--------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00005Date: 05/19/96 From: RUTH LEBLANC Time: 12:29am \/To: JOHN BLACK (Read 0 times) Subj: hi Hi Marge, JB>-> We are supposed to have a unit inspection here soon. I certainly hope >-> they give us due warning. I've been very busy teaching and was sick >-> last week so have lots of cleaning up to catch up on. :) JB>Fun huh?!? Well, I've been so busy working in kindergarten and fighting off a cold all week that I haven't had time to do anything yet. There's a pile of dirty dishes and tons of pots and pans to wash in the kitchen. I did the grocery shopping today and still have a few things to put away and organize. Then I'll have to clean the floor, counters, and the stove...and I have company Monday so will be doing a lot of cooking - tons of dishes, etc. to wash again. JB>-> Yes, we are finally getting some buds and even leaves on the trees. I >-> can't believe the long cold winter and spring that we are having. I >-> look forward to some warm and sunny days - I hope they will get here >-> for this holiday weekend. JB>Me too! We are sick of the weather and would like some spring and summer >for a change! Guess we'd better put our order in now eh??? ;) Well I guess we got our wish. I was out today in a short sleeved dress and am sitting here now - past 10:30p.m. with the windows wide open! JB>It's my birthday this weekend. Another one...Oh well, at least this year >someone is going to bake me a cake! (the first one since my 16th >birthday!) We haven't really been keeping mine, just Melissa's and >lately, Johns. Must be nice. Now, I'm jealous - I didn't get a cake for my birthday, in fact can't remember when _I_ had one last! JB>Melissa is doing her health right now. She started out this text book >with a really negative attitude, but now she says she kind of likes it. >Its not hard anymore, and she may actually be enjoying it! Glad to hear it. What is she studying in it that has suddenly grabbed her interest? >forward to it anyway. There will be a conference in June, about 45 >minutes from here, and I'll go if my back can take the drive that day. I What is the matter with your back? >still haven't made it to one yet. The only thing I manage is local group >meetings and the A Beka display and order meetings. This is my last >year, and I finally manage to get to some events!! Wierd!!! Does this mean you will be leaving the echo? :( JB>Melissa is doing Consumer Math, (grade 9) and a new health and science >text too. We are going to work through most of the summer, with time off >for camp and hope to finish a week or two before school starts this >fall. We are also doing history, spelling, writing, handwriting, >keyboarding, reading, geography, shop, cooking, arts and crafts, etc. I >think we'll keep busy all summer. We are getting up earlier, so I have >encouraged Melissa to one extra lesson in any subject each day, so we >can finish on schedule or maybe even early. It sounds like a lot of work. Don't you get a vacation away from it all? Mind you I'm the one to talk. I spent most of my summer last year either in workshops or creating activities at the teachers resource centre! And this summer will probably be the just the same. One thing about going to the centre - only a 12 minute walk from my apartment and air conditioned which my place is not! JB>Well, gotta go! Our subscription on the BBS runs out soon. May not be >renewing. If I disappear you'll know why! Bye for now, >Marge B-) Will you still be on the internet? I believe you did say you were on the internet? Your email address I notice is @encode.com which I can see is your BBS address or do you have internet privileges with Encode? Well email me your snail mail address if you will no longer have an emailing one so we can keep in touch. Ruth --- QMPro 1.53 A woman's place is in the home, in front of her computer. * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00006Date: 05/19/96 From: RUTH LEBLANC Time: 12:29am \/To: ALL (Read 0 times) Subj: READ ALOUDS 1/2 Hi Everyone, Here's a list that I promised Rachel of Recommended Books to Read Aloud At the Emergent Stage (K-1 approx) _______________ Old Mother Hubbard and Her Wonderful Dog. Illus. by James Marshall, Farrar, Strauss & Giroux, 1991 _______________ The Little Dog Laughed and Other Nursery Rhymes. Illus. by Lucy Cousins. Dutton, 1989 Ahlberg, Janet Each Peach Pear Plum. Scholastic, 1989 _______________ Jolly Postman. Little Brown, 1986 Anno, Mitsumasa Anno's Counting Book. Crowell, 1975 Anno's Alphabet. Crowell, 1975 Boynton, Sandra Blue Hat, Green Hat. Little Simon, 1984 Brett, Jan The Mitten. Putnam, 1989 Brown, Margaret Wise -Goodnight Moon. Harper, 1984 The Runaway Bunny. Harper, 