Update about the boys, April 2013

In the past I've given mammoth updates about the boys, because I do enjoy writing such updates; but I really can't afford the time now. Still, I will take a little time and share the highlights.

First, H., age 6, almost 7.

UPDATE: he has continued to do Supermemo every day, usually twice a day. I don't always add questions every day, though. He still seems to like it well enough and it's now a rock-solid part of our routine.

He's been following a schedule for most of the last six months, although in the last couple months not so much. For a time we let him make his own schedule (with my help), but that turned out to be more trouble than it was worth. My current view is that the best approach (at least, with H.) is to try to follow a fairly strict schedule.

He finally finished Treasure Island a couple months ago. It has been difficult but I think he understood it well enough, as long as he also read an easier version at the same time, watched movie versions, etc. He's also mostly done with Tom Sawyer (similarly challenging, and similarly understandable with a dictionary and helps) and finished The Secret Garden (much easier--we've been through it before a few times). He reads from one or another of these books twice a week or so as part of "serious literature" period. After Tom Sawyer is finished (in the next few weeks, probably), we'll be sure to pick more things like The Secret Garden that he definitely likes. He hasn't hated the other books, and I think he's learned a lot, but I don't think he's liked the others so much. He says he'll look forward to reading them again when he's older. The other three days he typically reads literature of his own choice, lately finishing Harry Potter #2 and starting #3, and various other things of course. For the "serious literature" I make him look up at least 10 words in his hour of reading, which ensures better comprehension and also gives him great vocabulary practice. I've noticed his vocabulary improving, using words I know I've never explained to him. I assume they come from this practice. After reading we almost always do a Q&A session--a crucial and interesting part of the exercise. We lately tried BigIQKids.com for vocabulary and spelling practice...for both, anything below the 7th grade was pretty easy for him.

As to bedtime reading, we've gone back to history-then-literature, and as to literature, since we started The Hobbit, it's been that, then The Fellowship of the Ring, and last night we finished the first half of The Two Towers. It turns out that The Hobbit is not really easier than the others, and the others aren't that difficult for H., as long as I stay aware of what he's likely not to get and explain that as we go along. He really loves all these books.

We also started him reading more nonfiction than before. He's gone through a half dozen Horrible Science books, and lots of books about the human body and crime and detection, medicine and detective work being two of his favorite topics these days.

As to geography, we're still at work on the Caribbean countries, having finished a couple books about Cuba and being almost done with two about Jamaica. Our progress is slow, but usually steady. I imagine we'll get to the U.S. by the end of the year, maybe sooner. Knowing so much about South American and Caribbean history has been very handy as we've read about the Age of Exploration. We still do some fun things like look at YouTube videos of Cuban dances.

Math: he's almost halfway through Spectrum Math Grade 3, near the end of the entry level of MEP (haven't actually worked on that in a while), and finished with Five Times Five Is Not Ten. He's not too bad at math, although he makes careless mistakes, and he just doesn't have any special motivation to do it. That said, he did 28 pages of Five Times Five a few weeks ago, and recently did 10 pages of Spectrum Math, both pretty unusual. The combination of Spectrum and MEP ensures that he is exposed to the concepts in a traditional way (which is easier and teaches him useful ways of simply doing the problems) and then a much more in-depth, logical, difficult way, which ensures a deeper level of understanding (or so I hope). MEP has gotten easier, although not always; the simple algebra problems, of which there are many, are still challenging, but a lot of the pattern-type and logical work is getting easier. He's also occasionally doing a 2nd grade math app (a full curriculum, it seems), for review and fun, called Splash Math. He does some sort of math every day.

Writing and grammar: most of the time, H. is simply writing on the computer. About half the time, I assign him things. E.g., he's doing a long (over 4 pages now, will take a few more weeks to finish) book report about Gilgamesh that he does off and on. This is challenging, but not too bad--it's great, it will be his first high-quality extended piece of writing, it introduces the idea of a book report very well, it practices his narration skills, etc. He's done a fair number of shorter "book reports" and Q&A using enotes questions as prompts; I'm still struggling to get him to do "narratives" Charlotte Mason style, and in that he is making some slow but recognizable progress. He's also done a very long, excellent, but somewhat random presentation of Cuba facts, now that we're basically done with studying that country. Most of the rest of the time, I just let him write about whatever he wants. Often they're stories, sometimes they're "essays," sometimes they're "reports." The essays tend to be semi-nonsensical ramblings about scientific topics, the reports are about things like pets and Legos. He has had a recurring character in his stories, "Harry Willman." For more systematic exposure to writing concepts, we started going through Spectrum Writing Grade 4, which seems about right. We were doing that about once a week for a while. Some months ago we were doing grammar (Cozy Grammar) twice a week, then once a week, and now it's more like every other week or less. But we're still doing it and intend to finish. There's a Cozy Punctuation series after that.

As to science, as I said, he's read quite a bit of that during nonfiction reading time, having read books or parts of books, mostly in the Horrible Science series, about physics, the human body, and most recently chemistry (last night he declared he wanted to be a chemist). Theoretically I'm reading physics to him still every dinner, but toddler E. has become increasingly shrill in his insistence that I read to him, and only him, and now Mama often takes his side, so H's exposure to physics has slowed down. But we're still at it and should finish within a couple months. We got him some videos too...Magic School Bus and Popular Science for Kids. But I'm keeping it going and I'm not going to let E. win completely!

As to history, we finished The Story of the World, Vol. 2 (which I'm having H. re-read during his non-fiction period) and are now a third of the way or so into Volume 3. We're following the same method, still: reading four books concurrently, supplemented by other, shorter books such as the fun ones from the You Wouldn't Want to Be series. But we did read at least one rather longer book, an old biography of Sir Walter Raleigh that was rather good. Actually in the last couple of months we've slowed down on the four-books-concurrently method and read randomly from old public domain books like Our Little Spartan Cousin of Long Ago, which isn't that great but it is very educational and keeps H's interest. It's really not that bad. He also enjoys stories from James Baldwin's Fifty Famous People.

Piano: well, we've taken it easy for some months and then got into it again. He's well into book 4 of Music for Little Mozarts. Basically, he lacks the discipline/motivation to practice a lot himself--although he has done some--and I don't want to force him. I do sit down with him a few times a week and give him short lessons. So he's making slow but steady progress. At some point we'll start him on traditional lessons...or maybe I'll break down and get some fancy software teaching system.

Latin: he's plugging slowly away, almost every week day, on Rosetta Stone, still on Level 2. Not a serious study at this point (10-15 minutes a day), I'm afraid, but I'm very sure that when we get around to starting Latin in earnest, with texts, he'll have a much easier time of it. Because he had ambitions to take over the country of Cuba, he decided to start studying Spanish with some old software I had lying about, but of course nothing came of that. I didn't buy him anything better because, frankly, he's doing quite enough as it is.

Programming: he's gotten pretty good at Scratch, so I suggested that he start learning Python, so he has. He got up to Chapter 5 in Hello World! but I have to insist he does the exercises; if he doesn't he won't understand it and actually be able to use what he's learned. As a result he's stopped his progress through the book, but I expect he'll get back into it.

Chess: we have finally, after a break of a year or so, gotten back into chess study. I'm making him do the hard stuff, but he doesn't mind, and he asks to do puzzles and games every so often.

OK, now on to E., age 2.5! I'll be briefer here.

E. is reading very well, despite having lost his taste for almost all of the reading videos, presentations, and software (including, I'm afraid, Reading Bear). I have no doubt that all the work we did in Reading Bear, Your Baby Can Read, Starfall, etc., etc., had a definite effect of teaching him how to sound out words. Most of his practice now, however, comes from me putting my fingers under the words as we read; he does love to have me read books to him, and as long as I don't ask too much, he's game to read the occasional sentence or word when I ask him to. I'd estimate his reading (decoding) ability at around 1st, maybe 2nd grade level.

(Update: right after posting this E. saw the Little Reader logo and wanted to do that. That led to the "Books for H. & E."--meaning my powerpoint presentations. He loves them now and asked me--I checked after each one--to read all three of my long "United States" series. I'm not surprised he likes them now, because he's now the same age that H. was when I wrote them for him, and they're close to the same level of development. We also re-tried some Reading Bear and he liked that, too.)

Based on what he requests, his comprehension level is about the same. He requested The Wizard of Oz repeatedly until we finished it--it was an abbreviated, but not adapted, version, still pretty long. We also made it all the way through Winnie-the-Pooh and are now working on Dinosaurs Before Dark, i.e., the Magic Tree House series #1. We've also just started H's much-loved Oxford Picture Dictionary.

While I read all sorts of paper books to E.--we haven't even gone through all the ones at his reading level that I bought for H.--we read an awfully large number of books in app form. He especially likes the "Disney Classics" and then watching the corresponding movies.

The biggest surprise recently is E.'s ability to count and do simple addition and subtraction problems in the TeachMe: Kindergarten app. He had been going through the TeachMe: Preschool app, as well as a certain counting app which we used pretty religiously since he was very small. So I guess I shouldn't be too surprised: he was exposed to counting so much that it comes naturally to him. Anyway, since the TeachMe: Preschool app seemed too easy for him, I figured, what the hell, we'll try the next one. Lo and behold, he was able to do addition and subtraction with no problem, the first time we tried it, with just a little explanation. He was very proud of himself and I was proud of him. We've been using the app for a little over a week, I'd guess, and he's made good progress just in that time. I think it will be some time before he is able to do many math problems on his own, without the app-y tools of the great TeachMe series, but I think he'll get there sooner rather than later. Already he looked at, e.g., 1+0 and thought that was a silly problem and immediately said "1." So he's definitely glomming onto math concepts faster than H. did.

