The Enormous Egg by Oliver Butterworth

Somewhere recently, I think probably on What Do We Do All Day? (one of my favorite websites for book recommendations), I saw The Enormous Egg. I had completely forgotten about it, but I knew my family had, at least at one time, owned a copy of it. I could distinctly picture the book's spine tucked in among others on one of our bookshelves. My memory did not fail me. When we were at my parents' house over Christmas, I did a quick glance-over and almost immediately located the yellow spine with the blue lettering.

Despite my near-perfect memory of the book's appearance, I remembered next to nothing about the story. And yet, I had a feeling my boys would like it. I mean, a dinosaur coming out of a chicken's egg? How could I go wrong?

Nate Twitchell lives on a farm in small town Freedom, New Hampshire. His life is pretty ordinary until one day when one of the hens lays the most gigantic (excuse me, I mean, enormous) egg he has ever seen. It takes weeks for it to hatch, and Nate has just about given up on it when out comes a baby Triceratops. Nate and his family are shocked, and Dr. Zeimer, a paleontologist who happens to be visiting Freedom over the summer, is ecstatic. The dinosaur is a fascinating novelty for a few weeks, but once he hits 897 pounds (with no end to his growth in sight), Nate and Dr. Zeimer know they're going to have to think of another solution...and fast.

This is, to date, the fastest we've read a chapter book. And it's because both Aaron and Maxwell could not get enough of it. They asked to read it every day, and we would often read several chapters at a time. Our one rough patch came after Nate and Dr. Zeimer move Uncle Beazley  (that's the dinosaur's name) to Washington D.C. After an unfortunate incident where Uncle Beazley knocks over a truck, the police and then the government find out that the National Museum is keeping a living, breathing dinosaur. This leads to Senator Granderson getting involved and submitting a bill which would outlaw the keeping of any living dinosaur in America. All of the political talk was really confusing (and boring) to the boys. It did give us a chance to talk about how senators are elected and how they put forth the voice of the people and that if they don't do what most of the people want, then they won't get voted for again. But judging from Aaron's brief summary to Mike that Senator Granderson was going to "get thrown into the zoo if he hurt Uncle Beazley," I...don't think he got it.

For my part, I was highly entertained by the fact that there is a dinosaur that is living in Washington D.C., and the government is trying to kill it. And also that no one, save for a few nerdy paleontologists, seem to think this is a big deal. (While the dinosaur is still in Freedom, NH, he gets some attention, but after that, not a whole lot). I just am trying to picture a dinosaur hatching out of an egg in real life and it not being international news and a great source of publicity and pride for the United States. Maybe having three boys who are obsessed with dinosaurs just makes me think a living dinosaur would be kind of amazing. I also was kind of amused that the government was so worried about the cost of keeping this dinosaur and not wanting to waste the tax payer's precious dollars (hello, national debt of $16 trillion!) and also that the government was so casually talked about in such a negative light.

The story is told in first person from Nate's point of view. I didn't give much thought to this until Aaron said, "Nate's telling the story, right?" Then I realized that since most picture books aren't written in first person, this was one of Aaron's first exposures to this style of writing. Maybe that doesn't seem like anything worth mentioning, but I was happy that he noticed the difference.

While this story has a 1950's feel to it, I still think it's very relatable to the 2013 child, especially one that has an obsession with dinosaurs. Many of the dated references are cute and in some ways made me long for those years when a 12-year-old boy was slightly annoyed taking care of an egg because it was cutting in on his fishing time. This is a highly imaginative and very creative read that we all completely enjoyed.

I'm sharing this post at The Children's Bookshelf.

A Thomas Jefferson Education: Teaching a Generation of Leaders For the Twenty-First Century by Oliver DeMille

A good friend of mine told me about A Thomas Jefferson Education almost a year ago. At the time, it interested me because education always interests me, but I didn't rush out to read it. But then, another friend told me about an "Education Principles Group" her sister-in-law had just started. And what was their first reading to be? A Thomas Jefferson Education. I jumped at the chance because I always get more out of somewhat dense and heavy texts if I have someone to discuss it with.

I guess that means I just called A Thomas Jefferson Education "a dense and heavy text," which it kind of is but also kind of is not. It is because it discusses ideas that, in order to really understand, you have to think about, ponder, discuss with others, and then think about some more. I have a feeling I barely scratched the surface with this reading. However, on the other hand, it isn't "dense or heavy" in the sense that it uses a lot of difficult words or complex sentences. It's written in plain, pretty simple, English.

