Oak Meadow 2017 Poetry Extravaganza – Part IV

Every year, we celebrate student poetry throughout the month of April with our annual Poetry Extravaganza. We hope you have enjoyed the poetry our students have shared here! You can find more Oak Meadow student poems on Instagram and Twitter. If you’re a high schooler or a parent of one, you may be interested in our high school poetry course, Word: The Poet’s Voice. Be sure to read Oak Meadow teacher Antony Yaeger’s recent blog post, On Poetry.

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Photo Credit: Reane Loiselle
(Oak Meadow)

Sappy Love Poem
by Cadie Baglin
Oak Meadow, Grade 11

I wish I could erase
All the time a replace
You with someone new
Who cares about me too
Someone I could talk to
Someone I could cry to
Someone who loves me as much as I love you
You’re the only one who has my heart
The only one I see
And when you said you didn’t want me
I saw no fish in my sea
You were the only one I could find
In this deep blue ocean we call time
But my time is running out
And you’re the only one I’ve found
I know we’re young and it’s never gonna last
But you should know I fell really fast
My head was over my heels before I even knew
All I do I trip over you
Over the memories we share
Over how much I care
Over every little stare
But now all I do is compare
I compare myself to her
Wonder what I could have done
Compare my self to her
Wonder why I’m not the one
The one you want to see after ever game
The one you want to see at the end of the day
The one you want to see in the morning and at night
‘Cause you’re the only one I see and it’s giving me a fright
I try and pretend there are no feelings
That I don’t care anymore
But every time I see your name
No matter who it’s attached to
I realize I’m still attached too

“Why I wrote this; Being a dramatic teenager is hard, especially when you know you’re being silly. I wrote this poem to help myself get over a boy. Ahh the teenage life.”

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Photo Credit: Shirley Tanzella
(Oak Meadow)

Paper Revolution
by Claire Kern
Oak Meadow, Grade 9

I twist the cap of my pen
between my teeth, ink
stains on molars, the page
still blank, void of words,
still lacking the power,
still failing to affect change.

Wanting, wanting, wanting to affect change,
Trying to force revolution out of my pen.
Building weapons to battle the power
hungry war-machine, but my ink
spills over to form broken words,
broken images on the page.

Frustrated, I rip the page
into pieces, that’s my change.
I reach for a new sheet, that new words
might follow. Afraid my pen
cannot erase the ink
of others, the permanent stench of the power.

Lead boot prints of power
tear holes in my page,
black and blue ink
bruises beat me, no change
they scream, breaking pens
and banning new voices, new words.

The banished words
hold all the power,
and the gunpowder pen
burns my palm and page,
demanding I write the call for change
demanding I carve new voices in fresh ink.

Progress is marked by ink
lines drawn in blood, battle words
and wounds whose mouths cry change.
Bury the patriarchy, power
drunk bastards with blood pages,
scar their rank flesh with my pen.

Ink tears bleed power,
and I craft words on torn pages,
changing, changing, changing the world
with my pen…

 

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Oak Meadow 2017 Poetry Extravaganza – Part III

Here in the Meadow, we celebrate student poetry throughout the month of April with our annual Poetry Extravaganza. We invited our enrolled students to submit their favorite original poems, and we’ll be sharing some of them here over the next few days. Enjoy!

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Photo Credit: Park Family
(Oak Meadow)

The Nest In The Road
by Emma Agudelo
Oak Meadow Grade 10

Ghost of care dropped from above
Left crevice in tree or chimney vacant
Of cracked hairs of yester summer light
Batted by wind till as a globe they spin,
Snatching life from cars’ roaring tumult
Asphalt its sky, air the arm of Fate;
A hollow of youth, entertainment
Between whirling black and silver sheen
Joy a motion, emotion innate;
Tumbling as it’s wards overhead
Positions reversed, seasonal change;
The dance of a nest in the road.

“This poem was written for a poetry workshop with Mr. Yaeger, inspired by a prompt he gave to write about spring. I didn’t have any idea what I would write until two days before the workshop when I happened to glimpse an old bird’s nest rolling in the street as cars rushed past. It wasn’t exactly a beautiful moment, but I thought it an interesting one that I would like to share.”

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Once I Knew Two Who Died
by Lucy Enge
Oak Meadow Grade 10

Once I knew two who died–
Both kind good people who left
At the same time of hour.

