We have begun our first week of home schooling and it is awesome! I love seeing Madison so happy. I wanted to share what we have worked on and mastered up to this point so that I can continue with updates from this point on. We did home school over the summer to work out the ‘quirks’.
Madison enjoyed several fun summer activities. We went to Disney World and Kansas City. She really enjoyed spending time with my parents. Madison spent a week at Camp Inventions, enjoyed a variety of camps, art class, music class, and gymnastics. She also really enjoyed going to the pool. As far as homeschooling goes, here is what we have mastered so far by subject for Second Grade:
• Hundreds, Tens, & Ones: Count and group objects into hundreds, tens, and ones. Identify a given number in expanded form. Identify the value of a given digit within a number up to the hundreds place.
• Write Numbers: Read and write number words up to ninety-nine and match them to numerals.
• Compare Numbers: Compare and order numbers using symbols such as <, =, and >. When given any number up to 1,000, identify one more than, one less than, 10 more than, 10 less than, 100 more than, and 100 less than.
• Ordinal Numbers: Read and understand ordinal numbers 1st – 100th. Identify ordinal number words first – tenth by name.
• Equivalent Forms of Numbers: Using diagrams, pictorial representations, and numerical expressions, represent equivalent forms of various numbers up to 1000.
• Skip Counting: Count up to 1000 by fives, tens, twenty-fives, fifties, and hundreds using mental math and pictorial representations.
• Zero as a Placeholder: Use zero as a placeholder and identify 10 tens as 100, 10 hundreds as 1000.
• Number Line and Rounding: Locate numbers up to 1000 on a number line. Use a number line to round numbers to the nearest 10.
• Odd and Even Numbers: Identify odd and even numbers.
• Sums and Differences: Even or Odd?: Determine if a sum or difference is odd or even.
• Fact Families: Solve addition and subtraction facts up to 18 by using inverse operations. Describe the related facts that make up a fact family.
• Grouping Property: Use the Associative Property of Addition to solve addition problems involving three addends.
• Two-digit Addition: Solve addition problems involving two-digit numbers with regrouping.
• Adding Whole Numbers: Add single- and two-digit whole numbers.
• Two-digit Subtraction: Solve subtraction problems involving two-digit numbers with regrouping.
• Subtracting Whole Numbers: Subtract single-digit numbers from single- and two-digit numbers and two-digit numbers from two-digit numbers.
We are also using the Saxon Math Curriculum and have mastered up to lesson 37. Saxon Math 2 I love that it comes with manipulatives.
Here is what we have mastered so far in our year round home schooling that we began in July using Time4Learning.com that incorporates online learning and worksheets.
• Long vowels with silent e; Story Elements: long vowels ending with silent e; high frequency words; fluency with modeled reading; vocabulary; reading a leveled text; story elements identifying main characters; and writing.
• Long a with ai, ay; Sequence Events: the vowel digraphs ai and ay with the long a sound; high frequency words; fluency with reading rate; vocabulary; reading a leveled text; sequencing; and writing.
• Long e with ea, ee, y; Story Elements: the vowel digraphs ea and ee with the long e sound, the vowel y with the long e sound; high frequency words; fluency focusing on periods; vocabulary; reading a leveled text; story elements identifying setting; and writing.
• Long i with igh, y, ie; Prefixes; Details: the long vowel i as spelled with the letters igh, y, and ie; the prefix pre-; high frequency words; fluency focusing on question marks; vocabulary; reading a leveled text; details; and writing.
• Long o with oa, ow; Shades of Meaning; Main Idea: he vowel digraphs oa and ow with the long o sound; high frequency words; fluency focusing on speed and accuracy; vocabulary words and nuances in meaning; reading a leveled text; main idea; and writing.
• er, ir, ur; Prefixes & Root Words; Supporting Details: r-controlled vowels er, ir, and ur; the prefixes un-, re-, and the root word “tele”; high frequency words; fluency with quotation marks; vocabulary; reading a leveled text; supporting details; and writing.
• ar, or, ore; Story Elements: the r-controlled vowels ar, or, and ore; high frequency words; fluency focusing on exclamation marks; vocabulary; reading a leveled text; story elements identifying conflict; and writing.
• R-Controlled -ear Irregular Plural Nouns Story Structure: r-controlled vowels spelled -ear; irregular plural nouns; and story structure.
