For the reading program- There was a considerable amount of overlap on the reading program with what we were already doing because we tend to run several programs at once, so the reading wasn’t a make or break thing for us. That is no fault of JG of course, and I was far more interested in the math program from the get-go. But I did have DD memorize all of the animal alphabet cards which she enjoyed, (I colored and laminated them all, I figured the extra reinforcement couldn’t hurt) and she learned all of the word cards. However, we only used the plain side of the word cards right from the start, I never used the “phonetic” starter side on some of the cards, like the exceptions cards where is demonstrates “was” is pronounced “wuz.” I could see how it might be helpful for an older child, but it just wasn’t necessary for DD so we just used the plain text side. She knew many of the exception cards already by the time we got to this program (like was, the, and so forth, she already knew lots of sight words) but I really like the presentation of the double sided silent e cards (pip & pipe, mad & made, etc). Although, for flashing purposes I would have preferred them on separate cards versus double sided but that is not how they are intended to be taught. I taught them by sounding them out and reinforced through flashing, she got the hang of it rather quickly. My Montessori House DVD’s really helped prime her for this (they demonstrate rip & ripe and so forth in a similar way.) Dr. Jones recommended that DD move on to the Primer Teach Your Child to Read in 100 Easy Lessons. I know I checked it out of the library a loooong time ago. I am going to re-check it out and see if she is ready. If so, I will probably copy the lessons onto sentence strips and magnet them to the fridge for her to find in the morning and see how she responds to that. We also do HOP so maybe I will just alternate programs a few days a week to keep things interesting.
DD is now doing addition & subtraction almost by herself with very minimal guidance from me using the flashcard-manipulatives. Following Dr. J in the video, I allow DD to take the pointer and “teach me” as she reads the equations to me. She likes to hold the pointer (which is really just a heavy duty chop stick…hey, I had to improvise! LOL ) I did color and laminate my flashcards, but I am getting ready to redo all of them though. After corresponding with Dr. Jones via email, I learned the number line was meant to be colored in and cut out into a long strip (must have missed that part in the DVD I guess). He said to color all the 0’s the same color, all the 1’s the same color, and so forth throughout the entire number line to really help with memory. So 100 would be the same colors as the 0 and the 1. Makes sense.
So, because I originally taught my daughter and am now teaching my son #'s 1-9 using the Meet the Numbers Preschool Prep series, I am kicking myself for not originally realizing I should have colored my JG flashcards and painted my JG manipulatives to match Meet the Numbers for continuity and memory purposes. So I am redoing everything, including the number line on my floor (sigh). I had my husband take screen shot stills of each MTN “character” from “flashcard” mode of the DVD and I printed them out. On the opposite side of the flashcard I will put the JG dot matrix number that I colored to match the MTN character. I am going to transition my son to the dot matrix a LOT sooner than I did my DD, and start flashing him the Dot Matrix #'s in LR as soon I get them colored, scanned and get the LR file made in the next week or two. (These are for personal use only, not to be uploaded to the community so no copyright issues). I am also sooner starting him a lot sooner on the counting steps.
I have created/used a few of our own manipulatives and such. We laminated the flashcards and used them with round magnets on the fridge, round stickers, and dry erase markers. We also made wooden numbers with holes drilled and golf pegs and an over-sized number line to help with our 1-20 counting that the kids can hop from number to number. I have a wooden numerals puzzle I sanded that is waiting to be painted the correct color and with some small black buttons super glued to it for texture. I will have to supervise this very carefully though to ensure no buttons come loose as a choke hazard, I was thinking about using a dremel to drill a teeny tiny hole and wire them to the puzzle pieces as well as super glue them. Not sure yet.
I need to buy some numeral stamps though for DD to help her with her number tracing like AAngeles suggested a while back. I am going to be modifying the JG worksheets because 4 equations is just too many for her, but I would like to transition her to paper from the flashcards. I have found if I just put ONE on the page, very large, she does great. So, again, as soon as I can get that done and get my # stamps we will be transitioning to paper. My plan is to copy 2 to a page and then cut it in half to save on paper while still being big enough for her, then transition her to two equations per page, then to four.
In regards to customer service, JG has always gotten back to me within 24 hours, and Chris passes along any questions to Dr. J as needed who personally responds with valuable info and recommendations.
I have been very pleased with the math program although DD is taking her time to work through the steps because she is only 25 months. It’s solid and straight forward, I plan to start my son on a modified version of the beginning steps ASAP as well. I like to think of it as the “phonics” of math. Sight reading (for most/many kids) does not give them the key to decode new words. Phonics does. Once kids have memorized the matrix, they will always have the “key” of addition and subtraction with them always, as well as the “why” of it all, which is why it’s so important to internalize the matrix. It’s more than straight memorization of sums, it’s the math equivalent of phonetic decoding.
Although I am really satisfied with the math program, so much so that I am using it for my son, we also do other math practice for reinforcement and to address other areas:
-Daily LM & Shichida in LM.
-Wonderpets sticker math (basically addition/subtraction with stickers as props to keep things lively, and I let her color the page when we’re done)
-Just started Soroban.
-Plan to begin Early Bird Math soon. Tried to pick up the workbook this weekend but the teacher store only carried 1st grade and up.
-“Muffin Math” (Using a muffin tin, I labeled the bottom of each of the 12 cups with a foam glitter sparkle numeral 1-12. I have DD use tongs to select a matching # of colored pom-pons, so for example, #8 is blue, so she picks out 8 blue pom poms to put in that cup. This involves counting, sorting, and fine motor rolled into one.)
-Counting/stacking with unifix cubes, and counting by 10’s to 100 every single time to put them away to make sure we didn’t miss any for little brother to choke on!
-Started using Duplos for the same purposes with both of the kids so there’s no choke hazard, I wish I would have though of it sooner. Need to go out and buy one more pack of Duplos.
-Fractions & sequencing using playdough (also great for fine motor/muscle building).
-We incorporate the “Counting Cookies” game into our music play. We all take turns picking a cookie from the jar, counting the candies on it, and then select an instrument to play the corresponding # of times. (If I picked #4, I would shake the maracas or hit the drum 4 times.)
-We count most of the time we go up and down the stairs
-We count food, toys, etc randomly whenever I can remember.
-My son has been loving the Melissa and Doug counting rings on pegs game, almost identical to this http://www.amazon.com/1-to-5-Ring-Counter/dp/B0006PU7AC