We look at a world map a fair bit and he can identify countries, as H. did at the same age, although probably not as well as H. did because we haven't done this so much. But he really enjoys doing geography puzzles of Europe and the U.S.

Yesterday I tried giving E. a piano lesson (this was as much his idea as mine--he wants to be like big brother H.). He was much better behaved and engaged than H. was at that age and did everything that I asked. Similarly, he's more game to trace numbers and letters, so I think he might learn to write faster. I credit H. himself with being an example to his little brother.

We also do all sorts of logic-type puzzles in the really excellent MyFirstApps series. We are a big consumer of that series.

His mama, by the way, insists that I read and otherwise engage E. at the meal table. If I don't, E. doesn't eat.


Ask DadDude: spawning analytical thinkers

Someone emailed me this question. Since it was asked so nicely, I thought I'd answer.

I have a question for you and I hope you have time to reply to it. I admire your essays and the indepth analysis of topics. You put a lot of critical and analytical thinking in your writing. Even when you argue, your ideas are coherent and well-thought out. I want to give this gift of analytical thinking and critical writing to my children.

Can you please let me know what I should basically cover in my homeschooling curriculum to touch those factors. I am basically an engineer and I can do all those magic in maths and science but not in humanities and arts. So, it would be highly beneficial if you can list out your thoughts on this. What are the major factors you consider when you are adapting a writing curriculum for your sons? What kind of reading will help my children to achieve that critical thinking and analytical mind?

My answer:

Well, since you ask so nicely!

I don't have any magic or cutting-edge method in mind when it comes to getting H. and E. to be excellent critical thinkers. It's simply called getting a liberal arts education. By reading "the best that has been thought and said"--since the best tend to be very thought-provoking--as long as the child is ready to be meaningfully challenged by it, they learn at the knees of the most brilliant minds of history. They learn to think well by regularly seeing good thinking. That's what's contained in the classics and in good books, both fiction and nonfiction.

It is also very important, I think, that children get lots of practice in writing. They should write every day, when they are able, 45-60 minutes a day, or that's how long I have H. writing these days. What they write about and whether they systematically go through a program or something like that is not nearly as important as that they be motivated to formulate words in paragraphs. It is also very important that they get feedback and revise.

The combination of challenging (but not inappropriately so) reading and very regular writing with feedback--and, later, going through increasingly difficult science and math problems on a wide variety of science and math topics--are enough to make anyone capable of careful analysis.

It becomes especially important later on, from junior high school level on or so, that they get increasingly challenging feedback on their essays. The only effective way to learn how to write in an organized, logical, coherent fashion is to get copious critical reaction to one's own writing.

I also learned a lot, myself, from 3.5 years of debate and forensics in high school  and lots of reading and study of philosophy (and study of logic as part of that surely didn't hurt). More than any other subject, philosophy (in the classic tradition, and in the Anglo-American tradition) encourages analytical thinking and writing.


Reading Bear improvements

Here's our latest Reading Bear update.
We're not done working on Reading Bear--which will always remain a non-profit, free website to teach reading through phonics and vocabulary. Here's a quick progress report.
Alternative reading systems soon supported. We're putting finishing touches on a feature allowing us to reorganize our words into the order in which they appear in other reading systems. HeadSprout will be one of the first, but if you're interested in giving the Reading Bear treatment to your reading system's list, please let Joe know at joe@watchknowlearn.org. (See "Changing of the guard" below.)

Illustrators needed. Larry has written the text of some e-books to go with the first 15 presentations, and we're calling for volunteer illustrators. If you are an illustrator, and you are interested in supporting a great cause and getting a prominent byline, please email Larry at sanger@watchknow.org.

New media mentions. We had some great mentions in the press and blogosphere after our launch, especially a front-page article in Memphis, Tennessee's biggest newspaper, The Commercial Appeal, and a story by WREG, the local CBS affiliate. Top education blogger Larry Ferlazzo wrote that a BBC site and Reading Bear are "clearly the two best sites on the Web for phonics reinforcement." And we were on TheNextWeb's list of 12 "best educational apps of 2012."

We still want to get the word out some more. We're available for press interviews. We think Reading Bear is big news!

Changing of the guard. Finally, we're announcing that Larry will be departing from Reading Bear and WatchKnowLearn soonish, although he will remain on board as a consultant. His work on Reading Bear is pretty much complete and he's excited about a new venture he's pursuing. Dr. Joe Thomas, CEO of WatchKnowLearn, will take over as manager of Reading Bear, as the team focuses on getting the word out about these free resources.

Larry Sanger & Joe Thomas
Reading Bear/WatchKnowLearn

E.'s reading progress

(No, that's not a picture of E. He doesn't have glasses.)

Just a short report here. I'm delighted with 25-month-old E.'s reading progress. We are not studying phonics nearly as carefully and systematically as we did with H. We have been going through (more or less randomly) the two ending blends presentations, adding s, and digraphs and x. More than that, we've been doing various quizzes. When I open up Reading Bear, E. insists on doing quizzes (about 75% of the time).

We continue to read several books per day. The level of the books is now decidedly beyond the baby books, and now we're into the toddler books. To take a few examples, we've been reading quite a bit of Curious George, as well as the little-kid versions of fairy tales from Mary Engelbreit. He still likes the Biscuit stories, which are incredibly annoying.

We're also doing stuff on the iPad, including Reading Bear on iSwifter, the Starfall app (which is great), some vocabulary apps, some counting apps, etc.

When looking at screens, he's been spending at least as much time on Starfall and Literactive as on Reading Bear. I still haven't found any other free sites with decodable stories that can be sounded out with a click, like Starfall and Literactive. Have you? Please tell me about them in the comments. Anyway, I've been delighted at how well he's been reading beyond the level that he is at on Reading Bear. Like H., his ability to decode words in the context of a story is a few steps beyond his nominal phonics level. My hypothesis is that he has been figuring out unfamiliar phonics principles on his own. There is no reason to be too surprised at this, it seems to me; once you know the letter sounds and have some modest experience viewing how letters and sounds match up, there are usually a few obvious ways to decode an unfamiliar sequence of letters, and it's just a matter of mentally trying them out and picking the one that matches a word you've heard. I wonder if research supports this hypothesis.

Another thing we look at quite a bit on my desktop are my presentations. He is crazy about my "Balloons" presentation (still) and likes many others, like "Kids," "The Mind," "Chemistry 1" (not as hard as it sounds), etc. These are all available on Slideboom. I made a new one, too, called "Bubbles," which he likes. (Unfortunately, funding for new presentations is not forthcoming at this time.)

I think E. is a few months ahead of where H. was at this age (not surprising, considering that I started teaching E. phonics earlier), but at this age H. was a little ahead of where E. is in terms of books he prefers. This also shouldn't be surprising considering that I was able to spend more time with H. on his reading.

But all in all I've used similar methods with my two boys and in terms of their educational outcomes, they're very similar so far. I'd definitely say that E. is reading now, at age two, in the sense that he is able to decode most, probably all, of the words in certain stories that he can understand and enjoy.

I've made a video of E. reading, but it shows his face and all and Mama can't have that online. I'll make another one soon.


A challenge to first grade reading teachers: read in one year! No excuses!

In the course of responding on the "readbygrade3" mailing list (I'm a subscriber), I came across this page on ReadingRockets.org. I was greatly struck by the fact that, here in 2012, professional advisers to reading teachers state that, by the end of first grade, a good student "has a reading vocabulary of 300 to 500 words, sight words and easily sounded out words." This, I think, is a travesty.  At the end of first grade, students should be able to read whatever words they can comprehend, meaning (of course) many thousands of words.

Rudolph Flesch maintained, on the basis of a great deal of first-hand experience, that there is no reason why the vast majority of first graders should not be able to read--period!--at the end of the first grade. At the end of that year, they ought to be able to pick up any book, as long as the vocabulary is comprehensible to them, and read it. Decoding should present zero difficulties. Period. And so by the end of first grade, they have no need for contrived basal readers. They can start reading actual literature. For what it's worth, my six-year-old is downstairs reading The Secret Garden--his choice--in the original version right now. I fostered his literacy from babyhood and he started reading when he was two.

I'm using Reading Bear and other resources to teach my second son to read. He is 25 months old. We started seriously when he was around 18-20 months. He's up to presention #11, capable of getting 13-15 out of 15 on the quizzes on that material. He can read (with a little help) any of the first 8 or so stories on Starfall's excellent Learn to Read page, as well as any of the stories on Literactive's level 1. I fully expect my two-year-old to get through all of the word lists on Reading Bear and to be decoding (not necessarily comprehending) at a 3rd grade level by his third birthday. My first son developed in a very similar way four years ago.

If my two-year-olds can do this, your six-year-olds can do it. Teachers, now that Reading Bear is complete and 100% free, you have no excuse. I understand that your districts impose a lot of top-down control of curriculum. But you still have some freedom. Reading Bear's presentations are 15 minutes long, and you can definitely take that much time out of your busy day for this program. Let's say you don't have access to a computer lab. Fine, but surely you have a projector. If all you do is show Reading Bear's presentations for 15 minutes each day for the 180 days of first grade, you'll be giving your students the gift of literacy.

To begin with, spend a week on each presentation for the first 10-15 presentations (or better, four days on a new presentation and one day on review). After that, students will catch on much faster, so you'll be able to spend less than a week on each one. You'll also discover that you don't need to show the full, 15-minute "Sound It Out Slowly" presentations; as time goes on, you'll be able to go on to the "Sound It Out Quickly" and "Let Me Sound It Out" presentations.