• sh, ch, th, wh; Predict Outcomes: the consonant digraphs sh, ch, th, wh; high frequency words; fluency reviewing periods and exclamation marks; vocabulary; reading a leveled text; predicting outcomes; and writing.
• Use of Periods: Review and correctly use a period in simple and compound sentences.
Madison is also doing Wordly Wise 3000 Vocabulary and just finished Lesson 5. We are doing spelling words as well. Madison loves to read and the books she read in August include Stuart Little, Trumpet of the Swan and she is currently reading Wind in the Willows. She reads a minimum of 30 minutes every day.
We are also doing Language Arts Extensions. Each topic incorporates a background/story where Madison learns thematic content through discovery and achieve comprehension by reading literature with emphasis on vocabulary. Stories use controlled vocabulary to enhance phonemic awareness and sounds, letters & words through a series of learning activities, focused on discovery, recognition, and application, and Madison practices phonetic skills. She experiences words in a variety of modes, including rhyme and story.
We have covered the topics of Spiders, Bees and Worms.
We will master the following topics this year:
Maps and Globes
Symbols and Keys
Following the Law
Goods and Services
Consumers and Producers
Patterns in Nature:
• Steps in Life Cycle: Identify a cycle as a process with no beginning or end. Briefly explain the steps in the life cycle: birth, growth, reproduction, and death.
• Food Chain: Identify and describe a food chain. Label a chart that illustrates a simple food chain.
• Basic Needs of Animals: Identify the basic needs of animals, including shelter and living space.
• Pond Habitat: Identify plants and animals found in a pond habitat. Describe the food chain of a pond.
• Wetland Habitat: Identify characteristics of a wetland habitat, plants and animals found in a wetland habitat, and examples of adaptations.
• Ocean Habitat: Identify characteristics of an ocean habitat, plants and animals found in an ocean habitat, and examples of adaptations.
Force and Motion:
• Magnetism: Describe magnetism as a force you cannot see that acts upon objects. Know that most magnets contain iron. Describe the law of magnetic attraction, and know that like poles repel and unlike poles attract. Know that magnets can be used to push and pull objects.
Earth and Space:
• Moon and Earth: Know that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is only visible when it reflects the Sun’s light. Describe the relationship of the Earth’s rotation to a 24-hour day.
• Objects in the Sky: Identify objects seen in the sky, including clouds, the Sun, stars, the Moon, etc. Know that stars and planets are always in the sky, even in the daytime.
This year we will master:
Nature of Matter
Energy, Force and Motion
Effects on the Shape of Earth
Light & Sound
Eras on Earth
I am also incorporating many Science Experiments and Madison is signed up for Science classes at the local Science Museum and Nature Center.
We are also using Time4Learning for Social Studies as long as supplementing books and videos and Little Passports to expand our learning.
Wants & Needs:
• Human Needs: Identify basic human needs.
• How Basic Needs Are Met: Explain how basic needs of food, clothing and shelter can be met.
• Map Skills: Use maps to locate states, the United States, continents and oceans.
• Maps & Globes: Recognize that maps are utilized to provide directions as well as location.
• Recognizing Map Symbols: The learner will recognize symbols on a simple map.
• Cardinal Directions: Locate places using cardinal and intermediate directions.
Our National Identity
• Historic Places: Identifies selected important buildings, statues and monuments associated with national history, for example, Capitol building, White House, Statue of Liberty, the United States flag and the Liberty Bell.
• National Holidays: The learner will explain the purpose of , and the people and events honored in commemorative, patriotic holidays such as President’s Day, Veteran’s Day, Independence Day, Columbus”” Day, Martin Luther King Jr. Day, and Thanksgiving.
• Cultural Holidays: The learner will explain the purpose of various holidays celebrated by different cultures within the United States, such as, Cinco de Mayo and Kwanza.
• Patriotic Expressions: The learner will know the Pledge of Allegiance and songs that express American ideas (e.g., My Country ””Tis of Thee and The Star Spangled Banner.
Work In Society
• Types of Jobs: Identify jobs in the home, school and community, describe the requirements of various jobs and cite examples of characteristics of doing a job well performed.
I am very excited for the upcoming curriculum as we continue. We will be learning about the following this year:
• Vikings: The characteristics, culture, and influences of the Vikings.
