Monday, April 13, 2015

Oceania Mat for the Early Childhood Classroom

I am in love with this work.  Not only because it took a while to produce, but because I got to make it with my sweet son, Andon, who is battling Leukemia right now.  I want to express my thanks and love for all your support and kindnesses during our fight.  We are not done yet by any means.  He still has another 2 years and 10 months, at least, to go.

The Oceania mat laid out.  I forgot to take a picture of the mat in the bag.

The work on the tray.  The mat itself is kept in a bag that can hang on a wall or sit
behind the tray on the shelf.

I've been taking a sabbatical from school while Andon undergoes chemotherapy, but that doesn't mean I haven't been keeping very busy.  I have so many things I could post about, and I really want to post everything, but I don't have that kind of time right now.

Since Andon has come home he has been VERY interested in islands, and we have studied all kinds of them when he has felt well enough.  In fact his Make-A-Wish wish is to go to Aulani resort in Hawaii with his family.  He wants to see the island up close, swim with the dolphins, and learn to surf.  He has also had a real interest in Australia, so I thought it would be perfect to study Oceania.  I figured I do several things all at the same time, and get some work in for school as well.  We ordered the Elementary Biome work from Waseca Biomes, which will arrive on Wednesday (we are so EXCITED!!!).  While I've been waiting for that to arrive I set to work making something I have been meaning to make for over a year now.  The Early Childhood mat of Oceania.  Since Andon hasn't been exposed to this type of work he helped me to create it while also learning.  We spent some time learning about the animals, plants, biomes, industry etc. of Oceania and then we worked to create this mat.  He has learned a lot of things through this process, and has really enjoyed it.

The first order of business was to find a site where I could print a large-scale copy of Oceania.  I found that here.  I used the 4X4 setting, which used 16 sheets of paper.  I tried the 5X5 setting first, but thought it was too large.  I wanted to be certain that littler arms could reach the center of the mat without walking on it.

NOTE:  I think it is important that children be exposed to the Biomes before they start this work.  Waseca has a great curriculum that you can download for free.  It is, however, one of those life changing and mind expanding sites.  I LOVE their biome work, but am not such a fan of their rainbow boxes for language.  I DO, however, love their biome readers.

I traced Australia onto brown Duck Canvas twice.  This was to give stability and a control
of error you will see later.  I used some of the left over brown canvas to make a bag to hold the mat.

I turned the paper pattern backwards so that when I cut out the  fabric I could turn it the
right way and not have the tracing show.

In this mat I am teaching the child the biomes found in Australia mostly.  The other islands
won't have their biomes expressly taught since they are significantly smaller.  Sorry to all my kiwi
friends :).  I do talk about them in the presentation a little.  You can see the biome map I am
referencing above.  You can find it below.

I sketched out the biomes onto the paper pattern.
Then I cut them out.

I traced those lines onto the front of one of the canvas cut-outs of Australia. Once that
was finished I used a triple stitch and a light blue thread to sew the lines onto the top piece
of the cut-out.

The next step was to pin the two pieces of fabric together and sew them.

I used clear thread and a zig-zag stitch.

I cut a piece of blue Duck Canvas to 20X40 and placed Australia where I wanted it on the fabric.
I was certain to leave plenty of room for New Zealand, Papua New Guinea and some of the  smaller
islands of Oceania.  I traced the outline of Australia onto the front of the blue fabric.  I then used brown
thread to sew the outline onto the blue fabric.

I then cut the biomes out of their respective colors.  Again I used duck canvas and cut two
of each piece.  I traced the major rivers and Lake Eyre onto the top side of the biome fabric and
 sewed them in a darker blue thread with a triple stitch.  Once that was done I again sewed the pieces
together with clear thread and a zig-zag stitch.
I cut out a small Australia and sewed it onto this light blue fabric with
clear thread and a zig-zag stitch.  I then turned it into a drawstring bag.
  It holds items that go onto the mat.  Here you can see the stitch work on the biome fabric.

Next I made pieces for Papua New Guinea and New Zealand.  I used some tan
vinyl to do the other side in order to be neutral.  I cut two pieces of blue for each, sewed
the islands onto the top side with clear zig-zag.  The white paint dots
you see are for the placement of objects.

Using the sewn island pieces, I traced onto the blue mat and then sewed the
 outlines for them in blue thread with a triple stitch.  Some of these photos
were taken at night so they didn't turn out so well.