1972 Brown, Ruth A Dark Tale. Dial, 1981 Burningham, John Mr. Grumpy's Outing. Holt, 1971 Burton, Virginia Lee Mike Mulligan and His Steam Shovel. Houghton Mifflin, 1967 Carle, Eric Do You Want To Be My Friend? Harper, 1971 The Grouchy Ladybug. Harper, 1977 The Very Busy Spider. Philomel, 1984 The Very Hungry Caterpillar. Philomel, 1969 The Very Quiet Cricket. Philomel, 1990 Eric Carle's Treasury Of Classic Stories For Children. Orchard, 1988 Dr. Seuss The Cat In The Hat. Random House, 1957 Crews, Donald Freight Train. Greenwillow, 1978 School Bus. Greenwillow, 1984 Truck. Greenwillow, 1980 Ehlert, Lois Color Zoo. Harper Collins, 1989 Color Farm. Lippincott, 1990 Feather For Lunch. Harcourt, 1990 Nuts To You! Harcourt. 1993 Fox, Mem Night Noises. Harcourt, 1989 Hale, Sarah Josepha Mary Had A Little Lamb. Photo-illus. by Bruce McMillan. Scholastic, 1990 Hellard, Susan The Ugly Duckling. Piper Books, 1987 Hissey, Jane Little Bear's Trousers. Beaver Books, 1987 Hoban, Tana Of Colors And Things. Greenwillow, 1989 I Read Signs. Greenwillow, 1983 Is It Larger? Is It Smaller? Greenwillow, 1985 Hoban, Russel A Baby Sister For Frances. Harper, 1964 Bread And Jam For Frances. Harper, 1964 Hoberman, Mary Ann A House Is A House For Me. Scholastic, 1978 Hutchins, Pat Goodnight Owl. MacMillan, 1972 Rosie's Walk. MacMillan, 1967 Jam, Teddy and Beddows, Eric Night Cars. Douglas & McIntyre, 1988 Kalan, Robert Rain. Greenwillow, 1978 Keats, Ezra Jack Over In The Meadow. Scholastic, 1971 Lemieu, Michele What's That Noise? Kids Can Press, 1989 Leonni, Leo Inch By Inch. Astor-Honor, 1962 Swimmy. Pantheon, 1963 Frederick. Pantheon, 1967 Matheson, Anne BEnjamin. Gage Educational, 1993 Martin, Bill Jr. Chicka Chicka Boom Boom. Simon & Schuster, Knots On A Counting Rope. Holt, 1987 Mayer, Mercer A Boy, A Dog, And A Frog. Dial, 1967 McCloskey, Robert Make Way For Ducklings. Viking, 1942 McMillan, Bruce Growing Colors. Lthrop, Lee & Shephard, 1988 Peek, Merle Mary Wore Her Red Dress and Henry Wore His Green Sneakers. Clarion, 1985 Raffi Wheels On The Bus. Crown, 1988 Sendak, Maurice Where The Wild Things Are. Harper, 1963 Stinson, Kathy Teddy Rabbit. Annick Press, 1982 Red Is Best. Annick Press, 1988 Thompson, Richard Foo. Annick Press, 1988 Gurgle, Bubble, Splash. Annick Press, 1989 Walsh, Ellen Mouse Paint. Harcourt Brace Jovanovich, 1989 Wildsmith, Brian Brian Wildsmith's Mother Goose. Watts, 1963 Wood, Jakki Moo Moo, Brown Cow. Harcourt Brace Jovanovich, 1992 Yolan, Jane Owl Moon. Philomel, 1987 Zolotow, Charlotte May I Visit? Harper & Row, 1976 Poetry Books To Read Aloud At The Emergent Stage Alberg, Janet and Ian Each Peach, Pear, Plum. Viking, 1979 de Regniers, Beatrice Sing A Song Of Popcorn. Scholastic, 1988 Hoberman, Mary Ann A House Is A House For Me. Viking, 1978 Hopkins, Lee B. On The Farm. Little, Brown, 1991 To The Zoo: Animal Poems. Little, Brown, 1992 Side By Side: Poems To Be Read Together. Simon and Shuster, 1988 Martin Jr., Bill Brown Bear, Brown Bear, What Do You See? Henry Holt, 1993 McLean, Anne The Bus Ride. Scott, Foresman, 1971 Moore, Lillian Sunflakes: Poems For Children. Clarion, 1992 Piper, Watty Mother Goose: A Treasury Of Best Loved Rhymes. Platt, 1972 Prelutsky, Jack Read-Aloud Rhymes for the Very Young. Knopf, 1986 Sendak, Maurice Chicken Soup With Rice. Harper & Row, 1962 (Continued to next message) --- QMPro 1.53 A woman's place is in the home, in front of her computer. * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00007Date: 05/19/96 From: RUTH LEBLANC Time: 12:29am \/To: ALL (Read 0 times) Subj: READ ALOUDS 2/2 (Continued from previous message) Williams, Sarah Round And Round The Garden. Oxford University Press, 1983 Aphabet Books To Read Aloud At The Emergent Stage Crowther, Robert The Most Amazing Hide-and-Seek Alphabet Book. Viking Press, 1977 Ehlert, Lois Eating The Alphabet. Harcourt, Brace Jovanovich, 1989 MacDonald, Suse Alphabatic. Bradbury, 1986 Elting, Mary Q Is For Duck. Houghton Mifflin, 1980 Lobel, Arnold and Anita_On Market Street. Greenwillow, 1981 Miles, Miska Apricot ABC. Little, Brown, 1969 Moak, Allan A Big City ABC. Tundra Press, 1984 Oxenbury, Helen Helen Oxenbury's ABC Of Things, Watts, 1972 Peth, Lori Abracadabra ABC's. Curriculum Associates, 1993 Rankin, Laura The Handmade Alphabet. Dial Books, 1992 Thornhill, Jan Wildlife ABC. Grey de Pencier Books, 1988 Tyron, Leslie Albert's Alphabet. Collier-MacMillan, Wildsmith, Brian ABC. Oxford University Press, 1982 --- QMPro 1.53 A woman's place is in the home, in front of her computer. * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00008Date: 05/19/96 From: RUTH LEBLANC Time: 11:40am \/To: DONNA RANSDELL (Read 0 times) Subj: why can't ---- read??? Hi