• Alaskan Inuits: Understanding of the way of life of the Alaskan Inuits.
• The World in Spatial Terms: An overview of the world in spatial terms by describing geographical patterns, location, and interrelationships of the major physical features of Earths surface.
• Exploration of the Americas: Examine the history of the United States during the early years of exploration and discovery.
• North American Colonization: Examine the history of the United States during the early years of colonization.
• Rural, Suburban, Urban Region: Describe the people, events, and characteristics of rural, urban, and suburban regions in the United States.
• Economics: Understand the concepts and characteristics of economics.
• Citizenship & Government: Understand the characteristics of citizenship and the role of government at the local and state levels.
• Chronology: Understand the concept of time and chronology by reading and constructing timelines.
She also is working on Rosetta Home School Spanish and French. As well as handwriting and typing. We have a lot of different types of things we will be working on week by week. Madison also has a good amount of time to be creative and work on projects. 🙂 I can’t wait to share our upcoming fun, week by week! And it will be much easier to remember what we did week by week verses over the past couple of months! 🙂
Madison has been ‘off’ this week. All of her quirks and sensitivities are in full throttle mode. I have been wracking my brain to figure out why. Life is much harder for everyone when she is like this, so figuring out the triggers is important to me. Not enough sleep? Lack of exercise? And then it hit me…control. Madison has to feel like she has some choices in her day. She has to feel empowered. See most gifted kids are introverts. Mine is a 100% extrovert who wants to be in control of her own destiny. She is in a camp this week from 9am-3:30. A cool camp. But apparently one that she doesn’t have the opportunity to make choices in. We had the same problem when she was in school. The same behaviors. Everything is heightened. Even down to the sensitivity to her socks. Socks are a HUGE issue for her. I am hoping by targeting her issues I can help her. I’m just not sure how. Does anyone have any advice? I need to figure out how to help her when she is in controlled environments where she doesn’t have choices and feels powerless. It is a huge problem for her. One I don’t think she’ll overcome with a ‘talk.’
I remember seeing a tweet on Twitter from a gifted adult and she said, ‘I wish my parents hadn’t asked me why I couldn’t just be normal’ repeatedly as I grew up. This tweet hit home, because Madison wasn’t even 4 years old yet, and I had already said that more times than I could count. From that day forward I never said it again. I will however catch myself once and awhile asking her why she’s so frustrating, which is basically the same thing, so I need to watch that!
When most people find out their child is gifted they are so happy! Their child is smart and it is ‘cool’ to be gifted. When you look up the definition of being gifted, here’s what you usually see:
That sounds cool! Yay!
But giftedness isn’t just those things. All gifted children are unique. Gifted traits tend to intensify as children grow older. Most don’t qualify until 3rd grade, especially boys. Many are missed because of misdiagnosis by the teachers.
The Hoagies Gifted Education Site provides Characteristics that are realistic:
When I found out Madison was officially gifted, the first thing I did was rejoice. To me it meant she wasn’t crazy. She wasn’t a horrible problem child and I was not an awful parent. And now I could tell the world. (And her teachers that questioned why she was the way she was). What I didn’t realize, is how many wouldn’t listen, care or understand and would view her in the same way. And that breaks my heart. It was my first reality check that she was going to have a much harder time in life because of who she is.
I also started to realize through research that there are different levels of giftedness. Some are just gifted in one area. And if you are blessed to have a child that is gifted in all areas, then they tend to have more quirks and sensitivities. So that explained why Madison had issues when others didn’t. That’s when I realized how much of an uphill battle we were in for.
So why is it important for me to advocate for my daughter?
Foremost because she thinks differently. I always have to ask her why and allow her the opportunity to explain before jumping to conclusions and assuming what looks like the obvious explanation. For example: When Madison started First Grade she told me they found a lizard inside and her teacher told the students she was pretty sure it was dead. Madison lifted her shoe over the lizard and the teacher screamed ‘No!’ Apparently just like anyone, the teacher assumed Madison was planning on stomping on the lizard. When Madison came home from school and told me this, my first reaction was to ask her why. She proceeded to tell me that she put her foot over it because if it was alive, it would run away. She then said, I think my teacher thought I was trying to kill it because she screamed ‘No!’ and by the way Madison described the situation, she was horrified her teacher could even have that thought. Madison just thinks differently and can explain it, but it’s not always how everyone else sees it and so she does a lot of explaining regarding her thought process. If someone doesn’t realize she’s gifted then from the outside looking in it would appear that she is spoiled and not disciplined.
