An Earth Schooling First Grade Sample

Waldorf School Online First Grade Years Lesson Plans Main Index NOTE: FULL E-book is 706 pages long Anything in RED has been changed for the sample book only and is either different or not located in the fullversion. Please keep in mind that this sample is copyrighted and the organization & introductory materials are original articles by me. If you wish to share this sample please send people the link to this website. I have done my best to extract a good sample from the large E-book. If you find any errors or anything missing or have any questions about the sample please write to me at: [email protected]

1. How to Start………………………………………………...4 First Grade Basics…………………………………………..5 2. January a. Themes of the Month……………………………...14 b. Bread of the Month………………………………..14 c. Teacher Guide for the Month…………………….16 d. Index for the Month……………………………….36 e. Verses ………………………………………………38 f. Stories……………………………………………….42 g. Crafts……………………………………………….56 h. Lessons…………………………………...…………75 3. February a. Themes of the Month………………………………94 b. Bread of the Month……………………………….95 c. Teacher Guide for the Month……………………96 d. Index for the Month……………………………..70 e. Verses …………………………………………….101 f. Stories……………………………………………..103 g. Crafts……………………………………………..129 h. Lessons……………………………………………137 4. March a. Themes of the Month……………………………154 b. Bread of the Month………………………………155 c. Teacher Guide for the Month…………………..156 d. Index for the Month…………………………….157 e. Verses …………………………….…………….159 f. Stories……………………………………………161 g. Crafts…………………………………………….187 h. Lessons…………………………………………..196

EarthSchooling First Grade Curriculum

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5. April a. Themes of the Month………………………….206 b. Bread of the Month……………………………208 c. Teacher Guide for the Month…………………208 d. Index for the Month……………………………209 e. Verses …………………………………………..211 f. Stories………………………………………….212 g. Crafts…………………………………………..256 h. Lessons…………………………………………264 6. May a. Themes of the Month…………………………273 b. Bread of the Month……………………………273 c. Teacher Guide for the Month………………..NONE d. Index for the Month…………………………..275 e. Verses …………………………………………277 f. Stories………………………………………….279 g. Crafts…………………………………………..301 h. Lessons…………………………………………318 7. June & July…………………………………………….328 Note: Extra lessons for these months are sent to you when you choose from the “summer school” list provided. So, although there are few pages in this E-book for June and July this actually represents many pages of summer school lesson plan supplements. 8. August a. Themes of the Month………………………….330 b. Bread of the Month……………….…………..330 c. Teacher Guide for the Month………………..336 d. Index for the Month…………………………..337 e. Verses ………………………………………….339 f. Stories…………………………………………...342 g. Crafts……………………………………………359 h. Lessons………………………………………...366 9. September a. Themes of the Month………………………….380 b. Bread of the Month……………………………381 c. Teacher Guide for the Month………………..NONE d. Index for the Month…………………….…….382 EarthSchooling First Grade Curriculum

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e. f. g. h.

Verses ………………………………………….384 Stories………………………………………….387 Crafts…………………………………………..431 Lessons…………………………………………452

10. October a. Themes of the Month…………………………463 b. Bread of the Month……………………………463 c. Teacher Guide for the Month…………………464 d. Index for the Month…………………………..466 e. Verses …………………………………………469 f. Stories…………………………………..……..473 g. Crafts…………………………………………..503 h. Lessons………………………………………...513 11. November a. Themes of the Month…………………………..532 b. Bread of the Month…………………………….532 c. Teacher Guide for the Month…………………534 d. Index for the Month……………………………535 e. Verses …………………………………………..537 f. Stories…………………………………………...540 g. Crafts……………………………………………598 h. Lessons…………………………………………..608 12. December a. Themes of the Month…………………………..630 b. Bread of the Month…………………………….630 c. Teacher Guide for the Month………………….633 d. Index for the Month…………………………….650 e. Verses ……………………………………………652 f. Stories…………………………………………….656 g. Crafts…………………………………………….677 h. Lessons…………………………………………..688