Once New Zealand and Papua New Guinea were made, I used the large scale
print-out as reference to trace more smaller islands onto the mat.
I used brown fabric paint to paint them onto the mat itself.  Tasmania was cut
out of the Duck and sewn directly to the mat.  Then I used double fold bias
tape in a dark brown to finish the mat.
The contrast of color is nice.

This shows the basic set up of the mat with just the brown fabrics.

Finally, all the fun stuff is added.  I am a big fan of using already made resources if I can.
The Down Under Toob had a lot of these things.  I also used the cycad palm
 from the Trees Toob, the coral, seahorse, diver, chest of gold and clown fish from the
Coral Reef Toob.  I used the apples and bananas from the Fruit Toob.  I used Super Sculpey
to create the Mountain ranges, Ayers Rock, the base of the Aboriginal man
(because he doesn't stand on his own), and the volcano.  I used a wooden disc and
painted it with dot painting.  I cut very thin blue rick-rack for the rivers,
and blue felt for Lake Eyre.  Each item is placed during a "story"
 told to the children.  I am working to find a tiny boomerang, cassowary,
echidna, kiwi bird, "diamond", "opal", sheep, Maori carving and Sydney Opera House.
The story goes something like this:

"This is Oceania.  Well, not all of it, but a lot of it.  There are many small islands not on this mat, but this mat has Australia (place it), Papua New Guinea (place it), and New Zealand (place it). Here is also Tasmania (point to it).  Up here at the top are several smaller islands (name some of them if you can).

"In Australia we can find several biomes (pull out the biomes control card).  The orange is desert (place the desert), the yellow is grasslands (place the grasslands including the small yellow piece), the light green are the temperate forests (place the temperate forests), and the dark green is the tropical forest (place the tropical forest)  We can find some rivers in Australia.  Down here we have the Darling River, the Lachlan River, and the Murray River (place the three rivers together)  Over on this side is the Murchison River (place it).  There are other rivers in Australia, but these are some of the largest.  Sometimes the rivers in Australia DRY UP!  Sort of in the middle of Australia we have some lakes.  I am just putting on Lake Eyre because it is the largest lake (place it).  On the eastern edge of Australia there is a range of mountains.  These mountains are called the Darling Range (place the three mountain ridges).  This curved set on the bottom is also know as the Australian Alps (point to the bottom ridge).  In the center of the desert is a very large rock formation called Ayers Rock. The Aboriginal people; the people who have lived here a very long time, call it Uluru (place it and the Aboriginal man) and it is very special to them.  In the desert there are gold mines (place it), and diamond mines (place it), and opal mines (place it).  Bananas and pineapples are grown in Australia because it is hot (place them).  The Aboriginal people create wonderful works of art called dot painting (place it).  We will be creating some of these ourselves.  Off the west coast of Australia people dive for pearls (place the diver)."

"Emus live almost ALL over Australia (place it), so do cockatoos (place it).  Frilled lizards and kangaroos live mostly in the hot deserts and in the grasslands (place it).  Dingos can be found a lot of different places in Australia, but they are finding less and less of them all the time (place it).  The taipan lives right along the upper coastal areas of Australia (place it).  The platypus lives on the western edge of Australia (place it).  Koalas have to live where they find eucalyptus trees, so they live on this western side of Australia (place it).  Wombats only live down here as you get to the southern tip of Australia.  They also live in Tasmania (place it).  Another animal that lives in Tasmania is called the Tasmanian Devil.  It is known for being very aggressive (place it).  Off the east coast of Australia we can find the Great Barrier Reef.  It is home to many kinds of Corals (place it), fish (place clown fish) and seahorses (place it).  There are many, many other kinds of animals that live in the coral reef, but we will learn about them when we study the coral reef.  In New Zealand they have many volcanoes (place it).  They grow apples and they herd many sheep (place them).  In Papua New Guinea and on the top of Australia we can find the Saltwater Crocodile (place it).  We can also find a kind of palm tree called a Cycad (place it).  Scientist believe that this type of palm tree has been around a very, very long time."