Chills went down deep
Into the fire with its high flame–
Down my back bent in sorrow–
To save my tears from running out.

I cared for both perhaps one more,
Life comes and leaves–
Without consent from the godly persons
Or even those who might be sinners.

Minding wanders to thoughts of heaven–
Do souls live in eternal rest?
Or are we gone from Earth forever?
Never to see the green and blue again.

Death mysterious as life–
I will question until my time.
Deep within my flaming soul,
I ponder all but do not seek–
The keys and parts of life.

“This poem was inspired by the works of Emily Dickinson and was for one of my Oak Meadow Literature and Composition II lessons.”

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Questioning
by Nurbanu Alptekin
Oak Meadow Grade 10

Photo Credit: Laura Nance
(Oak Meadow)

Did talking about how?
Lead to knowing about what?
Should I have asked where?
Should I have asked who?
Who might have taken her when
I was watching her snooze, why

would they take a little girl, who
knew nothing of life or what
to do, if she needed to know why
she wasn’t in bed when
dawn came, she asked about where
they were going and how

she got there, and where
she was at with who?
Where was I when she needed me most in a time of questioning why life was so cruel? Why?

“This was a poem I wrote for English class here at Oak Meadow. This type of poetry is called a sestina. What’s unique about it is that every stanza repeats the same six words in a different order at the end of each line. This poem isn’t about a real life experience (thank God). I frankly don’t know how I came to write this, it was a spur of the moment type of thing.”

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Oak Meadow 2017 Poetry Extravaganza – Part II

Here in the Meadow, we celebrate student poetry throughout the month of April with our annual Poetry Extravaganza. We invited our enrolled students to submit their favorite original poems, and we’ll be sharing some of them here over the next few days. Enjoy!

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Chess

by Benjamin Almquist
Oak Meadow, Grade 9

Photo Credit: Vivian Harder
(Oak Meadow)

Chess
A game of strategy
Where made prodigy
Is calmness and skill
Where thrill
Comes through movement
And Thought

Life
can be a mere
Game of peer-
S with everyone
The worldpawn

Salvation
of the Castle above
Side to side
To bide
Timestress
With death far and few between
For their are only two

Death
When moves are void
No way to avoid
The impending deaththrill
Chess

“I wrote this poem for an experimental poem assignment.”

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If your only emotion was happy
by Katherine Almquist
Oak Meadow Grade 9

They have emotions
I have but one
Restricting
me

Feelings of sadness
I know none
Surprise…. I can not understand
Anger…. Passes through me as a wind through a ghost
feelings of many I know not
Happiness I know only

To me
People of many feelings are emotionless
Unless happiness is sensed
Wenst it is seen on the faces of theirs

This happiness which lights the faces of theirs
Is routine on the face of mine
Free are they
Chained am I

Photo Credit: Doughty Family
(Oak Meadow)

How
Are
Pleasantries
Possessed
In
Nature
(W)enst
Solitude (created by a single emotion)
Surpasses (the rest)?

The answer? I have not.
For only in I lives happiness
Emotions, I do not have

“I was inspired to write this poem for a Oak Meadow literature assignment. I was required to write an experimental poem and I decided on a topic that I had written about in an essay before, but made it more professional and put the concept into a poem.”

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Bunk Bed
by William Aldredge
Oak Meadow, Grade 9

High in my perch,
I gaze upon a room,
Like a monkey in a tree,
But i do not utter a sound.

For a cat has entered the room,
And like a jaguar,
It will climb up here,
And take me away,

To a world of solitude,
An icy moon,
Somewhere far off in the universe,
And then i fall asleep.

My dreams take me even further,
To a new place,
Dusty and red,
At first it seems abandoned,

Then a lone robot comes,
And sends my picture to the space people,
When the skygate opens,
And i am sucked away,

Back to the bunkbed of dreams,
Except it is a jungle,
And there is a jaguar,
And the jaguar jumps up,

And asks me,
“Are you ready?”
But then i awaken,
To a persian cat licking my face,

But it is not an awakening from the dream,
Merely an awakening to another dream,
Angels surround my bed,
And carry me off to the clouds,

