheets I had put out\ first. She tried to draw the dream but looked at the clock and said she would finish it later (impressive, for her.. she hasn't done that often). Then she really wanted me to write a story in her notebook to take to class and read during naptime. I don't know what the teacher will think about that. I sent her an email with an explanation and that I had laid out the rules for it if the teacher agreed. 1.) It comes out of the backpack during naptime - and then back in before snacktime. 2.) she does not bug the teacher(s) to write in it for more to read 3.) if they say no drawing/writing in it she has to just read and look at it. We'll see what happens with it. She wanted to read it on the bus this morning, too - so hope she does not lose it.
She was telling me all about the rules for books from the library. They went over those last week - and she is excited to get to check out a book tomorrow. She is a little upset some children are calling her ZipZip at school, for talking out of turn? I'm not sure. She didn't seem to know why they are saying it, but she says they lose their stickers for talking. That could be one of those disconnect things where she knows what happens but not one happens because of the other etc.. We still get a lot of those.
Homeschool : We did 'more' on her worksheet for school.. it said to read all of the sentences and had pictures of words the kids did not know yet. I had Esme tell me the word, write the word and color the pictures besides just reading it. Then for morning I gave her a sheet of addition and a sheet of more vs. less. She had trouble with the word 'less'... we will work more on it. She understood 'more' but did have to think about it. She had to think about 'more vs. less' much MORE than 2+2=4.. I want to introduce 'half' to her soon, but not until we have more and less worked out better. Not to self : talk about 'equal' as well before we go to 'half'... more, less, equal.. two equal halves etc.
Esme watched a Minecraft video made by another child yesterday - and one of the things they had done was make an iron golem. Esme was immediately in her Minecraft and making them, having them wander around in a glass cage (I did not help her find materials, I went to get coffee.. so she solved the cage problem on her own). After a while she wandered outside to play with the garden hose and I saw this on my screen and took a screenshot.
She wanted to play checkers last night with her magnetic calendar. She set up the board, and had half the rules right.. but then she was cheating. I haven't brought up the rules to her before for this - she couldn't say where she learned them...kept interachanging 'chess' for 'checkers' and switching back. So, I brought up internet checkers (no cheating, rules hardset) and she decided 3/4 of the way through the game against a HUMAN without cheating it was hard. She had played the computer and won, but was still saying it felt hard. Having a human block her moves she was more upset, and frustrated... which in this case is probably a good lesson. I will look into making or buying a cheap gameset for her (we had one once don't know where it is) because it seems like something that is 'in line' with her way of thinking, as long as she follows the ruleset.
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