Teachers, your first graders can be decoding at an advanced level by the end of the year. Being able to do that now, rather than after the third or fourth grade, opens up the whole world of books to them, and not just easy, decodable picture books, either, but chapter books. Prove me wrong--why not give it a try? What could you lose? It's easy to do--you're just showing and reacting to a presentation. Your students will be exposed systematically to over 100 phonics rules, according to Flesch's time-established method, as well as vocabulary. I personally guarantee that, at the very least, you won't be wasting your time.


How I use SuperMemo with my 6-year-old (video)

Comments, discussion, questions welcome.


Update about the boys

Since I always begin with 6-year-old H. and never seem to have time (in the same post) to discuss now-2-year-old E., I thought I'd begin with E. this time. Besides, it has been eight months since I updated the blog about E., who is now 24 months old. But I am going to keep this update shorter than the last few, which have been voluminous. The best-laid plans...

Let me begin with how E. is doing at reading. He is able to read most of the simple words found in the most basic readers, such as Starfall's "Zac the Rat" readers. In the last month or so, he has started whole sentences. I have started writing some readers to go with Reading Bear. Here is the current draft of the one that will go with "short a" (the sentences in parentheses are to be read by the narrator/voiceover, not by the child):

The Rat in the Bag

Pat was a man.
Pat was the dad of Sam.
Sam had a rat. The rat was Tam-Tam.
(They decided to take a trip to the beach.)
Sam had ham in a bag.
(They also packed bread and other things for sandwiches.)
They had gas in the van.
(Then they got in the van and left for the beach!)
Pat had a map.
(The map told them how to get to the beach.)
The map was in his lap.
The van ran and ran.
(At last, they got to the beach.)
Pat had a nap and a tan.
(Sam wanted to see the beach.)
Sam ran.
(While Sam and Pat were gone, the rat climbed into the lunch bag.)
Tam-Tam sat in the bag.
The rat had the ham.
(Sam looked in the bag and found Tam-Tam.)
Sam was sad.
“Tam-Tam!” Sam said. “I am mad. You bad rat!”
“It is O.K.,” said Pat. Pat had some jam.
“Pass the jam!” said Sam.
(He made a new jam sandwich.)
“Sam,” said Pat, “the rat is fat!”
(Then they drove back home.)
The rat sat on a mat in the van.
Sam sat and had a nap.
(The End)

E. read that whole story a few days ago. I had to prompt him on some words, but he read many whole sentences entirely by himself--that was the second time through, though. He liked the story well enough to request it a second time the following day. Now he is bored with the CVC words on Reading Bear. I frequently stop (as I used to do with H.) and wait for him to finish the end of a sentence or some other sentence. As H. was at this age, he is sometimes reluctant to do so, but actually he is usually game and does a good job. He is right about where H. was at this stage.

So what have we been doing to foster his reading? I am now reading to him at two of three meals (I still read to H. at dinnertime, most of the time), usually when we wake up, and sometimes at some other times of the day. I haven't been reading to him as much as I read to H. at this age, but we do manage to get through several baby or toddler books per day. E is almost always game to read something and in fact often demands to read if I am slow to begin at mealtime. He also is very jealous of H., when I read to him at dinnertime. But E. is pickier than H. was, which is part of the problem with our ability to read as much. The other part, of course, is that I simply don't have as much time now that I'm dividing my attention between two. Of course, Mama does help; though she usually speaks to the children in her language, she often reads to E. in English at dinnertime when I'm reading to H. It's a little confusing but it's OK, and it can't be helped!

As to book choices, we've graduated from baby-concept books to simple story books. The Biscuit books are a favorite. We have had Curious George and Madeleine phases, but Biscuit is easy and enjoyable. Other favorites have included Little Bear and Dr. Seuss books. (These are all series.) Lately he hasn't gone in for any of those favorites, however, except Biscuit. He has also been listening to lots of other old books of H.'s; e.g., yesterday we tried out Sammy the Seal, which he seemed to enjoy greatly. In addition to all of these, we have tried a number of "decodable" easy readers, the same sort of simple, early-reader-friendly books like the Starfall books. With those, I ask him to read more of the words. But frankly, I don't like them and don't use them much. They're just not as interesting. For his birthday I got a set of phonics-decodable books to use with the LeapFrog "Tag" pen E. has inherited from H. But, just as was the case with H., E. is not that interested in the Tag pen. It's not nearly as attractive as Papa reading to him; so what's the point? E. even grabbed my finger to inpatiently use it to tap on the words when he wanted me to start reading. H. used to do that.

Has he learned some phonics? Absolutely. A few months ago, he read the words "tin" and "Jim," which I'm pretty sure he's never seen before. Now he is very regularly reading all sorts of words that are decodable, but which I'm fairly sure aren't in Reading Bear, Little Reader, or Your Baby Can Read. He has actually graduated to figuring out some words, like "monitor," that are far beyond his "official" phonics decoding level (as measured by our progress through Reading Bear...we're now starting blends, when E. is interested). I remember H. doing the same thing, i.e., decoding "advanced" words well before we started studying the rules that would allow him to decode them.

So, what tools are we using? Up through a couple of months ago, he was using Reading Bear on a daily basis, sticking to the first seven presentations (short vowels, c, k, and ck). He got to the point where he got 13/15 on the quizzes and could read most of the words--or, actually, all of them, as long as I had his interest. As usual, though, we stopped when he lost interest. But then one day he apparently decided he had enough of Reading Bear, for the time anyway.

Actually, I think it was his discovery of Starfall that inspired the break. He fell in love with Zac the Rat when we started that..about two months ago. As with H., I refuse simply to read the text to him. If we are on Starfall, he must say all the words. This, I now remember, is how H. learned his "little" and unphonetic common words, what people call "sight" or "Dolch" words, like "they," "is," "the," and so forth. E. is doing the same thing. Anyway, clearly, E. is impressed with his own ability to read stories. There's a funny thing he does. Occasionally, he says, "You read it." I always reply? "Are you tired of reading? That's OK, let's stop." Then he says, "No, no, I read it!" and he continues on with renewed motivation. He almost always wants to finish the story, whether one that I wrote for Reading Bear or a Starfall story.

We have also been slowly (not daily) going through the Little Reader presentations, which are actually very nice, but he often says "no" to them. I have a lot of respect for that system--it definitely helps and has been part of our solution.

Another tool we have been using (and which takes time and attention away from Reading Bear) are my presentations. In fact, he likes these more than anything else, these days. He especially likes my "Balloons" presentation, for some reason. He's not ready for all of the presentations; the ones about geography and history are still mostly beyond him. But he likes many of the vocabulary ones, the science ones (which are actually pretty simple, conceptually speaking), and any old family presentations starring Mama and H. when he was a toddler himself. I had forgotten just how much H. learned from these presentations--I was reminded because I am noticing how much E. is learning.

We also use lots of apps on the iPad. I'll have to do a separate post about those.

In terms of results, well, I've already discussed where his reading ability is at. I really ought to document that with a video--I will soon. His diction is improving practically daily, as is his vocabulary. He is able to pronounce multisyllabic words and put together multi-word sentences, although he still hasn't got all the basics of English grammar. He still refers to himself, sometimes, as "E---", but usually it's "I" and "me," and he's rapidly progressing in his spoken grammatical correctness, generally. His vocabulary is perhaps his biggest area of improvement lately. He once a few days ago started naming stuff in some concept book, on his own, and got everything down pat. Not just "dog" and "cat," but slightly more advanced words like "tractor," "airplane," colors and numbers, and a lot of things that are common in concept books for toddlers. He can read most of the words for these things as well--but these are mostly sight words, picked up from various videos and books.

If he doesn't have as much attention from me as H. had at this age, I think having big brother H. around constantly prattling on helps makes up for it at least somewhat, as does the fact that I know more what to do and am using more effective tools (like Reading Bear) than I had when I started with H.

I know some other "early education" parents are already busy teaching math and other skills at this stage. Well, apart from using math apps and reading lots and lots of counting books and books about shapes (and also educational videos), we are not following any sort of systematic program. I think we might, however, in the nearish future. I'm thinking I'll want to start E. on Jones' Geniuses for toddlers. As to other things--writing, "physical training," music, etc.--fuhgeddaboudit. I mean, I wish I had time and energy to do that, but I'll be honest--I don't. Mama also feels worn out just taking care of very, very active 2-year-old and 6-year-old boys. She (and we together) do various things, but nothing systematic. I can put in a plug for the particularly excellent Your Baby Can Discover and Your Child Can Discover videos put out by Dr. Titzer. Easily up to the quality of YBCR, and probably the best general learning videos for babies and toddlers out there that I've seen, and that would include Baby Einstein, Brainy Baby videos (which are good), Classical Baby art videos, and others. In terms of screen media, only my presentations are better. ;-)

Another thing we are doing, which we did with H. and which we do at mealtime, is puzzles. We're doing the precise same U.S. states puzzles that H. did, and E. is showing excellent aptitude for them, at least as much as his brother had. Apart from being their first exposure to U.S. geography, these puzzles are excellent for teaching fine motor skills.

One other thing. Is E. happy? You bet! He's a super-cute, very animated, very energetic, very personable little guy. He says hello and goodbye to everyone at the grocery store, and tries to talk to people all the time, even if they can't quite understand everything he says yet.


OK, onto H., who is now 6. He's forging on ahead and is reasonably content with his studies, for which I'm grateful. He does resist a few things on some days, but generally he's happy to do what I ask, and not infrequently dives into things (writing, reading, piano) without my asking. He is turning into a pretty unusual kid--well, you'll see.