Where i lay down to sleep.
But then i awaken,
To a cat licking my face,

I think it is a dream,
But no,
The cat is there,
I feel its hot breath,

So i let it be,
And it stops licking me,
But then,
Something strange happens,

It says to me,
“Come, you are not dreaming”,
So i go with it,
Off to an eternity of wonder,

But then the eternity ends,
With 42 bees,
Who sting me back to reality,
And now i am,

On a small green planet,
With a hole at the poles,
And i look inside,
To see a lamp,

It is a lampshade,
I realise,
With nobody but me,
31G-350125 is here,

And he shoves me into the planet,
I expect heat,
And receive a hard thump,
on the lamp,

So i call for the cat,
And arrives mystery,
Who takes me away,
back to the bunkbed,

And stays a while,
But then leaves,
Here comes the cat,
Who licks me to sleep,

I awaken once again,
To the cat licking my face,
I sit up and look at him,
“Your secret is safe with me”

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Paper Revolution
by Claire Kern
Oak Meadow, Grade 9

I twist the cap of my pen
between my teeth, ink
stains on molars, the page
still blank, void of words,
still lacking the power,
still failing to affect change.

Photo Credit: Shirley Tanzella
(Oak Meadow)

Wanting, wanting, wanting to affect change,
Trying to force revolution out of my pen.
Building weapons to battle the power
hungry war-machine, but my ink
spills over to form broken words,
broken images on the page.

Frustrated, I rip the page
into pieces, that’s my change.
I reach for a new sheet, that new words
might follow. Afraid my pen
cannot erase the ink
of others, the permanent stench of the power.

Lead boot prints of power
tear holes in my page,
black and blue ink
bruises beat me, no change
they scream, breaking pens
and banning new voices, new words.

The banished words
hold all the power,
and the gunpowder pen
burns my palm and page,
demanding I write the call for change
demanding I carve new voices in fresh ink.

Progress is marked by ink
lines drawn in blood, battle words
and wounds whose mouths cry change.
Bury the patriarchy, power
drunk bastards with blood pages,
scar their rank flesh with my pen.

Ink tears bleed power,
and I craft words on torn pages,
changing, changing, changing the world
with my pen…

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Oak Meadow 2017 Poetry Extravaganza – Part I

At Oak Meadow, we celebrate student poetry during our annual Poetry Extravaganza. In April, we invited our enrolled students to submit their favorite original poems. We hope you will enjoy their poems as much as we do!

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Photo Credit: Melissa Lewis
(Oak Meadow)

Desserts

by Danica O’Donohoe
Oak Meadow Grade K

Sweet treats
Bake cake
Kids want to scream for ice cream
Yummy in my tummy!

 

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Photo Credit: Tracey Watts
(Oak Meadow)

An Angel and a Bird
by Carlos Checa-Sacasa
Oak Meadow Grade 3

Once there was a bird
who heard a whisper in the air
the bird flew towards the voice
and saw an angel there
Feathers, flowers and light
it was quite a sight
An angel and a bird in flight

 

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Photo Credit: Laura Kelly
(Oak Meadow)

Freddy Lives On
By Deanna Oakes
Oak Meadow, Grade 6

In front of the fire,
At the foot of the bed,
In the warm sun,
At the homestead,
Freddy is gone.
Freddy is gone, but his memory lives on.
He rode in the truck,
He played with his toys,
He snored real loud,
But he didn’t like noise.
Freddy’s memory lives on,
He will never truly be gone.

“Last year, my librarian’s friend was grieving the passing of her dog, who had recently passed away. Her friend was very sad, so Mrs. Hoffman, my librarian, asked me to write a poem in memory of Freddy, the dog. She told me a little about Freddy, and I used what I learned about him to write this poem. It was wonderful to gift this poem to her; she loved it.”

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Creative Writing

“I kept always two books in my pocket, one to read, one to write in.”

– Robert Louis Stevenson

In a recent Oak Meadow blog, I wrote about the book character, Flat Stanley, and how author Jeff Brown initially created this funny fellow as a bedtime story for his sons. Creative writing, especially for the younger grades, often begins with oral and artistic expression. In Oak Meadow’s early elementary language arts lessons, the students are introduced to the art of storytelling by listening to stories and then practice retelling story events with detail and in sequential order. They compose simple story summaries and draw story scenes showing specific details. Puppet shows and play acting are also encouraged in the retelling of stories or in creating imaginative scenarios.