Donna, Time to catch up on my mail. Haven't had time to do so lately, who knows if this is the last package posting that I meant to reply to! Anyway you were replying to a message from Amber Floyd on the subject of phonics: DR>What I was referring to, tho, was the idea that some educators have that >totally ignore the fact that usually s says ssssssss like in snake, etc. Whe >taught kindergarten, our letters and sounds program emphasized the letter sh >and its sound. But many programs these days don't do that. The latest term for this is graphophonics and is very much promoted in our board. The whole business of phonemic awareness has been very much in evidence in the teachings of Marie Clay and the Whole Language movement in New Zealand. I'm very surprised that, since you told me you have Reading Recovery there, these teachings are evident in your literacy programs in California. More about all this in another message that I want to reply to (Hope I can find it!!) DR>We got good news in California this past week....our Super of Educ up in >Sacramento has finally decided that the state needs to include phonics in th >reading education....geesh, it's about time! I'm waiting to hear from you about what you mean by phonics - with examples please - I'll probably get your reply before you get this. :) Ruth --- QMPro 1.53 All wiyht. Rho sritched mg kegtops awound? * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00009Date: 05/19/96 From: RUTH LEBLANC Time: 11:40am \/To: AMBER FLOYD (Read 0 times) Subj: why can't ---- read??? Hi Amber, Caught your conversation to Donna the other day: >>> you wonder why it is no longer taught. Who are we serving, the 75% who >>> can, or the 25% who cannot, learn by Phonics? The 25% who can't learn y >>> phonics will pick up reading by the looksay method. AF> Who says it's got to be 25% -vs- 75%, winner take all? As far as i >can see, almsot NO kid really learns thru compleat phonics, OR looksee. >All of them can learn to read, given a flexable one on one aproach, where >a creative, and nurturing person finds the right combination of >ingredeance for that particiular kid. This is why we homeschool!! I agree with you here, Amber. :) This doesn't have to be a one to one approach either, except in the case of a child who has a reading disability. > Why get locked into a two sided vew of somethign that really has an >infinate number of sides? It is important to remember that no one reading strategy or intervention may work for all children. If we want children to learn and enjoy what they are learning, and since what one child finds easy, meaningful, and successful is not necessarily the same as what another child finds easy, meaningful, and successful; reading programs need to be as flexible as possible. Thus, the most successful program in the classroom (whether it is homeschooling or anywhere else) will be the one that provides as many different approaches as possible in order to reach all children. In addition, teachers must remember that since each child is unique, reading problems are also unique. Thus, when a child needs intervention for a learning difficulty, the remediation program should be designed to meet their needs, make use of their strengths while building confidence and thus self-esteem. More on this later, Ruth --- QMPro 1.53         (a short musical interlude) * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00010Date: 05/19/96 From: RUTH LEBLANC Time: 11:40am \/To: DONNA RANSDELL (Read 0 times) Subj: spelling Hi Donna, DR>Oh, ouch. My husband also says he's embarrassed to be with me some times, >because I will go into those places and point out the spelling error. I never have the nerve to do this. The one that annoys me the most is when people put an apostrophe where it does not belong - usually in the case of plurals. There is a sign just up the street on the back fence of a house which reads: "Beware of Dog's" I keep wanting to write on it - Beware of dog's what? (Teeth - I expect ) This is of course one of the most common of mistakes in the classroom and drives me "nuts". ;) DR>Yes. One of my jobs at the above company is to type inspector's andwritten >reports. I always fix spelling and obvious errors in grammar. My trainer was >furious: "you type those the way the inspector gave it to us!" I refused. >went to the supervisor and explained it to her. She told me to fix the error >as long as I wasn't changing what was said. (I was fixing words like :their, >there, they're, or was/were, wear or where, etc.) My trainer was not happy, >it was because I went over his head. I always thought a secretary/administrative assistant/or whatever's job was to fix all the spelling, etc. errors in the letters and