When you are finished with the presentation, carefully return all the items to the bag.  return the pieces to the tray.  Roll up the mat and put it in the mat bag.  Ask the child(ren, because by about 1 minute in you will have most of the class wanting to watch your presentation) if they would like a turn with this work.  When they say yes, you get to tell them that you will show them where to find it on the shelf so they will know where to put it back.  You then put the entire work away before allowing the child to use this work.  In this way you are consistently showing the child the importance of putting their work away in pristine condition for the next child to use.

The best thing about this work is that it has endless extensions.  Reading, writing, grammar, math!!

Wednesday, November 19, 2014

Updates on Andon - And a Go Fund Me Account

Those who have been following this blog know that our youngest son, Andon, was recently diagnosed with and started treatment for leukemia.  Once we left the hospital, we went out and got family pictures done before things really started to change.  He has been losing his hair in clumps and decided on Monday to shave it off.  It was a very emotional experience for me.  Somehow him losing his hair has made it very real for me.  His brothers and father chose to show support for him and shaved their hair off that night as well.  Our oldest boy had about 6-8 inches of great hair that was hard for him to part with.  In the end he did it because he knew that Andon didn't want to loose his hair and he had no choice. This experience will forever change us as a family and as people.

Since last month, I have not been back to work full-time and have, in fact, only gone into work once a week since his chemotherapy started.  I have a great fill in for me at work which has made it much easier.  Dancing Moose has been an amazing support through this new challenge, as well as the parents of the children in my class this year.  I wish our family could afford for me to stay home with Andon full time until this school year is over, but at the beginning of December I will be going into work for the morning work cycle everyday except his chemo day.  This is of course subject to change according to how well he is and how he handles the chemo.  Our oldest daughter, who is 18 and graduated, has been amazing and is currently looking for a new job that will allow her to be there in the morning and work in the afternoon.

We have seen many blessings and an outpouring of love.  It has been good for me to see how many people in this world are so kind.  Our family has truly appreciated all the emails of support and concern for our sweet son.  Several visitors to this blog have emailed and asked if there is a fund set up for Andon that they can donate to.  There is now.  A parent of another childhood cancer patient told us about Go Fund Me.  Here is the Link

It is our hope that through the Go Fund Me account we can keep our family afloat while paying hospital and doctor bills, working part time, and having all the unanticipated expenses of a child with cancer.  We are trying to raise $20,000.00 so getting the word out is important.  Whatever readers of this blog can do to help that happen is very appreciated.

Thank you.

Wednesday, November 5, 2014

Three-part Card Trays From Montessori Research and Development

I have made it no secret that I like many of the materials that are available through Montessori Research and Development.  This has always been purely because of many years of loving their work.  This is the first time I have ever gotten anything in exchange for a blog post, and I am so happy to do it.

If you have read some of my previous posts about Nomenclature or Three-part cards you will know that my classroom has had a big uptick in those cards being pulled off the shelves and used this year.  In fact it is almost certain that at any given time during the day there is at least one set of cards in use.  Since this is the case, I have felt it is in the best interest of the class to have more cards available in the areas at the same time.  I have owned and loved a few of the Three-part Card Trays from Montessori Research and Development for a some years, but really needed more.  I corresponded with Erik Nuno, who is the company director about hoping to get a few more for my classroom.  He shipped them right off and my class has been so happy to have them on the shelf ever since.  I currently have 9 on the shelves of my class.  3 in science, 2 in language, 1 in math, 2 in geography and 1 in sensorial.  Now that they have been set up for a couple of weeks I find that we actually could use a total of 5 in science (depending on what we are studying), 4 in math for currency, fractions, time, and golden beads (my colored bead stair cards are a different type).  I could also use a total of 5 in language for pink cvc cards, blue blends, parts of speech, the farm and metal inset cards, and 4 in geography regularly.  I would prefer to have 4 available for sensorial for sensorial apparatus cards, geometric cabinet cards, geometric solids cards, and color nomenclature cards.  I would lastly put one in art, not all the time but according to the lessons.  So that is a grand total of 23 that I would have in my classroom.  I am far from it, but will continue to order from Montessori Research until I have the number I want.

The Three-Part Card Tray from Montessori Research and Development is a economical and lovely tray for the classroom, running only $9.00 each.  The compartments are spacious enough to hold even larger cards, and certainly the cards that I create.  The depth of the compartments is a feature I like as well.  These are both something you want to watch for when ordering trays.  They are easily cleaned by even smaller children, with the control of error being a gleaming white surface.