As the students mature and develop, creative writing is introduced through detailed story summaries, short stories, and original poetry and rhyming compositions, along with descriptive and opinion paragraphs. By the time the student reaches grades three and four, creative writing is generated through brainstorming story ideas, identifying story components (character, setting, story problem, conflict, and resolution), expressing thoughts and ideas in informal journal form, and completing other free writing exercises.

For some students creative writing flows with ease, while for others information research projects are much more appealing. As American novelist and non-fiction writer Anne Lamott once wrote, “Almost all good writing begins with terrible first efforts. You need to start somewhere.”  When I work with my local home school students on creative writing projects, we often tell stories together. It’s kind of like a Round-Robin storytelling session, where we sit in a circle and I (or one of the students) begin the story with a few sentences or a short scenario and then pass it on to the next person  to continue with a few more sentences. It goes all the way around the circle until the last person gives the story an ending. It’s not only a great activity for oral participation, it also provides a nice segue into writing ideas in story format.

Photo Credit: Leslie Ann Daniels

When my students and I learned about Flat Stanley and each participant made a “Flat Me”, we created adventurous settings and stories for our characters. Perhaps we visited a jungle or a deep enchanted forest, or we climbed atop a mountain or visited the deep blue sea. The stories that were written to accompany the activity included questions that helped in composing the imaginary stories:

 

 

1 – Who went with you?

2 – Why did you go?

3 – How did you travel?

4 – What trail did you follow?

5 – How long did it take?

6 – What did you see?

7 – Who did you meet?

8 – What special memories did you bring back with you?

No matter how you approach creative writing, it can enrich the student’s imagination. Knowing where to begin or what to write about allows the activity to flow easier, naturally, and more creatively. Inspiring the student to write with their own passion and excitement allows a new freedom to write about many things.

On Poetry

by Antony Yaeger, Oak Meadow teacher

Photo Credit: Szmodis Family
(Oak Meadow Archives)

Having studied poetry with amazing teachers in my life, and having honed my own craft at Sarah Lawrence College, it is a joyful and enriching experience to teach poetry at Oak Meadow. What makes poetry so unique is something discussed in our poetry course: Poetry is a universal art form that can be found in all aspects of human life and can hold within it elements of all other art-forms. Poetry is not bound solely to the page. The famous phrase “poetry in motion” is a purpose of graceful fluidity, such that moves with tactful elegance throughout. Abstract, yet direct and completely beautiful to all 5 senses. We live with poetry every single day, even if we don’t have time to pick up a book.

To find poetry in the world, we often look to nature. To try to create an essence or impression of nature in art, we often turn to poetry. In my teaching, I try to teach in a way that takes into account my student’s developing mind as well as their heart, blending the two with their imagination. Poetry is one perfect way to do this. Each student brings their own unique perspective to analyzing a poem and their own special voice to the crafting of their own poems. Poems can be successful in any number of ways, but calling on the senses of our readers is crucial.

Photo Credit: Starkus Family
(Oak Meadow Archives)

What makes poetry even more incredible is that the reader is welcome to read between the lines, to string together their own meanings and ideas, to bring their own working palette of comprehension to the experience of reading. I feel this way with my students in this distance learning course and in the monthly poetry workshops we have created together. In these workshops, students celebrate their classmates’ poems and give them the gift of constructive feedback. It is amazing to see how perceptive each student becomes, how kind and selfless they are in making another poet’s poem better.

Poetry exists around us all, and you can read into that statement all that you want! For it’s not simply an abstract or ambiguous thought, but a truth waiting for us all to discover.

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Antony Yaeger received his undergraduate degree in Poetry and Theatre from Sarah Lawrence College in New York, and his Masters of Science in Education and Waldorf Education from Sunbridge College, New York. Antony spent four years at the East Bay Waldorf High School in Berkeley, CA teaching poetry, photography, literature, and directing school plays. In 2009, Antony graduated once again from Sarah Lawrence College, this time earning a Masters Degree in poetry and creative writing. He encourages students to use writing as a tool for self-exploration and to gain clarity and perspective on world events by examining issues from new angles. 

For more information on enrolling in Oak Meadow’s semester-long high school Poetry course with Antony Yaeger, click here.

For more information on purchasing Word: The Poet’s Voice curriculum for independent use, click here (on sale for the month of April 2017 in honor of National Poetry Month!)

