Still Learning 3

November 5, 2019

1. Cards, cards, and more cards

In the last two weeks we worked on Compare and Contrast set of cards. I drew Venn diagram for each card representing two different items belonging to the same category.  Robert wrote names of the objects above parts of diagrams and then filled the spaces with appropriate attributes. Each day, Robert filled diagrams for 4 cards.

We continue with All About You, All About Me cards.  I considered them much too difficult for Robert when I bought them years ago.  There are still cards that go beyond Robert’s experiences, but most of them are appropriate but need practice.

We returned to set What Are They Asking? Everyday we work with four cards doing them twice, at the beginning of our session and at the end.

2. From Reading Comprehension to Listening Comprehension

For the most of the, so called, “typical learners”  the order of acquiring skills is opposite.  They understand what they hear before they master understanding they read.  For Robert, however, listening comprehension seemed almost non-existent.  Even  a question related to a first time heard sentence, seemed too overwhelming, too vague, or too confusing to answer. That is a reason that I decided that it would be a good practice for Robert to first respond to questions related to the sentences he read himself.  And so we practiced that.  Starting with one sentence long text, supported by a picture,  and one question we proceeded  to two, then three then four sentences and up to six questions.  Only this week, we returned to listening comprehension. Just one sentence at a time and one of the two questions: “Who did something?” or ” What someone did?”  Each day I present Robert with 10 sentences and so far he answers more than 80% correctly.

3. Usborne Young Reading set

It takes Robert 5-8 days to read a book,  from Usborne Young Reading.  Because of the Halloween, I thought it would be appropriate to read Stories of Vampires and Frankenstein. I didn’t mind the first one, but I do have very mixed feelings about the second. Since, I hadn’t read Frankenstein myself, I wasn’t prepared for the horror and deadly gloom of this story. However, when Robert starts reading a book, he has to finish it. And so we read.  I don’t know how he processes this tale.  I am not sure if I should help him understand the horror of the story or let him digest it on his own.  I don’t know what Robert grasps and how this affects him.  I don’t know if I should skip anything that seems gloom and spare him any idea of horrid things that happen not just in the story but in the world.  I don’t know…

4. Chores

On Fridays, Robert and I  go to stores, a bank, a library, or zoo.  I also make medical appointments for that day. Robert deposits his checks, makes a shopping list, and uses self-register to pay for groceries. At home every other week Robert cleans bathrooms, vacuums, does laundry, and (partially) washes dishes. Vacuuming and sweeping floors still requires support because of Robert’s problem with gross motor coordination and difficulties in planning movement in organized way.  Robert would turn around, go one way then the other, leave spots untouched and so on.  I wonder if it wouldn’t be good to spill sand or rice on the rag, to give Robert reason to cover the whole surface of the rag or floor. Last Friday, I helped Robert to record his October’s wages on the Social Security App.  Well,  for him that was easier than sweeping or vacuuming.

5. We Continue to

Solve one sudoku a day.  (more rewarding for Robert as he gets more independent)

Solve a few month problems from Daily Math, second grade.  Visual support provided by some of the graphs help him to understand the difference between “more” and “how much more”.

Practice cursive writing

Practice pronunciation

Color pictures and/or copy pictures


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