General remarks. We took a month off of studies--even off history reading, and sometimes even chapter book reading at night--for a month (August) or a little more. Then around the start of September we started back in with gusto. We have a schedule we're following now, with limited success, but it is a schedule and it does provide us with some useful guidance and reminders. Everything discussed below is on it. I also got a book of reward charts, with stickers, and H. seems motivated by that. Not all kids might be, but H. is, so far.

The schedule is generally as follows: Latin and Review #1 (see "Review work" below) before breakfast. I read to E. at breakfast. After breakfast, half hour of P.E. with Mama, which has often consisted of bike riding. We also go to a weekly homeschool gym. Then an hour of literature, a half hour of nonfiction reading, and 45 minutes of math (all of these interspersed by Q&A with me and/or short breaks). Most of this morning work is done by himself, although we do discuss his reading, sometimes making review questions about the nonfiction reading; his Mama or I help with math. At lunch, I read to Eddie. After lunch, we have a daily 10 minute piano lesson, Review #2, and then 15-20 minutes of geography reading--all of which lasts about 45 minutes. Then he's off writing or doing grammar by himself and other things by himself such as chess study or art. Theoretically he's done by 2:45 pm on most days, but that's theoretical. At dinner, most days, I read to him: first a poem, then physics. Sometimes E. insists that I read to him and I relent (it depends on whether I arrive at the table in time to catch the fast-eating H.). After dinner, we sometimes play a game of chess but more often we're just taking it easy. At 7:15 or 7:30 we start Review #3, followed by history and some other reading. Since H. is quite good about doing an hour of serious literature every day, I've been using our evening reading time to read things like the human body, the Children's Bible, about the Presidents, as well as some chapter books--everything sacred and profane.

Often he runs rampant the whole morning while I'm doing work, and then I have to rein him in (with Mama's help) in the afternoon. If I didn't have her help, I wouldn't be able to get a full day's work done, and sometimes I have to work in the evening, to do a full day's work.

Review work. Maybe the most unusual feature of our homeschooling habits, these days, is that we do SuperMemo review three times a day, about 10 minutes per review. Occasionally it's more, especially if I've typed in a lot of questions recently. I just love SuperMemo. H. has 90% recall of over 1,400 questions added in the last five months. Here are some examples of the sorts of questions he is reviewing these days:

What happened at the very end of Buchanan's presidency?
One by one, the Southern states began to secede from the Union.

Who claimed the territory that would become Brazil, and when?
Pedro Álvares Cabral in 1500

Why might a fighter pilot become unconscious when enduring 9 g in a sharp turn?
The g force makes blood rush out of his head, and we need blood in our heads to stay conscious.

What is the substance called which gives color to the skin? (If you have more, you have darker skin; if you have less,  you have lighter skin.)
Melanin.

Who was the first of the great German painters in the Renaissance?
Albrecht Dürer.

Who assassinated Lincoln, and where?
John Wilkes Booth shot Lincoln at the Ford Theater in Washington, D.C.

Define: anarchist
Someone who believes that all government is wrong, who wants there to be no government at all.

What is the longest mountain range in the world?
The Andes Mountains

Do states' rights limit (lessen) the power of the federal government?
yes

Complete the series (through 60): 6,  12...
18, 24, 30, 36, 42, 48, 54, 60

Our SuperMemo statistics states that we have added on average 7 questions per day (50 questions per week). If we keep this up, he'll have 90% recall of over 15,000 facts (of the above sort) by the time he's 12. Before you scream in horror at the pain I must be causing my child, imposing this "rote memorization" of "mere facts" on him, remember that the reviews occupy about 30 minutes of his time, broken into three sessions per day. Also, it's not rote memorization because I rarely ask him questions about things we have not studied; the questions are about things in our texts or other studies. Frankly, I think this will be the way of the future. I think that, in the future, this will be standard operating procedure in classrooms around the world: just 30 minutes of quite doable, tolerable, and sometimes even enjoyable review will virtually guarantee what we, today, would regard as "encyclopedic" knowledge. It also makes quizzes, exams, and a lot of homework all unnecessary.

Literature. The thing, other than review, that H. does most consistently, I guess, is literature, meaning reading a chapter book for an hour a day. Our routine here has not changed much since last report, although in the last month or so we've been distinguishing between "challenging" books and easier books. We have been doing about 50% of each. Since August or September he has been working at the same time on Treasure Island and Tom Sawyer for the challenging books. I sit him down with my iPad, with the dictionary app open, and have him look up any words he doesn't know. The dictionary app tracks the look-ups, and occasionally I type vocabulary items into SuperMemo. Does he comprehend what he is reading? Reasonably well. We almost always discuss what he's read afterward for 10 minutes or so. I ask him questions, ask him to summarize what he's read, ask his opinion/reactions, etc. He says he understands what he's reading, but of course that's something to verify. I have subscribed to enotes.com (which at $50/year seems quite comprehensive in its coverage of children's books) and he seems to be able to handle the comprehension questions there pretty well.

He's making slow progress through those books because he's also at work on a much faster-rotating series of easier books. He recently finished The Phantom Tollbooth, The Matchlock Gun (tossed off in a little over an hour a few days ago--no trouble with the enotes questions), The Secret of the Andes, The Horse and His Boy, and The Cricket in Times Square, and for fun reading or re-reading things like Hardy Boys mysteries, the newer Magic Tree House books (he's read the whole series twice and is now on #44), the Spiderwick Chronicles, and lots of Tintin graphic novels (as well as the novelization of the recent movie, which he just really wanted). Today he picked up his very first book of poetry and read it on his own, cover to cover, which I thought was great: A. A. Milne's Now We Are Six. I read him a poem on average 4-5 times a week at dinnertime, if I remember to. These are more "serious" children's poems, which require interpretation. (I think of "Meeting at Night" by Browning and Shelly's "Ozymandias" which was actually very fun to read and discuss.) I think our long-term fairly regular attention to poetry has given him a bit of a taste for poetry. He doesn't seem the poet type, but I think he likes it pretty well, and he has memorized some poetry. Lately he memorized "Star Light, Star Bright," "Monday's Child," and the song "Hush little baby, don't say a word," which baby E. really, really enjoys. (Take it away, Joan!)

By the way, I do still read chapter books to him 3-4 nights a week at bedtime, the other nights being nonfiction. Lately it's been Sindbad the Sailor and Other Tales from the Arabian Nights, and a book that he selected himself from the bookshelf, Roger Lancelyn Green's very interesting Tales of Ancient Egypt. (We're doing SuperMemo review of questions from this. Extremely helpful for study of ancient Egypt.) Of course, I've read many other things to him...I guess I'll update that book list sooner or later. The reason I stopped reading chapter books/literature to him every day is that I am now reading much more to E. at mealtimes, and the time I spent reading nonfiction to him was decimated, and sorely missed. Something had to give and it was some of the bedtime literature.

In terms of results: he seems to be doing pretty well in terms of getting exposed to a lot of classics of children's literature. His taste for fiction is, I think, growing. His ability to handle more difficult and "archaic" texts is also developing nicely. This latter is important to me because so many classics simply cannot be mastered unless you're comfortable with older-sounding vocabulary, idiom, and sentence structure. Moreover, reading the more difficult children's classics while he's still definitely a child will prepare him very well for taking on board original sources from history and, in time, philosophy. I certainly do want him to study philosophy with me before he goes off to college. Now, as to his vocabulary, certain persons might say that he doesn't sound like a regular 6-year-old. But then his Papa doesn't sound like a regular grown-up and he does OK, so I figure it doesn't matter that much. Look, if you give a child an education he's capable of--and I think the absolutely wonderful Marva Collins showed just how much regular children are capable of--then he's not going to sound like a regular kid. But what's wrong with that? If there's a problem, it's that he talks too much, and he can be rather mouthy. Being both homeschooled and given a rather free hand in how he spends his time (though we aren't, of course, Unschoolers), he is a very independent sort who is not shy about making his views and preferences known.

Writing. This continues to be an area of mystery and success, as far as it goes. Sometimes, I think he needs specifically to learn how to summarize texts, so we work on that. Other times, I've created specific assignments, such as you might find in a writing program. That all goes reasonably well. I have occasionally been tempted to buy some program for teaching writing, but whenever I see them, I think, "This is going to be a disaster." Writing, perhaps more than anything else, has to be individualized. I strongly suspect that simply encouraging the student to write a lot, giving him some direction, occasionally giving him some assignments on things he needs to improve, and then simply lightly and gently giving feedback (mostly praise) on his work will be enough to make an excellent writer out of a child. Anyway, my general idea seems to be bearing fruit in H's case. He has continued to make reasonable progress, although he still writes an awful lot of what I would describe as nonsense. But he is certainly writing better now than he was a year or more ago.

A couple weeks ago, H. got up one day and wrote this before breakfast (revised lightly afterward with a few general comments from me):

Essay on physics

We will talk about atoms, the aie and empty void, and forces.

Section 1: The Air and Empty Void

Empty really is empty. Many scientists also think that my position is wrong.

Section 2: Forces and Energy

Forces

Forces are like push and pull. One kind of force that works against gravity is called positive force. I thought that negative force works agianst gravity, but that is silly. Anyway, think of the negative numbers. They work with gravity, because the negative numbers are the very low numbers. That tells you that empty really is empty. But only in one way it does. I will tell you. It's because low and empty are sort of related, but they are connected in one way. I will again tell. It's because empty means low.

Energy comes in more than a hundred forms. I will list some.

Solar
Wind
Water
Chemical

Those are some of our energy kinds. I will now take us to learn about atoms.

