I’ve had the immense pleasure recently of working with two different second graders. One’s journey I’ve been documenting in a Facebook group (complete with pictures and narratives about our sessions); I call her Cupcake, because that’s the word she wanted to investigate with me first. The other, whom I call River, I just began with after working with other family members for the past couple of years.
River lives a little ways away from me, so she and I met online. Her mom prepared the physical materials for our session from files I emailed her, and I prepared the electronic version so River and I could work together.
I had met River only once in the past, and that was brief. Our first session together was yesterday, and our second, today. Yesterday, we established some basics: a base element (<heal>), its immediate family — the relatives built on <heal>, and its more distant family — the relatives that share a root but not a base.
I gave her a lot of words. I read some. She read some. If she hadn’t heard of a word, I made a decision — I either told her what it meant and used it in a sentence, or I put it aside. She identified those that had an <heal> and added them to the square that will become our matrix. Words River thought might be related went in or near the circle. Words deemed unlikely to be related went in the lower right. Over the course of our 45 minutes or so, River read several words and gave examples of those words in sentences. We discussed bases, suffixes, digraphs, pronunciation, word relatives (and people relatives).
Here’s how our screen looked at the end of our first session:
Today, we picked up where we left off, and I was smart enough to record some of our time together to share with curious folks, thanks to River’s mom.
We’ll continue with this study next week, and I’ll update this post then.