reports. I used to do the same thing and it was always appreciated. If I was the boss I would doubt that trainer's right to do be in his job. What exactly is he supposed to do? That's all for this one...:) Ruth --- QMPro 1.53 Careful! Big Brother's watching you. * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00011Date: 05/19/96 From: RUTH LEBLANC Time: 11:40am \/To: KEN WOODARD (Read 0 times) Subj: read to kids 1/2 Hi Rachel, I was sad to pick up this message from you the other day, you sound so discouraged. :( I haven't read the last two days postings so don't know what others may have replied but here's my two cents worth. KW>However, I haven't figured out what wonderful things it was supposed to >do to my children. My daughter (almost 7) has struggled over learning to >read, although she seems to be "catching" on now, though it certainly >hasn't "clicked in" like everyone seems to think it should.....it's >been a struggle from the beginning, with everything from desire to >learn, to want to try by herself to actually remembering the "phonics" >"rules". Well, Rachel, as you may have read I am not a great believer in teaching phonics rules - at least not so much at this age. I do teach a few things but whether you would term them as "rules" I don't know. Some children are just late learners. You cannot rush this - it's like potty training you have to see an evidence of readiness or you will defeat your purpose and actually build up a phobia or resistance to the desired result. KW>I often wonder...every day, in fact, what wonderful advantages I've >supposedly given my children by spending 20-40 minutes daily reading to >them...... Okay, what are the advantages - well you named some of them later on in your message (quiet snuggle time together etc.) But I think what you want to know is learning to read advantages.... Well the initial step in learning to read is by a proficient reader reading to the learner. The learner then begins to interact with the text on their own. This doesn't necessarily mean they will actually "read" it. It could mean that they will "read" the pictures or they will memorize the text on the page and "read" it back to you. May I ask what kind of books you have been reading to your children? Do you reread them with them? Here are some quotes from the Scarborough Board of Ed (where I work) Primary Junior Language Guide......topic is Read Aloud: Since there is strong evidence to show the significant and lasting effects that hearing stories has on children's literacy development, it is essential that teachers plan and implement an effective read aloud program. Hearing stories motivates students to read, and orients students toward reading. A major task of kindergarten teachers is to ensure that children develop a love of reading and a desire to learn to read. By hearing memorable, well-crafted stories, students develop strong, personal attachments to characters such as, Clifford, Emily Umily, Spot, Goldilocks and even the Big Bad Wolf. Students develop strong preferences for favourite books and authors. During the course of the enjoyment and pleasure of the experience, students also develop many concepts about books and written language that allows them to make a smooth transition into reading and writing. Students hear the more formal syntax and structures of "book language". They learn about story patterns and acquire new vocabulary. They construct meaning by using their imaginations to create images, and experience situations through the perspective of story characters. It is important for teachers to read a variety of materials to students: well-crafted picture books, short stories, poems, and expository text. Teachers should consider the following criteria when selecting books: * repetitive, rhythmic language * rhymes that propel the reader through the text * predictable plots and strong characters * memorable language that evokes mental images * engaging illustrations including novelties, such as, pop-ups, shape books, microchips, text hidden under flaps, and behind doors * ordinary experiences that have an imaginative element e.g. Where the Wild Things Are by Maurice Sendak. I will post a list of recommended books for Emergent readers for you and others in this echo. KW>What, besides the ability to sit still....do you all perceive (and see) >as advantages that your children have had because you've read to them >out loud? Well I hope the above has helped answer some of that question. :) KW>I've noticed that some of you have mentioned that your kids started >"picking out" words while you were reading to them.....did they do this >on their own..or did you stop reading and start "teaching" this to them? >Just curious. It is