And just what is "A Thomas Jefferson Education"? It's education that is guided by mentors and the classics but which places the responsibility for learning squarely on the shoulders of the student. It is returning to the same kind of education received by our forefathers (hence, the name "A Thomas Jefferson Education"). It is the kind of education that will produce great leaders.

And who is learning the TJEd way? Oliver DeMille says it would be wonderful and ideal if everyone was learning this way (and he claims that it is possible in a public school setting), but really, it's most often implemented through home schools. However, I think you'll notice every time that those who are truly successful and become great and influential leaders were heavily influenced by one or more mentors and the classics (classics not just reserved for literature but meaning the classics that are found in every subject), regardless of what their formal schooling was actually like.

I think it's definitely possible to take any education and turn it into a TJEd. Parents guide and direct the education of their children in all settings, but obviously if they're going to public school, they're away for seven or more hours a day, and so that doesn't leave very much time to learn from mentors and the classics unless they're getting that in school.

I thought DeMille made an interesting point in the book when he said this: "In the history of education, the current American system is very non-traditional, very different from what has been done for generations. Almost everybody in America today is getting the kind of education that has historically been reserved for those who simply had no other options." (pp. 26-27) If you look at the past, those who were well enough off went to a private school or engaged a private tutor. It was only those who couldn't afford better that went to public schools. While I think this is interesting to note, I'm not completely sure I agree with it. I know there are many flaws in our current education model, but I also know that there is much to be gained from studying and learning together not just alone or with an elitist group.

Which is not necessarily what Oliver DeMille is even saying. Later on in the book, he discusses the "Five Pillars of Statesmanship," as he calls them. And two of these ("simulations" and "field experience") both involve working with other people. Also, he frequently states the "Five Environments of Mentoring," which includes group discussion.

(See what I mean? Even trying to write a review of this book is difficult because there are so many competing ideas and avenues of thought.)

DeMille frequently refers to the "conveyor belt" method of education, which seems to be the standard method in most public schools. DeMille explains it this way: the "...standards and grade levels are set at a low enough level that virtually everyone can get through and be a finished product. What happens if you try to get ahead? A factory worker moves you back into place. What if you get behind? A 'special' worker pulls you up to speed." (p. 25) DeMille says we use this type of method because it is moderately successful in training the future workforce of America, but it is not successful in training future leaders.

Let me try to sum up some of my thoughts with a series of questions and answers:

Q: Do I agree with a TJEd?
A: Yes. I believe that mentors and the classics are essential to a good education. I also believe that teachers inspire students to learn on their own. No teachers actually teach.

Q: Do I disagree with a TJEd?
A: Yes. I think in a lot of ways DeMille idealizes the education of the founding fathers. But then, I also realize I have a lot of my own reading and studying to do, so I can't offer a very solid opinion on this yet.

Q: Will I use the TJEd model in my own home?
A: Yes, of course! Mentors and classics are essential. We are already employing them as much as we can with our young children.

Q: So if I homeschool, will I use a TJEd?
A: Yes, to the extent I stated above, but no, I will not structure it as DeMille suggests. He talks about the four phases of learning. The first phase (the Core Phase, encompassing the years 0-8) involves a lot of free play and exploring learning in a very unstructured way. Even the next phase (the Love of Learning Phase, encompassing ages 8-12) is still very much child-guided as they choose what to learn about and what interests them. In this way, this method reminds me a lot of what I've heard about "unschooling." (I've also heard those who are familiar with both adamantly refute that they are not the same, so again, I need to do more research and studying.) This unstructured type of learning is not the way that I learn best, and so I don't think I could guide my children very well using this type of method either. (But I would never say "never" because I have no idea what growth and change might happen over the next ten years that might make me change my mind.)

Q: So will I homeschool?
A: At the current time, no (meaning in the formal sense and not that there will not be any learning going on in our home. Far from it!). But in the future? Possibly. Right now, I'm quite happy and content with the thought of Aaron going to public school. But I'm still exploring my options.

A Thomas Jefferson Education is worth your time no matter what your thoughts on education are. I guarantee you'll find something to like and dislike. And you might even discover some things you want to change in your current approach to education.