Section 3: Atoms

Atoms are made up of different nuclei, which are orbited like all the planets orbit the Sun. The nuclei are orbited by a group of electrons and other things. This might sound amazing, but the atoms can be elecricity atoms, which we will learn about later. Cells contain nuclei that are bigger than that of an atom. In fact, those nuclei may contain atoms.

I sent that text to a friend, a veteran homeschooler, and asked him what the hell I should do with this. His advice made an impression on me:

What the hell do you do with this???? You encourage him to write more of this very same thing! Lots of it! ... It makes perfect sense to him—and as long as you encourage it, this faucet will spew forth lots of fascinating and meaningful (to him) prose. Try to control it at this early stage and I guarantee, you will constructively shut off the flow of this incredible explosion of creativity. My friend, this isn’t “nonsense.” If I were to offer advice—and I am not wont to do so—I would suggest that you DON’T rewrite it or shape it or try to “fix” anything at this stage. ([Wife] agrees.) No tutor either. You will send the message to his little, underdeveloped mind that he is doing something “wrong.” And he’s not. ... It’s organized, cogent (after a fashion), linear, argumentative. As he is exposed to more critical thinking, he’ll naturally (and through imitation) tailor his writing to a more approved and appropriate style. In due time.

I decided to take his advice, and have been encouraging H. to do more of the same. So he did.

Over the weekend, he wrote a little composition (! I didn't ask, and it was the weekend) about our trip to Rock House, a great spot in Ohio's Hocking Hills:

Story of how we went to Rock House

Rock House looked really big, and before we found the cave entrance, I thought that that was not really a cave, like Mama and Papa said. But then we came to a hollow that I thought was actually the cave entrance. It was not. Then I saw what was the cave entrance. Then, as we came closer, I saw the way up. It was a ramp that we used to get up into the cave. We got there and climbed up the ramp. When we got inside, I was the first one to get inside. I looked up to one end of the cave and saw that I had almost fallen off a ledge. I went back after that and had quite a hard time finding the others. I finally found them and found a good place for some rock climbing. I climbed the ledge and then Papa got me down, and then we went over to a place where it was impossible to get down. On the way back from that, I walked on the high part of the cave on the right side. Then Mama found a nice and low place where she could lift me down. Then we left the cave this way:

·         First, we found the cave entrance (which was then the cave exit) and then went back down the ramp.

·         Next, we went back around the Rock House loop and took the rest of the trail home.

To take another example, today, I told him to go write something. I saw the composition-in-progress, which led a few instructions: explain the business about the exhaust pipes, and create separate paragraphs for separate ideas. Making "sections" was his solution to my request for paragraphs. Also, at one point, he had only said, "This is something else I would like everybody to do: Make brick walls on either side and all around power lines." I told him to expand that. That's pretty much it--I did correct his spelling of "environment" but I think that's the only spelling or grammar correction I made.

Here is what he came up with:

How I would like to change how man-made stuff affects the environment

Section 1: About Cars and Gasoline

I would like to let electric power take over gasoline powered devices so that all cars would be electric and why? Because gasoline powered cars give off exhaust and dangerous fumes that may damage the environment.

Section 2: About Nuclear Energy

Another thing I would like to change is nuclear energy. I know that people who run a power plant let all of the exhaust out. So I would like them to send all the exhaust through pipes instead. And let it out at the end of the pipes, wherever the ends are.

Section 3: Another Thing They Can Do 

This is something else I would like everybody to do: Make brick walls on either side and all around power lines. Because I know that in the winter, power lines freeze and that gives them more mass and makes all the power lines fall down. Another thing that they can do is just keep the power lines away from trees!

Section 4: About Car Pantograph Idea And About Car Crashes

I would also like them to make inflatable cars on the road so that people would not feel any shock when a crash happened. And make all cars like that. And also make all cars powered by pantographs like some trains and buses.

We do about 30-45 minutes of writing per day. Very occasionally, I look the other way when H. doesn't get around to doing writing.

His handwriting still leaves much to be desired, although we do still try to get him to improve it. I'm open to suggestions for radical remediation. His typing speed has improved considerably. I haven't timed it but it's definitely along the lines of 10-20 wpm. He strongly prefers typing because it's easier and faster. It's hard to argue with him about that, but we still do make him handwrite things. Still haven't started teaching him cursive, but we do intend to.

One other thing. A week or so again, as I writing this, he started writing a diary, and so far has made four entries. I didn't ask him to do this, it isn't part of his writing homework (although I let him do an entry once or twice for his writing assignment), and he has kept it up by himself. He just discovered he likes writing about various trivial things that have happened at home. I doubt it will keep his interest for much longer, but I guess we'll see.

Grammar. He's on lesson 8 of Cozy Grammar, which we started not too long ago. We generally do two lessons per week, which can but often don't replace writing (he often does writing anyway, even on weekends). I don't think it makes any difference to his writing, but I figure that he ought to understand the language of grammar, because it ultimately does help and at higher levels is even essential. I don't propose to make it a long-term component of his studies--writing daily is quite enough--but we'll come back to it at higher levels every few years, I guess. Marie Rackham also has a punctuation program we bought and we'll be doing that.

Math. Since the last update, H. has finished Singapore Math's Primary Mathematics 1B. It turns out that his mother, who has been sharing math teaching responsibilities, dislikes the Singapore Math program. In her opinion, it does not explain things explicitly enough, and I have to agree with her on that. It also doesn't provide enough systematic, step-by-step practice, at least within the Textbook + Workbook combination. One day she was out shopping at Sam's Club and she got a second grade math book that was more her style, Spectrum Math, Grade 2. At first I turned up my nose at her choice. (You picked up some random curriculum at Sam's Club?) But I looked at it, and I had to admit that it seemed to be a solid program, and I looked at the reviews on Amazon, which were very positive.

So he dove into the new book and hasn't looked back--he's already 1/3 of the way through and at the current rate should be in the Grade 3 book well before this school year is out. So far it's been mostly review, but there have been some new topics. This book teaches the traditional algorithms that are underemphasized in (or missing from?) Singapore Math. The reason Singapore Math was attractive to me--apart from my impression, picked up when I was originally making choosing math books, that students who use it do very well on math exams--is that it teaches kids how to think "mathy thoughts." It is supposed to teach many different ways to do problems. I think this is largely true, but as long as we're doing MEP as well, I guess it seemed a little overkill. MEP does much better when it comes to teaching mathematical thinking.

So, yes, we're still on MEP, Practice Book 1b, going relatively slow, getting toward the end; I think there's still 30-40 pages to go. I still love MEP, but these days H. appreciates it best in small doses, which is fine with me. The other thing we're doing regularly is Five Times Five Is Not Ten; H. is about halfway done with it. He has memorized many multiplication facts.

H. is a bit more enthusiastic about math these days, in no small part due to the switch to Spectrum Math, I think.

History. I wish we had made more progress in history, but due to the summer break and the frequency with which we were late getting ready (which I blame on SuperMemo review more than anything), history often fell by the wayside. As a result, we're still at work on The Story of the World, Volume 2, now reading about the 16th and 17th centuries. We'll be done pretty soon. The thing is, however, H. is learning more history than he was before, because he's committing more of it to memory (that's thanks to SuperMemo). My general impression is that this makes history more meaningful and more interesting, on the whole.

We're continuing to follow the same plan, even with the same texts: SOTW, Usborne Encyclopedia of World History, Gombrich's Little History of the World, and Kingfisher Atlas of World History. H. declares he really loves SOTW, and likes the Usborne book, but the others aren't so great. He doesn't like Gombrich at all, but since he goes through this period of history so quickly it doesn't matter that much. We have read a few other history books, but not too many, except about the presidents. On that score we're up to Theodore Roosevelt, #26, still reading in both the DK presidents book as well as The Look-It-Up Book of Presidents.

Are we doing anything else, like worksheets or writing assignments related to history? Not really...

Science. Science is one of the few things that we still study at mealtime--4-5 dinnertimes per week we read a few pages (or one page of DK Energy) of a physics book. We're continuing to use Usborne's What's Physics All About? as a "spine," although it's hardly meaningful as a spine, because we spend 80%+ of our time reading other things. We've been studying energy for a few months. I'd say we're a little over halfway through physics. So far we've studied cosmology, motion and force, gravity, and pressure. After this it'll be waves, including light and sound, electricity, and finally, history of physics. The Usborne book has a chapter about astronomy but we'll tackle that with a different spine altogether.

As to what we've read, we've read a couple, including another "Max Axiom" book, about energy, and now we're well into DK Energy. The DK science books are very history-of-science heavy, I think (this is only my guess) because DK finds it easy to find cheap pictures to illustrate historical topics, much more than carefully-thought-out, expensive original designs would cost. Still, it's all good. The history stuff isn't a bad introduction to science. Knowing how we came to various pieces of knowledge does help us to understand them.

The other science topic we're studying, a bit, is the human body. A few months ago, practically out of the blue, H. decided he wanted to be a doctor. Suddenly he had a powerful motivation to read about the human body. So that's what we did. H. has read quite a bit without me, and does rather better on the SuperMemo questions about this topic than he does about other topics. That's partly because he makes a good many of the questions himself, partly because he's highly interested, and partly because he gets the same information from several sources. Anyway, I guess we do most of our in-depth study at bedtime, typically twice a week. We've been reading the DK First Human Body Encyclopediawhich is not at all history oriented and which is actually an excellent book. By carefully studying every page and producing many questions about each section (at H.'s request), H. has really learned a lot about this topic.