when a child starts picking out words that is the time to start teaching them not before. The picking out words or memorized text stage is telling you that they are ready to learn to read. I'd do almost anything to NOT have the struggled with my >5-year-old that I've had with my almost 7 year old.....it's been (Continued to next message) --- QMPro 1.53 When the going gets tough, the tough get their teddy bear * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00012Date: 05/19/96 From: RUTH LEBLANC Time: 11:40am \/To: KEN WOODARD (Read 0 times) Subj: read to kids 2/2 (Continued from previous message) >an incredibly difficult year with lots of tears on both sides of the >coin.... To me, as a trained teacher, when a child is having such difficulty or resorts to tears it is beyond the time to assess what is happening. Is the problem that the child is not "ready" to learn to read? Or is the problem that the teacher is going too "fast"? Or is the problem with the "method" or "strategies' that they are using? And last but not least is their evidence of a learning disability? I hope this has not sounded like a criticism as it's not meant to be. I can recognize these things because I have been trained to do so, and also because I have had experience in teaching (and observing other more experienced teachers teaching) children to read. I can say most emphatically that I know a great deal more about teaching children to read than I did four years ago when I received my B. Ed. What kind of training did you receive when you were learning to be a teacher? Did you get any primary training? AT the university I went to everyone, regardless of level of teaching desired, were required to take the same courses for our first year of teaching. (It was a three year concurrent program - that is we took our B.Ed at the same time as our Bachelor's degrees which added a year on to our degree program. Thus my Honours program took five years to complete instead of four.) The high school teachers were encouraged to teach the year in a primary class (k-3) as our Course directors felt it necessary that they knew where their students were coming from - the building stones as it were. we get our achievement test results back tomorrow...and I'm very >curious to see how "poorly" or "well" we did. (I say "we" because I feel >this very much reflects on me...as well as my daughter...because I was >(am) her teacher.) I shall have to read the packages that I have downloaded (but not read) over the past few days to see what is happening. KW>Also, one more thing for those of you who are more experienced with the >teaching reading aspect...once a child is "behind" in reading....what >can I do to "catch them up"? Here, in the schools, we have Reading Recovery. If you like, I can give you some basic information on the steps involved. This program has a terrific success rate. In the meantime, assess what you have done and what you can do to change it - if necessary. It is hard to help when I don't know what you have been doing to teach your children to read. KW>I think the way to improve reading is to read...However, if it were that >simple, why aren't all children "catching" up...... If things were that simple, then they wouldn't need us. Remember all children are unique. See my message to Amber about this. Sooooooooo...am I right? Is "extra" reading the way to >improve reading...or should I be doing something else, too? (Of course, >we're working our way through our wonderful curriculum...but we struggle >in that area...since it is difficult for her.) You are right on both counts - continue to read together, don't push it unless you know that the child is being lazy. The key word here is encouragement. If your child is continually frustrated then his/her self esteem is going to suffer. You need to encourage every success. May I recommend a book that was recommended to me when I was studying for my Special Education Qualifications in Learning Disabilities. It is called _Reading with the troubled reader_ and is by Margaret Yatsevitch Phinney and is published by Scholastic. It's been a long time since I read this book but I remember that it was excellent. KW>Any and all thought in this area would be helpful and much >appreciated.... Well, I hope the above has been helpful. I have more but just noticed that this message is almost 170 lines long.....I'll save the rest for another time. ;) Ruth --- QMPro 1.53 When the going gets tough, the tough get their teddy bear * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00013Date: 05/19/96 From: RUTH LEBLANC Time: 11:41am \/To: AMBER FLOYD (Read 0 times) Subj: why can't ---- read??? Hi Amber, AF>>> I think we are in agreement here. Stay tuned for