The other tray that I looked at in the same price range had the control on the right.  That went against my core feelings when it comes to Montessori works.  I have always been taught, and ascribe to the standard that all work should move left to right.  Since we place the control first it should be on the left hand side.

I am so happy to recommend the 3-part Card Tray from Montessori Research and Development.

Monday, November 3, 2014

Parts of the Eye Nomenclature Cards and Blackline Master Free Downloads - Plus a Musings About the Sense of Sight

I created this set over the summer for our class to use while we learned about the sense of sight.  This year I have changed from doing all the senses at once to focusing on on sense in a month.  All of the senses were introduced during the 3rd week of school, but taking each sense and focusing more in depth has been rather enjoyable for the children this year.  The sense of sight was the first sense of focus.

To begin the sense of sight we took a little walk out to our community garden with a bit of prompting to pay close attention to interesting things that we could see there.  Once back inside we had a discussion about all the things they could see.  This took some time since all the children wanted to talk about more than one thing that was interesting to them that they could see.  The next question was, of course, "What part of our body do we use to see?".  At a later circle I introduced the Model of the Eye.  I have long been of the opinion that the Early Childhood through the Upper Elementary Child can benefit greatly from good quality medical models just as much as the college student.  While I would love to have inexhaustible pockets, I do not, so I purchase the best quality I can for my budget.

This model is from EISCO and was purchased from Amazon using our Prime Membership.  It ran just about $25.00.

After the children were introduced to and had some experience with the model, I introduced them to some sheep eyes and did a dissection.  Now-- I must say that there was NOT one child who was grossed out by this science work.  Quite the contrary.  Utter fascination and riveted attention is more like it.  I used these Large Line Time Cards to point out different the same parts we were seeing in the sheep's eyes.

Parts of the Eye Large Line Time Cards
click on picture to link to file

On a different day I introduced the Parts of the Eye Nomenclature Cards and the accompanying booklets.  Especially the 4's & 5's loved this work.  There were some children who loved them so well, they took them off the shelf EVERY day for two weeks.
Parts of the Eye Nomenclature Cards
click on image to link to file

Parts of the Eye Blackline Master
click on image to link to file

Monday, October 27, 2014

Life Can Change in a Moment

On Thursday, October 16th, at about 6:00 pm, we took our 11 year old into the Instacare.  He had been pale and fatigued.  They took blood work and sent us in a big hurry up to Primary Children's Hospital; which is, so thankfully, just a 20 minute drive for us.  There they did more blood work and had the Oncologist on call come in.  She looked at his blood right there and gave us the diagnosis we were devastated was coming.  Our baby had Leukemia.  Life can change in a moment.

We left our other 4 children in the charge of my parents and aunts, and both my husband and I spent the next 5 days with him in the care of the wonderful doctors and nursing staff at Primary's.  He had Surgery on Friday to instal a port, do a bone marrow aspirate, and do a spinal tap to check for lymphoblasts in his spinal fluid and give him a dose of chemo in his spine.  We got to come home on Wednesday, and life with leukemia has started to settle in a bit.  We have weekly visits to the Cancer and Bone Marrow Clinic for chemo treatments, at least until the 2nd week in November.  We do not know what his road map will be after that yet.  It is an emotional and sometimes very difficult beginning.  He is very tired and his knees and stomach are starting to hurt from the medicines.  He is a champ!  He told me that having courage means that he is sometimes pretty scared of what he needs to do, but that he does it anyway.  Andon is certainly right.  His prognosis is good, we are so grateful for that.  We wait to hear back about the bone marrow aspirate and the chromosomal markers that will help to determine more of what his future course of treatment will be.

We have seen an outpouring of love and concern from everywhere.  On Saturday they told us that he had broken the record for the number of visitors in one day, 25!  His favorite things on earth are probably hugs.  While he was going into surgery, my sister called from California.  At the end of the conversation she told me to give a hug for him.  I said that it would be great if she and her husband were to take a picture hugging each other and email it to me so I could show it to them.  They posted it on Facebook and pretty soon a hashtag -which I don't really get- was set up for him on instagram.  That had so many visits that My sister suggested setting up a community page for him on Facebook.  It is called Hugs for Andon.  He has been getting picture hugs from all over the world and they make a yucky day better for sure.  This has become a real big deal for his oldest sister who has become an administrator on the page.  She had told me about 2 months ago that she felt her future lay in charity and service work.  She said she never feels as complete as when she is doing things that are really meaningful for others.  She has stepped up in an incredible way around the house and with the other members of the family.  Our other children are all reacting in a different way to their lives changing so quickly.