Snow!

“Under the microscope, I found that snowflakes were miracles of beauty; and it seemed a shame that this beauty should not be seen and appreciated by others. Every crystal was a masterpiece of design and no one design was ever repeated. When a snowflake melted, that design was forever lost. Just that much beauty was gone, without leaving any record behind.” Wilson “Snowflake” Bentley 1925

One of my favorite stories to share with children during the winter is Else Beskow’s book, Ollie’s Ski Trip. Ollie goes on a snowy adventure and discovers King Winter’s palace where he finds him sitting on his icy throne with sheer pride and pleasure. Ollie also meets King Winter’s spritely right hand man, Jack Frost, as well as Mrs. Thaw, who shows up with her broom to sweep away the last of the winter snow in preparation for the entrance of Lady Spring.

The season of winter goes hand in hand with the wonder of snow, which brings to mind a man by the name of Wilson Bentley, better known as the Snowflake Man. Wilson “Snowflake” Bentley was a farmer who grew up and lived in Vermont. As a young boy, he was home schooled. He had a natural affinity with nature, and with snowflakes in particular. He received his first microscope on his 15th birthday (in 1881) and began examining snowflakes. He soon discovered that no snowflake is like any other. At the age of 19, Bentley took his first micro-photograph of a snowflake, and this was the beginning of a passionate hobby. He spent his entire adult life photographing snowflakes, and by the time he died in 1931, he had photographed over 5,000 images. Imagine that!

William Bentley’s official home site also provides an assortment of books for all ages on this marvelous “Snowflake Man”. If you are fortunate to live close to or pass by Jericho, Vermont, you can visit the Bentley Museum to view his photographed snowflakes and to learn more about his fascinating life and the captivating beauty of snow!

The Oak Meadow syllabus in kindergarten and in first grade offers the artistic project of making paper snowflake designs. Oak Meadow’s fourth grade coursework offers a block on poetry, which involves creating a portfolio of freestyle, rhyming and acrostic poems. Student Maren Doughty wrote a lovely acrostic poem on “SNOWFLAKES”…

Smelling hot chocolate
Now winter is here
Outside we go!
Wind howling
Freezing fingers and noses
Lots of snow angels shaped in the snow
All the gournd is covered white
Kids building snowman
Everyone is excited
Seeing snowflakes falling

FEEL FREE!

This is a quick note to all Oak Meadow students:

FEEL FREE!

Feel free to create your own responses to the many assignments you have in the Oak Meadow curriculum. FEEL FREE to create~

Use your creativity to complete some of your assignments. Just do it! Record a song, paint a scene, attend a lecture, create a chart, read a relevant book!

There are many ways to complete an assignment other than the way it is written in the text. I receive photographs, poems, videos, illustrations, and paintings for many science, English, and social studies assignments. The integration of your knowledge with your creative endeavors is well worth it! If you are concerned your teacher may not accept it, email the teacher and ask for permission to do the assignments the way you have chosen. I’m pretty sure your teacher will say,

“FEEL FREE!”

Click on the link below to watch how Nehemiah Mabry, an engineer, creates poetry to reveal his knowledge of engineering.

 https://www.insidescience.org/news/rhyming-engineer-makes-inspiring-students-career

 

Summertime Poetry Challenge!

A Summer Challenge! (For my Northern Hemisphere Friends!)

When I was in kindergarten, my school had one requirement in order to move on to first grade. Each child had to memorize ten nursery rhymes before “graduating” from kindergarten! I recall that this wasn’t such a hard thing for me to do since I delighted in the joy and rhythm of the nursery rhymes. Little did I know that not only was I enjoying the beautiful rhythmical patterns, but I was also building my memorization skills, my vocabulary, and my language comprehension skills at a very young age.

Memorizing a poem can just be so satisfying! The poem’s lines can come to you when you least expect it. Just this spring I saw a group of daffodils and the lines of William Wordsworth’s poem, “I Wandered Lonely As A Cloud” sprang into my mind:

“I wandered lonely as a cloud

That floats on high o’er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze”

And truly, when geese fly overhead in the autumn at my house, I quickly say the first lines of Rachel Field’s poem “Something Told The Wild Geese”:

Something told the wild geese
It was time to go,
Though the fields lay golden
Something whispered, “snow.”

