I'm getting confused and think you could get more help if the specific needs were more clear. Maybe you don't even know where the needs are, you just feel like something's not going well?
bethinga wrote:We unfortunately are skipping the large scroll for now, (he will write one or two letters a day, but that's moving mighty slow...again, not bc he can't, but bc he's bored) but may come back to it later. He was just miserable and kept asking to write sentences instead.
So, if you skipped the work on letters & scroll, doesn't that leave time for him to do some writing? If your preschooler makes time scarce, then how about exciting your son about the short school day and all the time he has to write later, on his own? My grandson writes all kinds of things on his own during the evenings, and that's after a 6-hour public school 1st grade (7.5 hours with bus time) and sometimes some additional time on MFW activities. He creates his own gameboards and game instructions, he makes lists, makes books, etc. It's definitely fun for him to have lots of free time to do his own thing. (Although I wish he loved copywork, because he would get in fewer bad habits with that!) MFW is designed to give kids a lot of creative play time.
bethinga wrote:He wishes for things to be the way they are in dd's Preschool and his (previous) MFW Kindergarten year. His favorite things are being read to (still doing that daily, but wish I could do more), and he misses doing crafts. The small scroll has been the only craft. I haven't had time yet to set up any math crafts, because I'm too busy coaxing him through the spelling/writing portions and keeping her occupied. We do a lot of oral math games (another part that is over her head a bit) and the wood pattern blocks, and he loves both. He loves doing his nature journal, because he enjoys drawing, but that's just once per week.
Again, my first thought is to wonder why there isn't time to sub out another activity from the math games or the 1st grade Ideas board, etc. Or to read lots to him, if that's what he likes. First grade only takes 1.5 hours if you do it all, and you're skipping some things, so it seems like there must be time in there to read from the book lists (math, science, classics, Honey for a Child's Heart). You have permission to read to him
Or, is it impossible because he is making the choice to go very slowly through your adapted spelling lessons (and can't remember if you are adding more), and thus you run out of time? Is it his playing with his sister during school time, which you mentioned earlier? I'm not sure, but it seems possible that the phonics lessons are actually too much rather than too little, or maybe it's just hard adapting to the longer school day in general, rather than to any of the specific lessons?
bethinga wrote:I am really trying to stick with it, but honestly am perusing AO because he wants more "reading to" and copy work. I think I want more, too. He wants more challenge.
I'm wondering what "more challenge" looks like to him. Being "read to" sounds more like he's asking for "less challenge" to me. On the other hand, his asking for copywork does sound like an extra challenge, but if that's really as exciting to him as he imagines, then do you see him doing it on his own time? Copywork can be done all day long if he likes, he can just pick up a book at his level and go with it. However, if he's needing a lot of instruction in order to copy a sentence, then maybe he doesn't realize what that instruction looks like, i.e. it looks like the phonics and language lessons that he's resisting
It just sounds more like he's balking at doing 1st grade work rather than wanting more. I wonder how old he is, is he a young 1st grader? Again, maybe he needs fewer lessons and 1st grade could spread into the language arts of 2nd grade, since MFW-1st takes kids through an entire phonics program that others might be learning into 2nd grade. Yes, he may be reading, but that doesn't mean he's emotionally ready to focus and have the physical and mental control he needs for 1.5 hours daily.
I know all kids go through phases (quite regularly, for some) where they think they know everything already. Believe me, with a 17yo in the house, I am hearing that quite a lot. But it doesn't really mean they do know everything, especially if they can't do it quickly and easily. I've tutored a lot of kids and generally slowing down and examining the lessons gets them further than rushing through -- even if they don't think so at first. For instance, I think we all can work to improve our handwriting, even as adults. We all can use phonics review over many years -- especially an early reader, who likely has memorized patterns rather than understanding them (I had a youngest like that, and I went back in 3rd grade to teach him phonics, even though he learned to read before K). Lots of times kids want to race ahead but don't realize that it's the foundation that's most important. Maybe he could race ahead in some other area -- build a science kit, learn to cook, make a movie...
Of course, there are those truly academically motivated kids who ask you what words mean that I've never heard of, or the very artistic who have lovely handwriting on their own, and so there are exceptions to every general pattern. It's always possible you have one of those, but I'm just hearing mixed messages from him. And of course I like to over-think things LOL.
Best wishes as you try to meet your dear one's needs,