KidPages: Three Potential Caldecott Choices

One week from today, the newest Caldecott winner will be announced. (No, I have NOT been counting down the days, but yes, I am looking forward to it.) And so, I thought it would be appropriate today for the boys and me to put in our two cents about who we think the winner will/should/ought to be.

Aaron and Maxwell don't understand the significance of the Caldecott Award, of course. They hardly even notice the shiny stickers attached to past winners. That being said, some of our very favorite books have received the award (The Lion and the Mouse, Kitten's First Full Moon, Joseph Had a Little Overcoat, to name a few), so it's worth paying attention to.

DISCLAIMER: I should preface these three books by saying that we're not basing any of them on any official Caldecott criteria. We just each picked our favorite from the potential candidates.

Maxwell's pick:

Z is for Moose, written by Kelly Bingham, illustrated by Paul O. Zelinsky

Zebra is putting on an alphabet show. Moose can't wait for his turn, so he keeps popping up prematurely. And then, the letter "M" comes and goes without any mention of Moose. It's almost too much to bear. Luckily, Zebra thinks of a way to save his friend's pride.

Maxwell's not so detailed but extremely enthusiastic thoughts: "It's FUNNY! I love it 'cause it's funny. I love it 'cause the zebra says Moose doesn't start with 'Z.'"

Zelinsky's artwork is delightful. Aside from the text, it is completely witty in and of itself. Zelinsky won the Caldecott Medal in 1998 for Rapunzel, so who's to say he couldn't do it again?

Actually, Maxwell mentioning that this book is funny may be the best possible description you could give it. The first time we read it, the boys were practically rolling on the floor.  I couldn't keep a straight face either. In a world of hundreds of dry and boring alphabet books, this one shines through as a keeper. It still goes through the alphabet letter by letter, but interwoven between all the letters is the story of Moose's antics, Zebra's frustrations, and ultimately, their unwavering friendship. A delightful story + the alphabet = what more could you want?

Aaron's pick:

Randy Riley's Really Big Hit, written and illustrated by Chris Van Dusen

When it comes to math and science, Randy Riley is a whiz. But when it comes to baseball, Randy Riley is a flop. He loves to play but just can't seem to hit the ball. One night, Randy is looking through his telescope, and he sees a fireball headed straight for earth! By calculating trajectories and speed and potential mass, Randy devises a plan for how to smack that fireball right out of this world.

Aaron's not so detailed but extremely enthusiastic thoughts: "I like that he made that really big robot and the robot hit the fireball. [Ooops, spoiler!] That's my favorite thing. And it was cool that it had cool pictures. And it was exciting.

If you know anything about my family, it is that we are all in love with Chris Van Dusen's books. Honestly, The Circus Ship might well be our favorite picture book of all time. I'm kind of indignant that he has never won even a Caldecott Honor, so I obviously don't understand what the committee is looking for. His illustrations delight and captivate us like no one else: they are original, funny, full of quirky details, and always seem to be bathed in sunlight.

Randy Riley does nothing to lessen our opinion of Chris Van Dusen. The rhyming text rolls effortlessly off the tongue, the story builds to a hair-raising climax, and the illustrations feature unusual and creative perspectives. And like Aaron said, it involves a robot built by the genius of a small boy, so I dare you to find a small boy who won't like that. (Incidentally, it is extremely entertaining to read Chris Van Dusen's bios because you get the distinct impression that he is living the dreams of his childhood by drawing them out in bright and vibrant color.)

Also, I should mention that this book has a great moral, which is that everyone is blessed with different interests and talents. Sometimes what we are interested in is not what we have a talent for (Example: as a child, I loved figure skating and read books and watched documentaries and competitions, but I had absolutely zero ability when I put on a pair of skates myself). But this story shows that you can use your talents in amazing ways to do amazing things, and those amazing things might just involve the other things you're interested in.

My pick: 

  
Baby Bear Sees Blue, written and illustrated by Ashley Wolff

The book follows Baby Bear and his mother through the sights, sounds, and smells of a single day.

My not so detailed but extremely enthusiastic thoughts: I love this book. When I look at the pictures, I am lost in stillness and beauty. I feel like I'm lying in a meadow on a warm day in late spring (which sounds like HEAVEN right about now). It's a sweet and simple story full of color and everyday magic.

I've already reviewed this book once because, um, I looove it. So if you want to read even more of my thoughts and gushings, go here.