One advantage I have is that many do not realize she will recount conversations and situations word for word back to me on her own. 😉 Then we have the opportunity to talk through them. I have yet to come across a situation or conversation that she has relayed inaccurately. I am very grateful for this because Madison is too honest to a fault. She knows when she is acting immature or has done something wrong and will still tell me all about it. This gives us the opportunity to discuss how she can handle situations in a positive manner in the future.
It is also important for anyone who teaches her as well to understand her.
Here is an excellent article that explains so much and is necessary to read to understand my upcoming posts. It’s also an excellent article for anyone with gifted children or who teach children in general.
The section titled Strengths and Problems of Gifted Children nails it. Madison’s strengths are mostly seen as problems and this is where she is very misunderstood. And she is looked down upon for that, but when in reality she’s an awesome little girl with adult level thinking, the tact of a 4 year old, leadership qualities that are taken as being bossy and who is extremely strong willed.This is where it is our job as parents to advocate for her by #1 not making her feel bad for who she is, but embrace and love her for her unique qualities and #2 explain to others so hopefully they understand.
The hardest part is explaining it to her. While she understands logically, she is very sensitive and it is hard to handle when people or other children are purposely mean. A couple of weeks ago she had a teacher who said, ‘Madison, you are the worst rememberer.’ This was after she humiliated her in front of a bunch of people by announcing a mistake Madison had made. Madison waited until she got into the car to cry.
Madison asked me, ‘Mom, why do people try to joke around and be funny by saying mean things to others and putting them down? They do it a lot.’ I didn’t have an answer for my 7 year old who’s eyes were filled with tears.
She has been accused of cheating at games because she ‘won’ too quickly, has been yelled at because when she is criticized without any positive reinforcement she shuts down and will completely ignore whoever is upsetting her to protect herself. Most kids wouldn’t be affected. Most could blow it off. That’s the double edge sword of giftedness that won’t be achieved by telling her to ‘get thicker skin’ or ‘to get over it’. It’s who she is for life and by doing those things I essentially would be telling her that something is very wrong with her for who she is. And she has now learned that you can’t change people. You can only control your own reactions and surround yourself by those who understand and care. A tough lesson for a young child to have to learn. It’s not easy and learning coping strategies has been one of our number one goals this year for both of us. 😉
I love my daughter more than anything because of who she is. Her characteristics and quirks are the core of her being. Once she is able to use them in a positive manner she will soar! I will never ‘squash’ her and try to make her someone she isn’t because her characteristics and traits are wonderful if understood and are what make her Madison. 🙂 So be proud of your Gifted child! Love and embrace their strengths and help them work through their problems with patience and understanding. All types of Gifted children are unique and wonderful!
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I’ve always noticed Madison was different, I just didn’t know why. Madison was born within an hour of my water breaking, I didn’t have time for drugs or for the doctor to show up. She had trouble transitioning and was put in the NICU for 10 days where she had Brady Cardiac arrests frequently. When she was born the nurses warned me that she would always be headstrong. I laughed. I was obviously completely clueless. The joke was definitely on me!
Madison continued to be a very difficult baby. She didn’t sleep for more than 15 – 20 min for daily naps. She screamed constantly. I could not take her out of the house. There would be times I didn’t leave the house for weeks. She was very strong-willed. And exhausting.
I noticed she met all of her milestones very, very early. It became extremely apparent between 12-18 months. I knew she was gifted but the rest of my family didn’t, so I decided to put her in Kindergarten without saying anything and to wait and see what her teachers/school thought. She tried to do her best to fit in, but she didn’t really and was coined as a behavior problem. I was lucky that her teacher was a Love and Logic teacher, so she helped Madison get through Kindergarten with positive reinforcement. She tested well in the Kinder GT test and showed many signs of giftedness so she was put on the ‘list’ to be tested for the GT at program in 1st, which is when they test for the program. And then came First Grade, aka Hell.