In addition, he read by himself, cover-to-cover, Deadly Diseases from the "Horrible Science" series. We got the whole box set--I'm very happy with the purchase. This is a fairly lightweight and readable British series of chapter books about science, aimed mostly at boys. He's now well into Fatal Forces, which is an excellent review of many physics topics. He was working on another one as well. He doesn't make too many questions from this. I suspect it's mostly in one ear, out the other, so to speak, but some of it does stick. He has spent a lot of his half hours of nonfiction (which we get to only about half of the days) on these and on other books about the human body, including various Scholastic "True Books" (very good selections as usual).

Of course we're still doing experiments, but to be honest, not as many as we've done in the past. In the last few months we've done several from Physics for Every Kid. Saturday is, or is supposed to be, experiment day.

Geography. For a couple of months, we didn't read geography at all, so we haven't made much progress since our last report, although lately we're making good progress again. We finally finished reading the National Geographic Brazil book. We're now splitting our time between finishing up In the Land of the Jaguar--which is now over halfway done--and readings about the Caribbean. It's nice to be onto a new region. Now we're into the National Geographic Cuba book, and we're doing other general readings about the region in general children's atlases. Of course, we look a lot at the globe, which is right next to the big reading chair, as well as the behemoth Times Comprehensive Atlas of the World. At H.'s request we do other things from time to time. For example, he combined writing and geography and did a PowerPoint presentation about Argentina, and recently traced a map of Cuba, and after that photocopied the tracing and labeled and colored it (which is a nice method).

Other stuff. In piano, I got tired of H. falling back on quickly memorizing my demonstrations--which he was able to do, apparently--and I taught him how to read music, finally. We used flash cards one afternoon and got the basics, went back to the second book of Music for Little Mozarts (from where music reading was first taught), reading through the whole thing again, and are now almost caught up to where we were before in Book Three. This time, I give him no clues at all, or rather, the only clues I give him are to help him figure out the notes himself. So that's solid progress. I'd start him on lessons but, basically, I think it would be a waste of money. H. can get through a lot of material in a week, and most teachers want a student to absolutely master one or two pieces before they go on. As a piano student myself and having seen him in lessons when he was 5, I know how it goes. Maybe when he is playing more challenging stuff, and is able to focus for more than 15 minutes, we'll find a teacher (other than me).

I often hear H. banging on the piano, playing his favorite pieces, figuring out common tunes, and making up his own stuff. I think that's all a good sign.

In Latin, H. is well into Rosetta Stone Latin Level 2. He is pretty good about doing it for about 15 minutes every morning before breakfast. It constitutes good practice without being a major time commitment. I guess the plan is to get into a serious Latin grammar book after he's done with Rosetta Stone--when he's 7, I guess. He has observed on various occasions, with pride, that his Latin helps him in various small ways. (Of course, when he knows it better, he'll notice many other ways.)

As to Physical Education, that's now part of the daily schedule--he goes out with Mama for a half hour after breakfast and they do various things. He's also been going to a weekly "homeschool gym" and we're starting Cub Scouts, which has a sports and outdoors component. Of course he's often doing physical play later in the afternoon after his studies are done, and we often go for family bike rides after dinner. He still has little in the way of competitive spirit, when it comes to sports. I guess I didn't much, either, and his mother certainly doesn't.

I've been reading a philosophy book to H., off and on, which he enjoys. Once he somehow persuaded me to start writing a philosophy text, and I have almost finished writing Chapter 1 of Philosophy for Children. Your guess is as good as mine on whether I'll finish or not. But H. was very enthusiastic about it, read it several times, and wrote various unassigned "essays" on the topics it raised.

We're slowly reading through the Golden Children's Bible. H. declares he is an atheist and recently express doubts about Santa Claus, too. But due to the obvious historical and cultural importance of the Bible, I think it's essential that we get well acquainted with it. He doesn't mind. We've started reading the story of David; we're close to halfway done.

We're also reading a book about presidential elections for obvious reasons, and he has taken to scanning realclearpolitics.com.

We're also still making progress in Logic Safaria page or two a week or so.

This isn't the whole story of H., believe me. It's just about his education, and I haven't told you about the zoo and science museum trips etc. Anyway, he's a pretty happy, if rather unusual, little kid. He generally likes being homeschooled, and hates the idea of going to school. He is comfortable enough with his studies, although he does sometimes complain that he doesn't want to study, and we often give him a half day off, basically, often Wednesday or Thursday. I rarely must resort to threatening him with sitting in the corner if he doesn't study. While I sometimes have to get his attention, and occasionally he does have trouble sticking to task, he does a pretty good job getting quite a bit done by himself while I'm working and Mama is busy. Reading in particular is now going very smoothly. Math is more of a struggle; without some external motivation, like a timer to work against, he ends up wasting a lot of time. Same deal with grammar. Writing usually goes well enough, except when I ask him to revise a list of items; he often ignores or misunderstands what I've told him to do. I guess it doesn't matter too much because he makes progress in his writing anyway. I'm still reading quite a bit to him, and I wish he'd do more, but frankly this is the only way I can be sure that he understands some otherwise difficult-to-understand material (science, history, geography, etc.).

**Special note to freelance illustrators: Reading Bear is looking for people who are willing to make cartoons for cheap, for a good cause!


Reading Bear's First Press Release (Please Share!)

 

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Contact: Dr. Joe Thomas 901-484-3347

INNOVATIVE NEW WEBSITE, READING BEAR, TEACHES PHONICS AND VOCABULARY FOR FREE
Wikipedia Co-Founder’s Latest Project Launches to Acclaim

MEMPHIS, TENN., OCTOBER 11, 2012 – The co-founder of Wikipedia has embarked on a new web-based project aimed at teaching children to read in a new innovative, multi-sensory, multi-media approach.

Dr. Larry Sanger has designed a new website called ReadingBear.org.  It is a free website from Sanger and the team from the education website, WatchKnowLearn.org.  The project is funded by an anonymous Memphis-area philanthropist through the non-profit Community Foundation of Northwest Mississippi.

ReadingBear.org takes a phonics approach to teaching children to read.  The site features more than 100 phonics principles. More than 1,200 words are pronounced at four speeds, each illustrated with a picture.  Each word is also used in a sentence illustrated by a video. The words are displayed “karaoke” style—individual letters flash at the moment that the corresponding sounds are spoken.

Readingbear.org’s word lists were drawn from exercises from Rudolph Flesch’s classic Why Johnny Can’t Read. Veteran phonics teacher Don Potter declared these exercises “have proven highly effective with all kinds of students, even those who had failed with high-dollar dyslexia methods.”

Distinguished reading researcher, Dr. Timothy Shanahan praised Readingbear.org’s reading approach and its colorful features. “It sounds words out for the children, showing them graphically how the sounds match the letters (try to do that with a workbook),” said Shanahan.

Reading Bear is free to users and requires no registration.

 


Does a social contract require us to put our children in schools?

Tony Jones produced an interesting argument against homeschooling. As I understand it, Tony says that we are obligated by a social contract to send our kids to school, and by the fact that we must support society as a whole by not "dropping out." As he explains, "I live under a mandate to be the most involved, missional societal participant that I can be."

Tony's argument makes two assumptions. One is that he has a obligation to be involved in (and to help improve) society. The other is that that this obligation forbids homeschooling. For the sake of argument, I am going to concede the first point, although it is very vague. I take it that the point is--very vaguely put--that we should live as parts of society, not cutting ourselves off. A hermit is not a complete human being, and a life cut off from others is impoverished.

The second point is the more interesting. So, does our obligation not to turn our backs on society require us to send our children to schools? Let me give a series of reasons to think this might not be the case.

First of all, U.S. schools are terrible. I can guarantee that my children will get a fantastic education if they stay home with me. Now, while my children will not be so much "part of society" while they are school-aged, they will certainly be part of it when they are adults. Well, it seems to me that they be more socially effective with a stellar education.

Moreover, dropping out of a deeply ailing institution--as the public school system has become, in many ways--puts much-needed pressure on that institution to achieve meaningful reform. As more and more people turn to homeschooling, simply because schools in the grip of bankrupt educational philosophies (like Dewey's...) are not living up to their promise, more genuine choice is achieved. In a calculus of the extent to which we are meeting our societal obligations, this shouldn't count for nothing.

The next issue is more to the point: while we might have an obligation to improve society by being part of it, how far does this obligation extend? If you are in a good position (due to career, physical proximity, or connections of friends and family) to fight drug abuse, should you become an addict and live among addicts? Of course not. But by parity of Tony's reasoning, one might think so: perhaps, by joining the addicts, I can improve society in profound ways that I could not do from outside the addicted fold. This is speculative, however, and I am sure no one believes any such thing, and certainly no one is obligated to act a certain way due to such speculation. The point is that, clearly, there are lines and standards we are justified in drawing: our obligation to improve society by being part of it does not impose endless requirements on us. Another example. I imagine someone (maybe not Tony) saying that I am not being part of society because my family doesn't watch network or cable TV, and have almost no exposure to televised sports and celebrity news. These things are deeply ingrained parts of our society, and yet my family has almost completely cut itself off from them, because we find them to be a waste, compared to what we could be doing with our time. Am I really obligated to waste my time in this way, simply in the interests of being able to interact more effectively with others who do waste their time that way? Prima facie, no. Does Tony have some reason to think otherwise?

Tony's argument is, as you can see, woefully incomplete. He hasn't got a prayer of clinching his argument unless he can explain in much more detail why participating in this particular institution is so important. Getting an education is, granted, extremely important. But why is it so important to our obligation to improve society that we send our children to substandard public schools in order to get that education? If Tony has addressed this question, I am afraid I missed it.