Besides these three, we have loved a whole host of other books that were published in 2012, so I doubt we'll be disappointed with the winners. You can be sure I'll be sharing my thoughts next Monday.

I shared this post at The Children's Bookshelf and the Kid Lit Blog Hop.

Guess What Came in the Mail Today?

 This! Isn't it pretty?

One of my favorite blogs is Avid Reader's Musings. Melissa writes about a wide variety of books; I especially appreciate her thoughts on the classics. She also does a fun feature called Reading By the States where she makes lists of books that have been written in a particular state and also talks about any authors who have lived there. And when she says she's an avid reader, she's not kidding. In 2012, she read 149 books! And most of them were not short (The Count of Monte Cristo, for example).

Earlier this month, she was hosting a giveaway to celebrate her blog's third year anniversary, and I couldn't help entering since she was giving away a Penguin Clothbound edition of Jane Eyre. And guess what? I won!

This was so exciting, not only because I love Jane Eyre (and didn't own a copy of it), but I have also had my eye on the Penguin Clothbound editions for years. So to receive not only one of my favorite books but in the very edition I wanted was about as good as it could get.

I have been wanting to re-read Jane Eyre for some time, and now I won't be able to help myself! Thanks so much, Melissa!

I think I found the perfect spot for it. I've been walking past it all afternoon just to admire it.

Sun and Moon, Ice and Snow by Jessica Day George

One of my friends recommended this book to me a couple of years ago. She said it was her favorite book by Jessica Day George. At the time, I had very little desire to read it. George's other books, Princess of the Midnight Ball or Princess of Glass, sounded much more intriguing. Sun and Moon, Ice and Snow just sounded cold...and bleak...and desolate. All things I dislike very much.

But then January came, bringing with it subzero temperatures and piles of snow. And suddenly, I wanted to read about ice and snow. I wanted some sort of comrade in my misery. (I'm writing this sitting on my bed while a space heater blows hot air in my face.)

In the icy and unforgiving north, the lass is born. She is the last of nine children, and her mother is so sick of having children and bitter that this last one is another daughter that she refuses to name her (which is her maternal duty and responsibility). Early in the story, the lass finds the white reindeer, a magical creature who grants the lass a wish. She first wishes for her eldest brother, Hans Peter, to be happy (he came home from a voyage at sea a changed and troubled man). But when the white reindeer refuses, she asks for a name instead. After the white reindeer departs, she discovers that not only did he give her a name but also the ability to understand and converse with animals. One night, a great white bear (an isbjorn) comes to her family's home and begs the lass to come stay with him in a palace for a year. She agrees. At first she is enraptured by the wealth and elegance and beauty all around her. But before long, there are too many unanswered questions about the enchanted castle, the missing servants, the unseen trolls, and a mysterious nightly visitor.

This story is a retelling of the Nordic legend, "East of the Sun, West of the Moon." A few years ago, I read East by Edith Pattou, which is a retelling of the same legend. I didn't realize Sun and Moon, Ice and Snow was the same story until I was a few chapters in, and it began to sound really familiar. I remember really liking East except for the ending, which was overly long and drawn out. So I tried not to let my expectations get too high as I was listening to this one. I was really enjoying it, but I was worried the ending was going to fall flat again. Happily, I loved the ending. Everything I didn't like about East's ending was absent in this retelling (mainly, the journey back from the troll castle).

I thought the pacing of this story was perfect. There weren't a lot of moments of the lass wandering aimlessly in a frozen wasteland, which is what I was both dreading and expecting. Even on her journey to the troll's castle (which I'm remembering as being incredibly lonely in East), she has contact with three old women, the four winds, and her pet wolf. (I thought her conversations with the wolf would annoy me, but they didn't. I found them highly entertaining, and I think they helped break up some of the potentially monotonous parts of the story.)

I also thought Jessica Day George worked up to the first climax perfectly (the one that happens in the lass's bedchamber, for those who have read it). I was literally holding my breath while I was listening to it, and I couldn't get my hands to move even though I was supposed to be washing the dishes. (And I even knew what was going to happen since I was familiar with the basic story.)

I felt like this story had a depth that wasn't present in East, mainly because there was more back story and more need for saving and redemption than just for the lass's and the isbjorn's sake. I really, really liked Hans Peter's character and the way his story linked the past with the present. 