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How to Start You will need two resources at your disposal before you start. You do not need to completely read these resources but you will NEED them as you create your lesson plans and start to teach. Once you are enrolled as a member you can download these from your website. I will also be sending these to you via E-mail. If you do not receive them please tell me. Waldorf Yearly Lesson Plan Guide This is a “look-ahead” guide for the year as well as a resource for different ideas on how to plan your lessons, your day, your week, your month and your year. This guide talks also talks about rhythms and the “whys” of what we are doing. Additionally, there is a guide to the “grades and ages” in this packet so you know what is appropriate for each age. Basic Waldorf Teacher Resources These come in the form of downloadable handouts that you can read. These handouts include all the basics for the lessons such as “How to Tell a Waldorf Story,” “How to Knit”, “How to Finger-knit”, etc…All the basic bread recipes are found here as well. How to Print & Organize E-books This reference file will help you decide how you want to use your e-book and what printing option is most suitable to your usage. This file will help you save money and time on printing. Videos & MP3 These can all be found at your online page. You can log in to your online page by going to www.EarthSchooling.com and using the following codes: Username: XXXXX Password: XXXXX IMPORTANT Note I have divided everything into the months of the year so that lessons are more appropriate and to make your planning easier. However, you may mix lessons from other months with your current month. Students may work at a quicker pace some months and a slower pace other months depending on their level and on their interest in a subject. Note that the months of August and November have extra stories and lessons so if you find yourself needing material you can use extras from those months. Be sure to highlight or mark the lessons you DON’T use each month so as the year progresses you know what extra lessons you have. Also note that you can use the June and July lesson blocks during the year if you do not teach during the summer or you find that the block is too large to cover in the summer.


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First Grade Basics All children are carefully assessed as to whether they are ready to embark on this journey. Are they ready to learn to write and later read and do arithmetic without thwarting some other part of their development? Are the growth forces all still needed for growing and playing or are some growth forces freed so that they can be used for their next tasks? The children around about seven years should have the concentration to build their own vivid inner pictures when being told a story, and through such imagery will continue learning in the following years. Fairy tales are told by the teacher then retold and dramatized by members of the class. This cultivates the children's imagination. Starting with simple artwork the children learn to draw forms, which lead to letters and numbers. The four basic mathematic processes are introduced: addition, subtraction, multiplication and division. Nature stories provide an imaginative introduction to the natural world. These stories provide the basis for drawing, writing and the beginnings of reading and science. Elementary German and Spanish are introduced through songs and games. Even simple numbers come to life by the way they are presented. A triangle has a neat quality of "threeness" that is qualitatively different from a square's blocky "fourness." Numbers become more than simply abstractions in sequence.

First Grade Language Basics of Teaching the Waldorf Alphabet There are three ways to organize the letters of the alphabet, but Waldorf usually focuses on learning them in one of the three ways. Vowels are always taught after consonants and are taught in a more multi-dimensional way as they can all form more than one sound. This seems to be pretty universal - even in non-Waldorf schools. Here is a lovely abstract that sheds light on one reason WHY from lectures by Steiner: Why Consonants Order One: Alphabetical: This is the way letters are usually learned in the public school system. The positive aspect of this is that it teaches children an inherent sense of "alphabetical order" which, believe it or not - is something children are often challenged with. I actually had to give my children a lot of practice lessons in alphabetical order when I realized they were challenged in this area and continued to ask me for "help" when using the dictionary! If your child is already familiar with the sounds of the alphabet and has done a fair amount of form drawing before learning their ABCs then this method can work for them, even though it is not "pure Waldorf". Many Waldorf books and programs have the letters listed in alphabetical order, simply for reasons of ease and familiarity. It can be confusing for some people to see the alphabet out of EarthSchooling First Grade Curriculum

