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I love the Lord as much as a broken person can; love and loved by my husband; blessed by 5 amazing little people who have helped me to learn much about me; grateful to serve even more as God gives them to me; blessed every day to be a home school teacher; college student; I hope to change the world by loving as many people as possible, because there is nothing greater than loving another.

Tuesday, October 12, 2010

Our First Week in PR3, The Beginning of Latin Study

We have officially begun our introduction to Latin, using the Phonics Road Level 3. I admit, after briefly using the Bridge, that I am enjoying this introduction better, as I feel like I have a much deeper understanding and closer relationship with Phonics Road. This is not especially b/c of PR, but rather in addition to, also growing as a teacher, and a classical one at that. So, onwards to our lessons for Weeks 17 & 18.

Week 17 began with cutting out cards, defining "prefix", "base (root) word", and "suffix". As per the style of the program, the child is compiling their own notebook via dictation, so I dictated the definitions to Darling, yet Diva (DyD) and she wrote them in cursive into her handy dandy PR notebook. The notebook is laid out with basic design, so the dictation is entered on ready made lines, keeping the notebook her product, but offering style and structure to keep the notebook flowing and organized. YEAH for Mrs. Beers for understanding the import of both participation and guidance, as well as, legibility for study. The woman is a genius.

On days 2--5 we completed building cods 1A&B, defining 17 prefixes and writing an example of each (in syllable form). The cards for such are provided and also designed in a such way that the "borders" of the cards are open on the right edge, indicating to the child that words can be added to the open end. It also brings to life that a prefix naturally comes at the beginning, as the left border is closed, indicating nothing can be added to that side. Great visual! The cards contain the prefix and also the meaning underneath. The purpose of the cards is for word building -- a great physical and visual aid for the process. To add to the visual aspect of the program, all prefixes are to be written in red AND the prefix cards are red. More on that to come.

Week 18 brings twenty new words to the spelling list. The child is no longer expected to mark, unless they misspell; however, simply because we haven't done it in a while, I had dd mark the words. A little review never hurt anybody. Each day, the DyD looked up the words in the dictionary and also indicated their parts of speech.

On day five, our first base word, -port-, was introduced. See the hyphens I inserted? Those are also on the white cards (color chosen for base words throughout) and the borders are open on both the right and left of all base words. The point is easily understood. We also introduced the first 3 suffixes, on blue cards, with open border on the left to demonstrate how one is allowed to build, using the blue cards and writing suffixes in blue. If the changing of writing utencils stresses your dear one, simply use a highlighter instead. It works wonders for the Little Leaguers!

Designing Code 2A begins with the definition of Base (Root) Words. You've already completed this via dictation, so now you get to review that definition. Then, since your student has received cards for all the prefixes, a base word and three suffixes, you can combine the cards according to your teacher's completed notebook and build: re-port. The layout allows for you and your student to discover the literal meaning, according to the definitions on the cards. For example, re-port is carry back again. Then you continue in this fashion with the other words on DC 2A (ex-port; support, port-er, de-port). Each time you discuss the literal definition. Your child also engages by looking up the definitions in a dictionary. They soon see that the literal definition is given, just in a wordier fashion. The copy the wordy definition onto their paper and also indicate the parts of speech. This dictionary work is great because it reinforces the literal meanings, reinforces how a suffix can change a part of speech, expands vocabulary, and works on note taking skills, via copy work. Mrs. Beers really understood and implemented crossover study in this entire program.

Another important aspect of language acquisition learned during this lesson is Assimilation: changing spelling briefly to ease pronunciation. sup-port comes from sub-port, but in our language you change, or assimilate, the b to p in order to ease pronunciation. Amazing to finally understand all those rules that so many think are exceptions.

So, that's our first week of Latin introduction. I am so happy with it. DyD enjoyed it; found pride in her immediate ability to define words well b/c she had memorized her prefixes and is grasping well the ideas and structure of our English language, via a little instruction in Latin. It's onward and upward from here!

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