The audio is narrated by Jessica Roland. I thought she was fine except in her narration of the prince. Oh, he sounded so bad! I think she was trying to make him sound masculine and kind and dashing...and...it just didn't work for me at all.

One of our family's favorite picture book author/illustrators is Jan Brett. She bases many of her books on classic tales of the North. We checked out her Christmas treasury in December, and Aaron and Max fell in love with Trouble With Trolls and Christmas Trolls. As I was listening to Sun and Moon, Ice and Snow, I kept thinking, If Jan Brett were to write a YA novel, this would be it. Maybe it was just the setting or the abundance of trolls or all the snow, but that's what this book reminded me of, and it made me love it even more.

I think I can definitely agree with my friend that this is one book by Jessica Day George that is worth reading (not that my opinion is that impressive since I haven't read anything else by her). And what better time to read it than in January when you're already freezing?

The Feeling of Accomplishment

2013 has only just begun, but since the calendar changed, I've completed a couple of big deal goals (big deal for me, that is). I was planning to have both of these done by the end of 2012, but since I didn't, they are just making 2013 look extra good.

The first one is not really my accomplishment, but Aaron's. Yesterday we finished his 100th reading lesson. (If you missed it, I wrote all about the book, Teach Your Child to Read in 100 Easy Lessons here.)

This was a long awaited day. Even though there were only 100 lessons, it took us almost a year to finish it (we did our first lesson on January 17, 2012). Some of the later lessons, we had to break into two, or even three, segments. Also, we had a week here and there where we skipped doing any lessons entirely. I think this relaxed schedule worked great for Aaron. We weren't trying to make it to any specific deadline. We were just doing it for fun. (I guess I was trying to get done by the end of the year, but you can tell I wasn't that concerned over it.)

In case you're curious what a child can read by the end, here's a paragraph from the story in Lesson 100: "The tiger came over and licked the old man on the nose. The old man said, 'You can not do that. Tigers do not lick. They bite." So by this point, they've learned how the silent "e" makes a long vowel, a bunch of letter combinations ("ou," "ea," "ar," "ing," etc.), and many sight words (besides just basic phonics). We have already been reading other books, so we will continue to do that so he can continue to improve and learn more. (If you have any easy reader ideas, let me know!)

Aaron was so excited to put the very last sticker on his bruised and battered chart. Then I told him he could pick out a treat for finishing such a big project. He chose a package of gummy worms (this kid sure knows how to dream big!).

Now Maxwell thinks it's his turn, but I think we'll give him a few more months!

My second big accomplishment is that I finished reading the Old Testament. It only took me three years (said with a touch of bitterness). THREE YEARS! I am reveling in being finished.

This was not an easy goal for me to accomplish (hence, the three years). I love reading the scriptures, but...I can't say I loved reading the Old Testament. I loved many parts of it, but there were times when it was so confusing, or even just mundane, and I would think, Why am I torturing myself?

But I knew why.

I wanted to know what the Old Testament was like from start to finish. When it is the course of study at church, it is whittled down so that the entire book can be covered in a year. I wanted to see what was being skipped over (answer: long genealogical lists and temple dimensions/materials). I wanted to find the hidden gems that get lost among the well-remembered and loved Daniels and Jonahs and Esthers. I wanted to have my testimony of the Savior in His role as Jehovah strengthened. And, perhaps the least important but definitely a part of my decision, I wanted to be able to say I read the entire Old Testament (and so, I made sure to read every word, even in Chronicles where there were pages and pages of "the son of Ethni, the son of Zerah," etc.).

Many of my frustrations came from reading slowly and meticulously and re-reading certain sections but then, upon closing the book for the day, not having the faintest idea what I had read about. Maybe I should have read some sort of study guide or commentary along with it.

I most enjoyed reading when I kept a study journal at the same time. After reading for the day, I would choose just one sentence or phrase that had stood out to me and think and ponder and write about it. Sadly, I misplaced my journal somewhere around Psalms and didn't replace it. And that was probably a big mistake.

And speaking of gems, I did find some. They are definitely there. My very, very favorite story and the one that I have thought about multiple times over the last year, was about King Hezekiah, who happened to be an extremely righteous king nestled right between some extremely wicked ones. At one point in his life, he is quite ill, and Isaiah the prophet tells him he is going to die. Hezekiah weeps with the news, begging the Lord to remember his righteousness. And then, miraculously, the Lord sends Isaiah back to tell Hezekiah that he will be healed (2 Kings 20). I have thought about this story again and again whenever I finding myself doubting whether my prayers matter.