Madison and her teacher butted heads right from the start. So I set up a meeting and explained she was gifted and her characteristics and quirks. I immediately requested testing from the Gifted teacher at school. Madison was tested and only missed 3 questions on her COGAT test. I provided the documentation to her teacher to help her modify her teaching style, but it didn’t matter. The class was a dictatorship classroom and the problems got worse. Her GT teacher offered an after school enrichment class on her own time since GT pull out classes had been eliminated by the district. It helped Madison a lot, but not enough to prevent her from begging for me to Home School her. She hated school and dreaded it. I did some MAJOR research. I couldn’t figure out why MY child was having so many issues. Well, come to find out, there’s different types/levels of giftedness. And excitabilities. And all sorts of gifted quirks. Geeze.
So I set up another meeting with her teacher to discuss differentiation for Madison. That meeting absolutely tanked and she said some pretty horrible things about my child. I met with the administration with no avail. I almost pulled her at that moment. The only reason I didn’t, was because an amazing thing happened…she got a Student Teacher. I’m not kidding, for Madison, it was a gift from God. Someone who made the world of difference in her life and was the reason she finished First Grade in the public school. I cannot even begin to tell you what a difference she made in my daughter’s life. In the meantime, I submitted Madison’s test results and she joined Mensa at the age of 6. I joined so we could find support. One of the best things I ever did!
I found a Psychologist that specialized in Giftedness. Our insurance didn’t cover her, but I didn’t care. I wanted to find out if my daughter was the problem or the public school system, and since she topped out of the COGAT test, I felt had to do more in-depth testing for answers. Dr. Lusby (who is professional and I HIGHLY recommend) did a History Questionnaire and Parent Interview session to discuss what test would be best suited for Madison and to discuss why I wanted her tested. Then she administered the WISC-IV. She did a complete write-up on the results of the test and her behavioral observations of Madison and met with us to explain them.
I was so relieved because she saw the same child I know. It basically contradicted everything her teacher had said and documented about her. After seeing the results of the test and that there were no underlying behavior issues or disabilities (which can be masked by giftedness) my husband and I decided to seek out private schools. I loved the test Madison was given because it let us know her Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. When you score highly in all areas, your success in school should be greater, not poorer.
I searched several schools and found the perfect one. We applied and she was accepted, but is 3rd on the wait list. There is one class per grade with 16 students. We were ecstatic, there was now hope!
And then I became very aware of Education Reform. As I saw why I loved the private school so much, I realized sending her back to the public school would put her further behind and God knows, neither of us could handle another day of her crying when she got home because school was so awful. We had too many of those days. That’s when I decided to Home School until a spot opens up at the private school. I am very excited, as so is she. I have researched Giftedness to death. I know now that I will have to advocate for her for the rest of her life. I know I will have to have special people in her life to teach her extra curricular activities and I am SO grateful for the ones we have now that she is successful with. She is not an easy kid. Jeff and I pull our hair out on a daily basis. She is very unique. There is a specific way to motivate her and specific ways that destroy her soul. And unfortunately, most of the way things are taught are the destroyers to her. But once someone sees how to motivate her without crushing her, then she does amazing things and it is so amazing and rewarding.
She has come so far with learning how to deal with her characteristic traits and not ‘loose it’ and I am so proud of her. This is definitely a journey. I have provided my favorite articles I have read recently below. Also the contact information for Dr. Lusby. She is listed on the Hogies Gifted Site as well, but it took me awhile to find a Psychologist that is truly educated on giftedness. I wish pediatricians were as well. It would have saved me from being told Madison had ‘Princess Syndrome’ and that she needed punishment (ex. physically holding her into a corner of a public place for a time-out).
That is why I am writing this blog. Because being a parent of a Gifted child is tough. It’s exhausting and most of the time a very lonely experience. Trying to deny a Gifted child of their characteristics and telling them they should be a certain way is WRONG! Regretting what one thinks they should have done differently isn’t productive and doing what you feel is right as a parent going forward is what matters. As a parent, you are the one that knows your child best!!!
I dedicated my time to figuring out what was ‘wrong’ with my child and I have learned SO much along the way. I am dedicated to helping others learn about giftedness too, because the amount of time it took to figure out what was going on and to find the best path for me to lead my child down was DAUNTING!
More posts to come! And more that are in-depth. 🙂
There are GREAT resources on Twitter by searching the hashtag #gtchat
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