I could go on, and would like to, but I'm being instructed to get dinner. I think I have made enough of an argument for now, anyway.


Reading Bear: Rave Reviews

Reading Bear has enjoyed excellent preliminary reactions from a wide variety of online sources. The following is just a selection, most of this in reaction to our 2011 launch, not to the full set of 50 presentations that we completed in August 2012.

Our Favorite Endorsements & Mentions

Larry Ferlazzo added us to three “best of” lists. Phonics teaching expert Don Potter said that the exercises on which Reading Bear is based “have proven highly effective with all kinds of students, even those who had failed with high-dollar dyslexia methods. You have remained true to” those exercises. Top reading expert Timothy Shanahan profiled us in a blog post and wrote, “It has some good features. Probably the best is that it sounds words out for the children, showing them graphically how the sounds match the letters (try to do that with a  workbook). … [Its various features] can help keep kids interested.” The Next Web called us “a neat online tool” and MakeUseOf called us “very user-friendly” and later put us on its “Cool Website and Tools” list praising our “creatively crafted media.” We were profiled in Brandon Lutz’s influential “60 in 60” presentation. We also got a nod from Tennessee First Lady Chrissy Haslam.

Education Blogs

One of the most-followed teacher-bloggers and Twitterers is Larry Ferlazzo, so we were particularly pleased to have his approval, November 3, 2011: “Reading Bear is a new free interactive site for teaching beginning readers through the use of phonics in a relatively engaging way. It doesn’t appear that registration is necessary, and they say it will remain free. It’s from WatchKnowLearn, the well-respected and well-known educational video site.” Ferlazzo also added it to his “Best Articles & Sites for Teachers & Students to Learn About Phonics,” the “Best Beginner, Intermediate & Advanced English Language Learner Sites,” and the “Best Websites to Help Beginning Readers.” Next, an expert about phonics teaching, Don Potter. Don added a linkwith Reading Bear’s scope and sequence all worked out, and emailed us with this unsolicited praise:

Rudolf Flesch [author of Why Johnny Can't Read] would be pleased to see his method translated into modern technology: http://www.readingbear.org/

I have dedicated many years to studying and understanding the linguistics and psychology behind Flesch's 72 Exercises. I have taught them to many younger and older students. The exercises have proven highly effective with all kinds of students, even those who had failed with high-dollar dyslexia methods. You have remained true to Flesch. I commend you and all the people who helped with the Reading Bear project, which obviously was an incredibly complex and lengthy process. I appreciate everyone's dedication to seeing the project through to completion. Now we can really get busy promoting it so illiteracy can become a Thing of the Past.

It will prove particularly helpful to bilingual students since the meanings of the words are illustrated in sentences, something crucially important for bilingual students.

Beginning Reading Helpsent us more traffic than any other blog. (Thanks!) They list three websites for “teaching kids to read for FREE” and Reading Bear is placed first, with this comment: “How is this possible? It’s possible, because there are generous people in the world who know what works and want to share it. … I’ve been registered with Reading Bear for almost a year. These reading sites are as good or better than most software and online subscription sites I’ve used.” Now let’s look at some other “ranking” education bloggers, and others who gave us long, detailed write-ups.

• Top reading expert Timothy Shanahan profiled us in a blog post and said “It has some good features. Probably the best is that it sounds words out for the children, showing them graphically how the sounds match the letters (try to do that with a  workbook). … [Its various features] can help keep kids interested.”
• Paul Hamilton’s blog states, “good phonics resources are always needed.  I believe the one I’m writing about here may have potential to help develop sight vocabulary as well.” He also praises “the exceptional quality of the site as a whole.”
• Another top-ranked ed blog, Free Technology for Teachers, picked up on Hamilton’s link and added that Reading Bear “could be a good independent activity or an activity that children work through with the assistance of a parent or tutor… [I]t could be a great support and practice resource.”
• Oklahoma City Public Schools put us in their February 2012 newsletter: “If you like Starfall, then you will like Reading Bear! … Phonics, vocabulary and comprehension are all presented in fun and interactive ways for students to practice. … This is all FREE!!!!”
• EdSurge Newsletter 039 included a short write-up, Nov. 9, 2011.
• Wired Academic profiled us Nov. 21, 2011 and nominated us for the “Best Free Web Tool” in the Edublog Awards.
• Librarian’s Quest had a very detailed write-up of the site on Nov. 22, 2011 and added “Did you hear that clanking click?  That would be me adding Reading Bear into my virtual toolbox to use with my students.”
• NCS-Tech was full of praise and gives a very detailed overview, complete with multiple screenshots: “an awesome resource for early learners… I immediately knew I wanted to take a closer look and share it here. … [A] very impressive effort. … The graphics are crisp and clear, and so are the videos… I’m really impressed with Reading Bear.”
• Click This was “totally excited about Reading Bear. One, it's FREE. Two, it's a product from a company in my home state - Mississippi. … This is a ‘must see and use application’ for educators and parents alike. … I’m certainly impressed.”
•  Crayons & Mice says, “If you like to use Starfall with your students, you will like Reading Bear too! … It is great to present during whole group or small group instruction! … One feature I really like to turn on is the video of someone showing how the mouth looks when saying a particular word. For your visual and kinesthetic learners this could be a very important feature to have on for them to see what their mouth should look like when speaking a word. … Reading Bear is a great website to help young students with their reading skills.”
•  The Education Technology and Mobile Learning blog not only did a write-up, they even did a video review which called us “really awesome.”
The HubPages “Learn Things Web” listed “Websites that Teach Children How to Read,” and at the top of the list came Reading Bear: “This website is wonderful because it actually sounds out a large number of words. If a child is having a hard time with the idea that sounds go together to make words, Reading Bear will be a big help. They will probably start to understand very quickly with regular exposure to this website.”
•  Jimmy Kilpatrick’s Education News reproduced one of Larry’s blog posts about Reading Bear.
•  Technology Tailgate has a post from a literacy specialist who calls us “a fun, interactive website that helps students learn to read. It reviews all the main phonics rules and guides students through hands-on practice.”

Other education bloggers include Technology Links I have found!, Timbuktu to Technology (“worth checking out for those teaching phonics to early learners and beginning ESL students”), Teach Like a Rockstar, Thoughts from the Classroom (on Diigo “I also have some sites that will be great for my students to use such as ‘Reading Bear,’ …”), About.com’s Children With Special Needs, Tech Coach (top link in a “Learning to Read Early” list), College Wood Office Blog (“looks like a cool website”), Technology Ideas for EC Teachers, YES Technology Chat, doug – off the record, Mantz’s Mission (site of the day), FreeStuff Education, EDge21, Educational Technology from REMC12 East, MMcFadden.com, Tech My Class (“Teachers this is a great way to keep young learners engaged in learning to read.  In our digital rich society what an amazing tool for both teachers and children, Reading Bear is a must for early education.”), Beginning Reading Help, Friendship Elementary Media Tech Place, Tadika2U.com, Inverness Primary Media Portal (Inverness, FL; “a real ‘keeper’ …[T]ake a look at this great resource. It will be worth your while!”), and an Italian Bilingual School’s Newsletter (Leichhardt, NSW, Australia) mentioned Reading Bear. Let’s not forget the homeschooling blogs, such as Julie and Technology, a Pinterest pinboard (“Our middle two children go through a lesson on this program at lunchtime daily. This homeschooling mom gives it FIVE stars; it tops the list of all the supplemental online reading sites that we've used thus far. … Just went through the tutorial and the first lesson with Will. I'm very impressed and will be using it at school, too! … This is awesome! Very impressed!”), Home School Parent (“My five year old is just starting to read, and we were both super excited to find Reading Bear. … [Y]ou will definitely want to explore Reading Bear yourself.”), My Little Home School (“I was pleasantly surprised when I discovered it was FREE, and even more thrilled to see this is exactly what she needed. We started the lessons yesterday and she loved it.”), twistedbrainfreeze, Mike and Katie (a long write-up explaining how they use Reading Bear with their toddler), Are We There Yet?, Teaching Baby to Read Blog, Wise Owl Homeschool, Project4Peace (“I really like the real object photos the simple but not childish voice and images”), and Sheri’s blog.

General Tech Blogs

Some blogs that focus on new Internet and tech stories also noticed us:

•  The top-ranked tech blog, The Next Web, described us in detail on November 2, 2011, and praised us as a “neat new online tool.” The post was widely reposted and linked. TNW followed up on Nov. 19 with a long interview with Reading Bear editor Larry Sanger.
•   Techie Buzz is another high-profile tech blog and they did an excellent report on the same day. They called us a “great new tool to teach kids how to read. … The project has some strong backing, including its Editor-in-Chief, Larry Sanger, co-founder of Wikipedia. The website has a beautifully illustrated and child-friendly design. … I believe endeavors like this are worthy of community support. They believe in equal access to education and that everyone should have the opportunity to learn. Hopefully, they will gain support and, more importantly, many children will learn to read from this project.”
•   MakeUseOf, another high-profile tech blog, wrote (Nov. 8, 2012) that Reading Bear teaches kids vocabulary and phonics “with the help of creatively crafted media. It happens to be easier for a child to learn stuff when he is shown ‘pictures, presentations and sound clips’. The website is very user-friendly…” The same site later twice (Jan. 23 and Jan. 29, 2012) put us on its “Cool Website and Tools” list praising our “creatively crafted media.”