I've thought a lot about whether I will ever read again the Old Testament in its entirety. I would hate to say "never" because that sounds so definitive, and who knows what the future will bring, but I think I can safely say that most likely no, I will not read the entire book ever again. I will study sections of it, no question, but I think once through entire genealogical records is enough for one lifetime.

My life has been richly blessed by these two goals, and I am addicted to this feeling of accomplishment. Time to set my sights high and reach for great things!

Maxwell's Preschool: Hetty's 100 Hats

This is what I did when it was my turn to teach Maxwell's preschool in November (yes, November. I hope I can remember what I did!). (And in case you've forgotten or this is your first time here, Max and his friends are two- and three-years-old.):

Since it was the week to learn about H and 8, I decided to focus on hats. As I was preparing, I checked out a great stack of books about hats, hoping that one of them would be the perfect lead-in for the day and provide a good framework for the lesson. After reading Hetty's 100 Hats, I knew I'd found it. It was just what I was looking for!

Hetty is the proud owner of three hats. She loves her hats and is grateful they keep her dry and warm and safe from the sun. But Hetty is also a girl with a dream. She wants to collect 100 hats. She attacks her goal with a vengeance and creativity. She turns household items into hats, she makes her own, she accepts all the leftover hats from her school's hat parade, and friends and even strangers bestow them as gifts. On her birthday, she is just one hat shy of her goal, but luckily her brother saves the day.

I thought this story taught so many good things: setting a goal and working towards it, how to count to 100, all the different professions and types of people who wear hats, coming up with creative solutions to problems, and using a collection to make new friends. As usual, I loved Emma Dodd's simple illustrations. Our favorite pages were the ones showcasing all 100 hats--it was so fun to look through and count them all!

When the kids arrived, I spread out a blanket and read the story to them. They loved seeing all the ways Hetty acquired her 100 hats.

When the story was finished, I asked the kids, "How would you like to have a hat parade, just like Hetty?" (In the book, everyone in Hetty's class at school made a hat and wore it in a parade.) Max and his friends thought that was an excellent suggestion. I had asked the other moms ahead of time to send their kids with one or two hats, so they all had a variety to choose from.

I put on the song "Marching Feet," which had just the right rhythm and beat to make it the perfect parade song. The kids marched all over the house. They took turns being the leader, and we all made a hat change partway through.

After the parade, we went to kitchen for another Hetty-inspired activity: making newspaper hats. At the very end of the book, Hetty needs just one more hat to complete her collection. She receives a birthday letter from her brother who suggests she make a hat out of a newspaper for her collection. Do you think we could possibly read about that and not want to make one ourselves? We could not.

I folded up the hats for them and then let them decorate to their heart's content. We used foam letter H's (H for Hat, of course), paint markers (which made some fun-sized dots), and regular markers. Their hats all turned out so cute.

For some reason, newspaper hats just give me such a feeling of nostalgia. I think I did make them a couple of times when I was little, but more than that, they just seem like such a classic thing for a kid to make. They're something that kids were making in 1913, and they're still making them in 2013!

By this time, all of them were very hungry. In keeping with our hat theme, I helped them make pilgrim hats (remember, this was in November).

I don't dare mention the quantity of frosting, cookies and Reese's they consumed. It was a frightful amount.

Hats are also a great way to talk about various jobs and careers. I was dying to use my flannelboard again, so I told them the story of Simon, a boy who couldn't decide what he wanted to be when he grew up. Should he be a firefighter and save people from burning buildings, a chef and make delicious desserts, a cowboy and ride a horse, a policeman and keep people safe, or a construction worker and make buildings and roads?

I got the idea for this story from Storytime Magic: 400 Fingerplays, Flannelboards, and Other Activities. (If you are looking for the story, look for it under Milo's Hats. My boys didn't like the name Milo, so we christened him Simon instead.)

For our last activity, we went back to the kitchen to talk about the number eight. I pulled out the play dough, which we shaped into the numeral 8. We also rolled out little balls and counted up to eight. And then we squished it and mashed it just for fun.

It was a fun way to spend the morning. I love teaching these little kids!

I shared this post at The Children's Bookshelf and the Kid's Co-op.