Pamela is a paradox! She can read and somewhat understand books at a 5th/6th grade level of reading. She may not "get" every little nuance, but she understands enough to make reading at that level worth her while. (Think about how Helen Keller delighted in reading books above her head, but within reach). So, we are reading Miracles on Maple Hill plus some history plus some other pleasure books, all at about that level to practice oral narration. The purpose of the graphic organizers is to scaffold Pamela in organizing material and typing narrations for Miracles on Maple Hill and some history readings (a post for another day).
The purpose of the "impertinent" questions and answers I do during readings, which are not part of a typical Charlotte Mason philosophy, is to practice syntax in Pamela's speech therapy program. She has syntactic aphasia, so her expressive language is probably at a 1st/2nd grade level. The Reading Milestones primers (not the workbooks) are PERFECT for speech therapy ala the association method because they are syntax controlled. She does not need vocabulary-controlled primers; like deaf children, she needs syntax-controlled ones for acquiring correct syntax.
Last year, I attended a talk by Jennifer Spencer in which she explained her thesis for her master's degree about retelling. She recommended using graphic organizers to help children organize their thoughts before writing. Jennifer did another presentation called "Developmentally Appropriate Use of Narration." I was disappointed to miss it because we presented at the same time. From what I understand she discussed graphic organizers in greater detail. ChildLightUSA just posted the audio file for the one I missed.
This series of posts cover blending Charlotte Mason, the association method, and Relationship Development Intervention with reading, orally narrating, graphic organizers, syntax practice, and writing. I have spent almost a month for me to digest and record it. I have described how we worked through Chapter 3 of Miracles on Maple Hill. The last post covers how we organize the graphic organizers and type a written narration. If you are a new reader, the following links takes you through what I have already covered!
Before a Reading:
During a Reading:
Before a Typed Narration:
Before I sat down with Pamela, I organized all of the graphic organizers and made two main idea/details concept webs with the diagram feature of Microsoft Word. Because the story introduced only one new character, I did not make a concept web for that. I guided Pamela in filling out these webs from memory. I avoid letting her review the graphic organizers because I want to spotlight relying on memory of earlier readings. After we completed the setting concept web, she typed up her written narration. She did not review the graphic organizers before or during the typed narration.
Pamela's Typed Narration
The downstairs had the kitchen, and dining room. The upstairs had three bedrooms. Outside had some trees, grass, and melted snow.
The kitchen had a bath. It had some some chairs. It had a table. It had a drawer with spoons, folks, and knives. It had some dishes.
Bedroom had some pillows. It had some blankets. It had some window. It had some doors. It had some floors with walls.
The mice are dirty, and ugly. The mice feel bad. The mice had some old noses, dirty bodies, short tails, and short ears. The mice made a mess. It made squeaks.
Dad wanted to get rid of the mice. Marley kept the mice. The mice are crawling in the house. The mice had some babies.
Friz is a man. He had some children. They drove to the sugar camp. The suger camp is pretty. It had some hot pots. It had some syrups. It had some trees, too. It had some snow. They feel happy.