This summer, why not challenge yourself to memorize at least 6 poems? (You might also enjoy memorizing the lyrics to favorite songs!) You can choose some of your own liking, or try the ones listed on the Mensa For Kids website. There are 12 poems listed there and each one has an explanation of the idea of the poem, definition of specific vocabulary words in the poem, and then great ideas to help you memorize the poem more easily.

Books for Kindergarten Students

As many of us are winding down the school year, it is encouraged to continue reading stories and picture books to our children throughout the summer season. This is especially important for the preschool and kindergarten aged students, so the Oak Meadow teachers teamed up and shared some of their favorite books for this age level:

Michelle Menegaz: Our family loved the very repetitive but very soothing Milly Molly Mandy stories by Joyce Lankester Brisley. There really is something magical about this story of a little girl and her family doing very normal things in an old English village from somewhat long ago.

Another one with plenty of adventure that starts off seeming to be in the most nothing-ever-happens-here kind of place is Twig, written by Elizabeth Orton Jones.

If you want a rollicking very high adventure, very high language read aloud, and the child can sustain through long complex storylines, then The Borrowers, written by Mary Norton, is a treat and a half, but no easy ride for sure.

Another long-time favorite of ours forever and ever is Our Animal Friends at Maple Hill Farm… very understated humor and delightful drawings accompanying tales of real animals living with a real family in a real and imperfect old farmhouse. This is just one of many that Alice and Martin Provensen wrote.

Regarding the letter activities, the book LMNOP and All the Letters A to Z looks at the poetic nature of letters with beautiful block/beeswax crayon drawings.

Your children may delight in a deeper approach to the alphabet. Maybe they can come up with their own ways to blend the letters into a picture, or make them from pretzel dough, or act them out with their body.

And have you ever read On Beyond Zebra?  It is about the letters AFTER Z, written by classic, hilarious Dr. Seuss.

Claudine Kaplan: For animal stories with valuable morals, Thornton Burgess’s Old Mother West Wind books are great stories that were first published in 1910.

Sarah Antel: Tasha Tudor wrote some sweet animal stories.

What about Robert McClosky’s Blueberries for Sal and One Morning in Maine?

I have memories of my parents reading me The Wind in the Willows no matter how old I was; it was my favorite story growing up.

Shannon Miller: My boys and the kindergarten group I just worked with loved the whole series by Julia Donaldson (The Gruffalo, A Gold Star for Zog, etc.) They feature great rhyme schemes so younger kids who aren’t quite reading can “read” along. The author does an excellent job featuring female characters in different roles. (For example, one character refuses to be a princess because she really wants to be a dragon doctor.) They are fun and usually cheap to obtain!

Leslie Daniels: One of my favorites for a kindergarten student is Adrienne Keith’s book, Fairies From A to Z. The drawings are colorful and delightful, and the book is formatted in poetry style. This book also includes special “fairy words” for each letter that are found along the borders of the pages. In addition, there is a fairy box (home) to construct at the back of the book. My own children at this age level loved this book – and they also loved making their own fairy boxes.

Also, we can’t forget the wonderful books written by Margaret Wise Brown, Elsa Beskow, and Barbara Berger. They are perfect for kindergarten students!

Meg Minehan: In addition to some already mentioned, here are a few of my kids’ kindergarten favorites: My Father’s Dragon series, Jenny Linsky series, Pierre The Truffle Pig, and for a newer book – the Tumtum and Nutmeg series, which are contemporary but with that charm and adventure of The Wind in the Willows, etc. They are fabulous to read aloud.

Andy Kilroy: My kindergarten-aged granddaughter is already reading pretty easily, so I have been spending my time with her on Explode the Code books. I have also been doing poetry with her, as she loves to make up rhymes. We are both rhyming straight up and she is writing songs, which she loves to do. When we do read, we do books in the “easy reader” genre, so they vary. I have not hit upon any that she likes as much as she likes the rhyming books. I have been trying to do some longer stories with her; she likes Mo Willems books that are written in the non-rhyming format, and she loved Angela and Her Alligator, which is a “chapter book”. She also liked the Berenstain Bears series, which includes great morals and values. My granddaughter also loves Gruffalo and Where the Wild Things Are.

Michelle Menegaz: Choosing which books to share with your kindergartener is where the home teacher can use intuition and knowledge of the child to branch out and get creative!