We have had meals brought in, laundry done by members of our ward and family, cleaning helpers (since the house has to be made and kept super clean), gifts, prayers of many faiths, fasting, and letters of encouragement.  It has lifted us and helped to carry us through the beginning of difficult times.

Saturday, October 11, 2014

Parts of the Skeleton and Parts of the Pumpkin Nomenclature Cards with Blackline Masters

Here are two offerings that I have finished in these last couple of weeks.  These are topics we are studying right now during October and I found I didn't have either of them created yet.

An important note is that the skeleton cards are patterned after a 3-4 year old's skeleton.  I adapted them from this printable work.

I didn't like any of the Parts of the Pumpkin cards that are out there.  You might notice the same type of cutaway as the layers of the earth.

Parts of the Skeleton Nomenclature Cards
click on image to go to file

These are the blackline Masters for both sets.  I have been learning a new way to make and use Parts of Books that I really like.  The first page in the blackline masters are just the image with no words or even a line.  The following pages are to help me in making the Parts of Control Books.  First I color in the isolated image in red and then I trace over the light gray letters with a fine sharpie pen.   I cut them apart, laminate them and plasticoil bind them.  I make sure that the plasticoil gives plenty of room for turning the page with ease.

One thing I learned years back is that whatever way you write your letters the children will copy.  Another thing I learned during one of my Practicum weekends was that a segment of the population cannot make sense of dotted or dashed letters.  Each dot looks separate and does not really create a whole letter.  This was troubling news to me and I started wondering about my oldest child with dyslexia.  Did that make things harder for her?

When the child creates the parts of books they can do one of 3 things in order to write the words.  They can copy the words because they are advanced enough to do that.  They can lay their colored parts of paper over the top of the page they are trying to create and trace over the letters, or I can write the words in a yellow highlighter for them to trace.  All three methods are regularly being employed in my classroom with great success.

Parts of the Skeleton Booklets Blackline Master
click on image to go to file

Parts of the Pumpkin Booklets Blackline Master
click on image to go to file

Wednesday, October 1, 2014

Nomenclature Cards and Parts Booklets - What a Little Child Taught Me

I have formed a new friendship with the Nomenclature and 3-Part Cards and their subsequent Parts of Booklets this year.  Last year a few of the children really loved doing the cards and the booklets, while most of others have shown no real interest in them.  This year I have been hoping to interest more children in these lovely little cards and booklets that I have spent so much time creating (literally), laminating, cutting, coloring, binding etc.  They are great works that help integrate learning across the areas of the classroom.  They can be a pre-reading, reading, writing, coloring, story-telling, show-off to parents, memory building, science, geography, math, sensorial work.  You might be getting the picture.

WELL... this year our class has had the most wonderful thing happen, AND it was child directed.  About the third week into school I had a 4 1/2 year old, who is driven by a lovely inner voice, do the Parts of the Plant and Parts of the Fruit Nomenclature Cards at the same time.  He then made the Parts of Booklets as well.  Another child saw his work and wanted to do it too.  Both were very accomplished at their work.  At the end of the day they asked if they could read their books to the class in AUTHOR'S CHAIR (they knew this from last year and Writer's Workshop).  Of course I let them, and everyone clapped for their wonderful and challenging work.  I could have chosen to save the Author's chair for books that the children had independently created, but I am so glad I didn't.  We will make an extra special note when a child makes a book All-By-Themselves for Author's Chair.

The magic happened the next day.  Multiple children asked me if they could create their own books in order to read them to the class.  One child said... "So when I finish the Nomenclature Cards I can make a booklet right?"  I said that once she had mastered the nomenclature cards she could create the booklet.  The children spread the word and the Nomenclature Cards have NOT sat on the shelf gathering dust (that a child would clean off) this year.  The valuable lesson the children taught me is this: There is such beauty in sharing your work with your friends, and such a good feeling.  As an adult I recognize this in myself.  It is one reason I have this blog.  I love to share what I have created with people who appreciate and can really use them.  Why would it be any different for children?

I just have to say... Follow the Child, they are our best teacher.

