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They may seem like a really silly question, but what are my dc supposed to be "getting" from science by using the Small Square books?

First, let me say, I LOVE these books. I think the information is good and the illustrations are beautiful. My concern is are they "enough" for science for a 5th and 3rd grader? My dd has added Exploring Planet Earth which is good.

Everything I ask them to narrate back from the section we read, they look at me with blank stares and then come up with one animal and their characteristics but usually can't remember the name of the animal.

What am I doing wrong?

How to you teach science?

ktwensel wrote:
Everything I ask them to narrate back from the section we read, they look at me with blank stares and then come up with one animal and their characteristics but usually can't remember the name of the animal.

?

So glad you posted this! My dd9 is exactly the same! They are lovely books but because they are filled with lots of 'bits' of information, she feels like narrating to me means she would have to recall all the facts about all the animal/plant life....it is hard to find a few 'big ideas' or main things each reading is about.
She also finds it hard to do the independent science experiment with independent thoughts as the main conclusion is stated at the bottom of the box. On the days where the experiment is conducted, she quickly covers those lines so she can come to her own conclusion, but this is hard to do when you are carrying the book around to follow experiment instructions.

My dd is definitely learning stuff, but I am stuck on how to get her to narrate also....looking forward to hearing other's responses!

I'd say if your not getting a good response then you may need to go back and re-read or have them re-read today section of the science book. One of my dd's gives me the duh... look and we re-read till some thing sticks.

I don't ask for a main Idea I just ask what struck you? or just say Time to tell me what you remember. Since it is a fact book and not story like. I might get a response that sounds like this from my ND dd "I remember we read about the beach, Mom remember the crab Josh found on the beach it was the same one in the book. long pause.. What was the name of the crab honey? Umm umm why don't you look in the book for a min. A few minutes later she is telling me it was a ghost crab and there is no such thing as ghosts. But they are the color of sand. After a bit she will have gained some information. I will have to help her choose an animal to notebook about and may even draw it for her for her to color in. (this is the 11 year old)

On the other hand My other DD will tell me about 2-5 animals and their habitat, what animal she liked best and why. Settle right down to the note-booking page and only ask if she can trace an animal so her note book will be perfect. (this is the 8 year old).

If your kiddos are new to narration you can help by modeling good narration for them, it is a skill that takes time to learn you will see gradual improvement over time, if you don't you may have other issues effecting it.

We are currently doing Bigger Hearts, and my ds is fascinated by the OSS books because they have beautiful pictures. While the text is also quite narrative and much more living in the way it reads than other science textbooks, I have found it is helpful to first let my ds really look over the pictures in the OSS books before I begin reading. He pours over them and loves that time first. He is very visual. Then, I let him know we're going to begin reading, and he needs to listen very carefully because he will need to tell back to me all he can remember from what I've read. Being new to oral narration, it takes dc awhile to become proficient at it - quite awhile. I've had to exercise some healthy patience for this skill to come along, but then as they do become better and better narrators, they just bloom in front of me. I have gone through the oral narration Student Tips in the back of the Bigger Hearts guide many times with my ds to remind him what I am looking for in his oral narrations. This seems to remind him what he is aiming for in giving oral narrations. Dc don't just naturally "get" narration, so it seems good talks about this using the guide's Appendix to help me have helped my dc understand better the goal of narration. In short, they know that their oral narration is how I know if they understood what I read. I have found with both of our dc that my comments and expectations make a big difference in the improvements they've been able to make. I try to stick to the one thing to improve on, and then point out what he did well with too. Listening with an animated, interested expression on my face is something I work hard to do. This would seem a small thing, but I remember reading CM's comments to teachers about this and realizing I was not really doing this very well. It is a little thing that has made a big difference to my dc. Here's a past post I wrote about this, as I think it's sometimes difficult to know how to comment to help bring our dc along in their oral narrations:
viewtopic.php?f=6&t=7792&p=56808

If they cannot think of a single thing to say when you ask them for a narration, then dc need to work on the habit of listening more attentively. We have had MANY talks about how important it is to form this habit (not just in school but in chores, etc.). At this point, I'd explain that listening carefully and being able to tell back what was read is the entire goal for that activity, so you'll read it again, and stop in shorter segments to have the retell to you what was read. You can also take turns modeling good narrations for them.

So, my best tips are to give the dc the book and let them pour over the pictures first. Then, tell them they are going to be expected to retell what was read to them with as much detail as possible, so listen carefully. Go through the Narration Tips in the Appendix of the guide to show them what's expected After you've read, if they can retell some things and have given a good, cheerful effort, accept their narration, compliment them on what was done well, and give them one thing to work on for the next time. Be sure to be listening to their narration with rapt interest and also try not to interrupt them. If they can't retell anything, let them know they need to form the habit of listening more carefully, reread it, and pause after a shorter amount (i.e. a page) and model a narration. Then read another page and have them narrate on that. They will improve given time! HTH!

In Christ,
Julie

Karen,

The One Small Square books are interesting to narrate from because the center text on each page is very living and storylike but the sidebars are very factual (interesting but more factual). So, when my boys narrate from these books, I'll have them narrate the center text because that is the storylike part that is easier to narrate. Then, after they have narrated that text, I may ask them to share any of the facts they remembered reading around the sides. Narrating is very hard from a fact type book, so it is truly the center text that makes this one living and able to be narrated well.

As far as the science experiment goes, don't worry about your child seeing the key idea. It's fine if you want to cover it up though. I do expect my kiddos to expound upon what they see in the key idea and to put their ideas in their own words. This is a great skill to have when it comes to note-taking without plagiarizing later! Sometimes my boys don't even include all of what is in the key idea but instead come up with their own slant or conclusions based on the experiment. As long as they are thinking scientifically and are not in complete error I accept it. At this stage the process is as important, or even more important than the end result.

Blessings,
Carrie

Thanks Tansy, Julie & Carrie! That is reassuring to hear....I think I am on the right track....just not appreciating the process as much as I need to!

Thank you all so much. I know have a clearer picture of what I need to do and how it is supposed to work. I appreciate you all so much!