District, School, Classroom, and Library Link Lists and Education Directories

Reading Bear has made its way onto various education listings and directories as well:

  • TeachersFirst, an educational resource directory, profiled us, describing us as “a systematic program” that is “an excellent resource,” and making us a Featured Site for the week of May 6, 2012.
  • Plano Independent School District (Plano, TX) gave us special billing atop their list of language arts web sites for primary students. We got a lot of traffic from this. Thanks, PISD!
  • ICTMagic is another education website directory and there we are described as “A well made site for teaching young learners phonics through interactive video presentations.”
  • The Department of Education and Early Childhood Development of the Austrialian state of Victoria listed us.

Other listings are by Pennsylvania Avenue School (Atlantic City, NJ), Plattsmouth Community Schools (Plattsmouth, NE), Mrs. Turhune’s wiki, Bancroft Elementary School (Minneapolis, MN; #2 spot in the “Language Arts Links”), Wells Elementary School (Wells, ME; Link of the Week), Marion County Public Library (Lebanon, KY), Manhattan Beach Unified School District (Manhattan Beach, CA), The Pike School (Andover, MA), Good Spirit School Division (east central Saskatchewan), Indian Prairie School District 204 (Aurora, IL), Mrs. William’s wiki, Parmalee Elementary School and Greystone Lower Elementary School (Oklahoma City, OK), William H. Rowe School (Yarmouth, ME), Mrs. Bishop’s class, First Regional Library (northwest MS), QZAB Teachers wiki, Spring Mills Primary School (Martinsburg, WV; first link under “Students”), Garnet Valley School District (Glen Mills, PA), Hawk Ridge Elementary (Charlotte, NC), Fort Dodge Community School District (Fort Dodge, IA), Woodland Elementary School (Zephyrhills, FL), Fun Tech Coaches, and Miss Olson’s first grade class, Haw River Elementary School (Haw River, NC). A speech therapist also listed us.

Forums

The homeschool community has begun discovering Reading Bear. From the biggest, the Well-Trained Mind Forums:

•  “This program is great for kids who are visual learners.”
•  “If he knows all his letter sounds and just needs help with the blending I'd probably use Reading Bear with him www.readingbear.org – it’s free and concentrates on blending initially cvc words and then slightly higher order phonics too…”
•  “For reading, if I had to do it for $0 or as close to that as possible, I'd use the following: Readingbear.org and starfall.com for the fun factor… ”
•  “Amazingly, my DD enjoys doing the ‘flashcards’ on ReadingBear.”
•  “Starfall.com and readingbear.org are two good free sites for reading.”
•  “I really love the Reading Bear site. … It is such a wonderful resource. I am so excited to hear it might be finished this summer.”
•  “If you like media for educational things how about trying ReadingBear.org and/or Starfall.com, Progressive Phonics along with some readers from the library until you get up and going. That might get you through the basic slump of reading.”
•  “BTW I never heard of readingbear.org until this post. WHAT a blessing! I saved it…”
•  “I've found using a program like Reading Bear (www.readingbear.org) is very helpful. Its great for visual learners.”
•  “This has been a huge help for my little one to actually learn to blend the sounds. I really like it.”

SecularHomeschool.com: “Some kids have a hard time comprehending how letter sounds go together to make words. Reading Bear sounds out lots of words, so it may help him grasp the concept.” “My youngest is also a visual learner, but so far computer learning has been hit and miss. Right now he dislikes T4L but loves Reading Bear.” Then there are general parenting forums, such as DiaperSwappers.com: “It’s completely free and looks pretty good. … Hopefully some more people can benefit from this.” babycenter.com: “My 5 year old has been enjoying it.” The place where they probably love us the most, however, is the BrillKids.com Forum, where parents congregate to discuss how to teach babies and preschoolers (and where Larry Sanger is “DadDude”). The vast quantity of raves from them is just embarrassing. We’re blushing! Here is only a small sample:

•  “We just started using Reading Bear, and we love it!!!  She calls all of her teddy bears ‘Reading Bear’”
•  “I started to show it to my [daughter], not expecting much… She was INSISTING on the second presentation, after we were done watching the first one. I think what makes it so attractive that the words are sounded out AND their meaning is explained using picture, video, and by using the word in the sentence! … DD  started sounding out letter sounds while using Reading Bear for the first time, without me even explaining her anything! The funniest thing that my 9 month old son crawls with a rocket speed to the computer, one he hears Reading Bear is on.”
•  “I have been using Reading Bear.org to practice phonics with my DD for a week now. (I was showing Reading Bear YouTube video of short ‘a’ presentation every other day; plus a, b, or c part of short ‘a’ presentation once a day.) Today I decided to quiz her. She was right 8 times out of ten! I recommend to everyone to give this program a try! What I like about this program after using it  for a week is that it is Very Versatile! : you can pick your own settings to suit the attention span of your child.”
•  “Reading Bear looks very professional -- and it's amazingly free! The woman who pronounces the words and does the voiceovers nails it, managing to be neither dull nor obnoxiously animated.  Her voice is also very clear and soothing.  The pictures and video are great, and of course each word being underlined as it is pronounced is fantastic.  And then there's the art and musical interludes -- icing on an already delicious cake!”
•  “There are so many products that costs substantial $$$ and have never been quite what we needed. Then you come along with something that is just right FOR FREE!! The quality is amazing. … I really have no fitting words. THANK-YOU!!”

Finally, someone (not us) posted the question, “How effective is the Reading Bear learn to read program?” The response from the three people (we’re not including Larry Sanger) who had actually used the program were all extremely positive:

•  “We have just started using Reading Bear with my daughter who is 2 years, 4 months old.  She loves it! … Since we started using Reading Bear, she has been able to take what she learned on that program and use it elsewhere.  For example, she now tries to sound out words she sees instead of guessing at it by looking at pictures. Reading Bear is designed for older kids, but if your child knows their consonant sounds, it is a wonderful program.”
•  “[My son] can read all the words in the first five lessons of the program. As a parent, the thing I appreciate most (other than the price), is that it keeps track of where the child is. You can choose to pick up where you left off or start with something completely new. As a busy parent, this is so helpful. … [S]ome days Reading Bear is the only phonics instruction we manage to accomplish and there really isn't an excuse for not doing it because it is just a click away. … My son is now just 2 and knows all the words in the first five lessons of Reading Bear. … The site is user friendly (as in easy peasy) and professional. I can't recommend it enough.”
•  “I have used Reading Bear for more than just reading! It is great for speech also. My son is 2.75 and possibly on the spectrum. He had 2 major speech regressions within 6 months of each other. Since using Reading Bear his articulation has improved exponentially. And he no longer is dramatically speech delayed. He loves to watch Reading Bear, he loves to say the words. It had also helped his phonics decoding abilities. … Reading Bear has given him increased phonological awareness. He was never able to understand or hear sounds being blended. But now he has no problems with that! He actually balks at any phonics instruction that I try to give him because it is too challenging. Reading Bear is the exception and he often requests it instead. I know that with more Reading Bear time and practice he will be able to blend and decode independently with ease very soon.”

About Reading Bear in other languages

It turns out that Reading Bear has been used for teaching English as a second language. (The following quotations are edited “translations” based on Google Translate.)

•  We got an enormous amount of traffic from a mention in the Spanish-language wwwhat’s new.
•  The Chinese TechWeb had nice things to say (and fetched lots of traffic and reposts): “Reading Bear is a free and lovely website that teaches children how to read. … Opening the site is like entering a fairy tale world…”
•  A top traffic-getter was the Russian lifehacker.ru writeup about us: “The Reading Bear project teaches you how to pronounce even the most complex words. [The site] is simple and clear with numerous examples to explain the basic phonetic rules.”
•  A blog in Tamil sent us a huge amount of traffic.
•   Another Spanish-language blog pointed out the learning possibilities for Latin America: “In Latin America there are millions of people studying a second language. A high percentage is focused on learning English. Undoubtedly, Reading Bear focuses on teaching children. But the platform is a classroom for bilingual teaching, looking for new forms of digital teaching, as well as children beginning to discover the world of the Internet. Projects like Larry Sanger’s gives us the perfect excuse to spend more time in the wonderful world of the web. And while bringing our nephews, cousins, and brothers, why not bring our parents and grandparents too.”

We also received other mentions in Spanish (“It is an easy and enjoyable way to learn some complex principles of phonetics… It is flexible… It could be especially useful in remedial reading programs”), Spanish again, again, again, again, again, again, again, Thai (“It is a very great website.”), Thai again, again, again, again (this one is detailed), Dutch (“Reading Bear just looks very good”), Arabic (“very excellent for every need and suitable for kids and adults…you will benefit from it”), Danish, Russian (“a cool website that you can use to teach children English. Now I use it heavily with the baby, he loves it!”), Russian again (“I’m sure you and your child will like it”), Telugu, Chinese, Vietnamese (“cute, attractive”), Vietnamese again (commenters prefer us to Starfall), Korean, and Korean again.

Miscellaneous

We’ve had a lot of traffic from Gizmo’s Freeware (and here and here too). Reddit sent us a lot of traffic: “Wow! I'm pleasantly surprised by this site! I hadn't heard of it before, and being involved in ECE it's going to come in handy. I LOVE that they included videos of people speaking the words.” The website of a phonics book, Phonics Fast, puts Reading Bear at the top of its recommendations: “I'm not a big fan of the free online phonics games and tools out there but this program really does seem to be on the right track. As a interactive lesson Reading Bear is probably the best. I don't feel it can replace a teacher and it is definitely not designed to improve writing skills but as a interesting activity children can play with it is not a time waster.” Of course, we have also been collected on social bookmarking sites like delicious.com, diigo.com (“a well-made site for teaching young learners phonics through interactive video presentations”), Scoop.it, and JogTheWeb.com. Last but certainly not least, we got a nod from Tennessee First Lady Chrissy Haslam.