Solar System Nomenclature Cards
This is the same child doing the Nomenclature Cards and the Parts of Book in the next Picture.

Solar System Parts of Cards
This Parts of Booklet is pre-stapled because last year I noticed how frustrated the children were 
about this booklet.  They kept getting confused which planet was which.  I have some unstapled 
sets for the older kids.
Parts of the Body Nomenclature Cards
This child ended up getting one more rug out to hold all the name cards you can see at the top 
of the picture for this work.  There really are a lot of cards to this work.  Almost enough to break it 
into two sets, but they really like it together so I have kept them that way.  The Tray is from 
Montessori Research and Development.

Parts of the Plant Booklet
This child did not want to write the words to her booklet this day.  I let her know that as 
soon as she "publishes" a book - meaning that it is colored, with all the names written and 
stapled - she can read it to the group.

Saturday, September 13, 2014

Taking Over a New Class

This year I have changed classrooms and responsibilities.  I moved from my safe little classroom to take over for some teachers who left our school.  It is my job to make this classroom successful.  I am in the Spanish dual language program classroom now.  It is a mixture of children from several classrooms, but there is a core group of children who were there last year.  These children have really needed retraining this year.  About 80% of them are boys.  I have spent a lot of time during the first 3 weeks of school observing all of the children, becoming emotionally available and a confidant, creating structure in the classroom, following through again and again with ground rules, and setting the stage for correct treatment of the environment and each other.  It is tiring work to be sure, but sticking to the difficult work at the beginning of the year really pays off.

For the first two weeks I pulled out over 25 different manipulative works and had several shelves dedicated to them just to give myself a pulse on the room and where the children were.  They used these works with gusto.  It has really helped to have only manipulatives in retraining the children to become careful with their work, return the work ready for another child to use, walk around and not through rugs, walk in the classroom in the first place, respect when a child has already chosen a work and not to disturb them etc.  This is certainly an ongoing process.  It seems like it can take an entire year for some of the younger children not to walk on their neighbor's rug if something grabs their attention.

During the third week I noticed that the older children were bored with the manipulatives so I began giving lessons.  Some of the record keeping was spotty so I had to test out to see where they really were in the different areas.  On Thursday, this week (being the 4th week of school), we noticed that it was 2 hours into our work time before any child chose a manipulative work.  YIPEE!  I only have one shelf of manipulatives now, and only the ones that the children find the most interesting.

These are some images from our last week of work.

Exploration of Metal Insets by a returning student

Mouse House turned into a Spanish Work.  Es el raton debajo de la casa anaranjado?

Hanging Bead Stair

Writing Words using the Large Moveable Alphabet

Initial Sound Object Sort - This is the Pink Mat
I am so excited to have these new mats.  I handmade the set I
have been using and just got these new ones this week.

Gluing noodles on apples work.  Next week we will paint these works.
This allows the work to be done in more than one step but still follow
the Montessori rule that art should be a shelf work.

Parts of the Plant Nomenclature Cards.  This child completed this work
 beautifully and could even tell me every part of the plant and later the
Fruit.  He then made the booklets for each work.

Rainbow Rings.  My children LOVE this work.  It is actually
Wine Glass Markers that I found at a kitchen store in Park City.

Using Clay Lesson.  You can see how the little one is using
his "watching arms" during this presentation.

Parts of the Snail Puzzle.  We wouldn't usually have this work
out right now, but this child found a snail in the school
garden and was really interested so I pulled it out.

Weaving with ribbons

Parts of the Flower Puzzle

Parts of the Fruit Nomenclature Cards and Magnetic Parts Puzzle 
Baby Spooning Stars.  This work is pretty challenging for this child.
She has been with me since last year and has needed this long to
be ready for this work.

Sandpaper Letters with Initial Sound Booklets.
This child was successful at all the letters in the first
set and was subsequently hiding them in the
classroom to then find them again.

Hand Transferring.  I just have to say how much I love the
elliptical shape of these wooden bowls.  There are mung beans
inside.  They sound just like rain when they hit the
wood.  Many times the child will remark about this when
they first have this lesson.

Object to Object Sorting with two Space Toobs.  Because I
have so many boys I have geared some of the Pre-reading
works to pull them in.  We are also beginning the year by
learning about our place in the universe.
The Farm Mat - a grammar work.  I made this mat as well.