further discussion. AF> Looking forward to it. Well, I hope you caught my messages on this subject and I haven't finished yet! In adition to Tamara's difficulty in learing >arbitrary rules, A common problem with LD sufferers. she has visual and auditory dyslexia, I'll have to bone up on all this - I've been too long away from it all. and is ADD. This I come into contact with all the time! Not that we have the large numbers of medicated kids here that everyone on the echo seems to be complaining about. :) >now, she is also a READER! Yaaay! Congratulations. Tell her to give herself a pat on the back. :) And Mom, too. Must run, Ruth --- QMPro 1.53 Warm Fuzzies come in free and limitless quantities!!! * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710) --------------- FIDO MESSAGE AREA==> TOPIC: 158 HOME SCHOOLING Ref: D5S00014Date: 05/19/96 From: RUTH LEBLANC Time: 11:41am \/To: JOHN BLACK (Read 0 times) Subj: hi Hi Marge, JB>-> We are supposed to have a unit inspection here soon. I certainly hope >-> they give us due warning. I've been very busy teaching and was sick >-> last week so have lots of cleaning up to catch up on. :) JB>Fun huh?!? Well, I've been so busy working in kindergarten and fighting off a cold all week that I haven't had time to do anything yet. There's a pile of dirty dishes and tons of pots and pans to wash in the kitchen. I did the grocery shopping today and still have a few things to put away and organize. Then I'll have to clean the floor, counters, and the stove...and I have company Monday so will be doing a lot of cooking - tons of dishes, etc. to wash again. JB>-> Yes, we are finally getting some buds and even leaves on the trees. I >-> can't believe the long cold winter and spring that we are having. I >-> look forward to some warm and sunny days - I hope they will get here >-> for this holiday weekend. JB>Me too! We are sick of the weather and would like some spring and summer >for a change! Guess we'd better put our order in now eh??? ;) Well I guess we got our wish. I was out today in a short sleeved dress and am sitting here now - past 10:30p.m. with the windows wide open! JB>It's my birthday this weekend. Another one...Oh well, at least this year >someone is going to bake me a cake! (the first one since my 16th >birthday!) We haven't really been keeping mine, just Melissa's and >lately, Johns. Must be nice. Now, I'm jealous - I didn't get a cake for my birthday, in fact can't remember when _I_ had one last! JB>Melissa is doing her health right now. She started out this text book >with a really negative attitude, but now she says she kind of likes it. >Its not hard anymore, and she may actually be enjoying it! Glad to hear it. What is she studying in it that has suddenly grabbed her interest? >forward to it anyway. There will be a conference in June, about 45 >minutes from here, and I'll go if my back can take the drive that day. I What is the matter with your back? >still haven't made it to one yet. The only thing I manage is local group >meetings and the A Beka display and order meetings. This is my last >year, and I finally manage to get to some events!! Wierd!!! Does this mean you will be leaving the echo? :( JB>Melissa is doing Consumer Math, (grade 9) and a new health and science >text too. We are going to work through most of the summer, with time off >for camp and hope to finish a week or two before school starts this >fall. We are also doing history, spelling, writing, handwriting, >keyboarding, reading, geography, shop, cooking, arts and crafts, etc. I >think we'll keep busy all summer. We are getting up earlier, so I have >encouraged Melissa to one extra lesson in any subject each day, so we >can finish on schedule or maybe even early. It sounds like a lot of work. Don't you get a vacation away from it all? Mind you I'm the one to talk. I spent most of my summer last year either in workshops or creating activities at the teachers resource centre! And this summer will probably be the just the same. One thing about going to the centre - only a 12 minute walk from my apartment and air conditioned which my place is not! JB>Well, gotta go! Our subscription on the BBS runs out soon. May not be >renewing. If I disappear you'll know why! Bye for now, >Marge B-) Will you still be on the internet? I believe you did say you were on the internet? Your email address I notice is @encode.com which I can see is your BBS address or do you have internet privileges with Encode? Well email me your snail mail address if you will no longer have an emailing one so we can keep in touch. Ruth --- QMPro 1.53 A woman's place is in the home, in front of her computer. * Origin: FidoNet: CAP/CANADA Support BBS : 416-287-0234 (1:250/710)