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order and hard to "find" letters in a book or set of lesson plans if the letters are "all mixed up". The book, LMNOP, which is one of my favorites, has all the letters in alphabetical order, although you may not teach them this way. So lesson plans and books may be in alphabetical order, but this does not mean you need to teach the letters in this way. Order Two: By Sound: This method is a popular method in Waldorf schools as it helps the child hear and see letters with familiar sounds together. It emphasizes the importance of speech and spirit of the sounds before writing. It works with the organic development of the alphabet and the lessons of Eurhythmy and the "sense" of each letter and fits into the Waldorf philosophy on how letters feel. So the "K" and the "C" are often done as one lesson. If your child has not been exposed to a lot of alphabet work, or is in a pure Waldorf environment, this may be the best method for them. Eileen Hutchins has written a wonderful article about this at: The Teaching of Writing Order Three: By Shape: This is another popular method as it helps the child learn similar shapes together and allows the child to learn the easier shapes first and then progress on to more difficult shapes. Although in Waldorf education "speech, sound and understanding of language precede writing", this method can also be compatible with Waldorf education as it mimics the development of language itself and can reflect the lessons of form drawing that you are doing with your child. If you are using this method just make sure the child does not get involved in the "why" of the order. The why is much too advanced for the age they will be when learning to write. Just introduce the letters in the order you choose and allow the child to explore and learn from there. If your child has done a fair amount of form-drawing leading up to learning the ABC's then this is not as important as it might be otherwise. If they have not done any form drawing before learning the ABCs then you may need to use this method OR combine method two with this method for the best results. If you are using this method then you would want to start your ABC learning with the letters that are formed with simple lines, progress to more complex lines, progress to the curved shapes and then progress to more complex curved shapes. This is the order of form drawing that can help you choose the correct letters: Straight Lines Straight Lines and Curved Lines Running Shapes/Forms Symmetrical Letters/Shapes I am going to step a bit out of the Waldorf realm here and say - use what method works best for your child. Not everyone on this list is using a pure Waldorf approach and not everyone's child has had the same experiences from ages 1-7. Some may have been exposed to more sound-based alphabet learning at an early age through TV, audio or alphabet books. Some kids may have attended a traditional KG program and already know how to form some of the letters. Use the EarthSchooling First Grade Curriculum

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method that fits best with your family. In the end, no matter what method you use, your child is benefiting from the holistic Waldorf methods of forming the letters, relating them to nature, a story and a shape, and forming them with their body as well as their hands and mouths. I hope the articles I have attached to this e-mail help you choose the best method for your child.

Sixth Sense Math for First Grade Using the Six Senses & Whole Body to Learn Math Copyright Kristie Burns 2008 This is not a book of math stories, nor is it a book about math gnomes, math games, or how to do math using a different method. This book does not have endless pages of examples and worksheets, nor does it have complex stories meant to teach you math concepts. This book is all about teaching you a new way to look at math itself and by gaining a new perspective it allows you to create your own learning stories, verses and opportunities in life. This book describes how I experience math. My mother was a very strict math teacher who later went back to become an electrical engineer. She tutored me at home in her own way because she wanted me to be ahead in math at school. The daughter of the math teacher had to be the first in the class of course! However, I, being of the sanguine temperament, was always resisting her lessons and finding my own ways to learn about math. The end result was that I experienced math as a “solid concept” in her world and also experienced math as a “sensual concept” in my world. As I grew older I became fascinated with the mystical studies surrounding math. In some cultures math is akin to a religion. Numbers can take on mystical and spiritual meanings and some numbers are viewed as dangerous. Numerology studies the properties of numbers. The Fibonacci sequence illustrates the concept of number sequences in nature. Some people believe that the fibonacci numbers have mystical powers or a deeper meaning. Math is not just a “concept” on paper, as is taught by many schools. And math is not just a concept of addition and subtraction – no matter how many creative gnomes are involved. Math is a holistic experience of the spiritual, physical and mental body and when we can learn to look at math in that way – math will come more naturally and won’t be something “we can’t do” or “we are not good at” or we “don’t understand”. Math is part of us and we already inherently understand it. Math is already in us and we naturally use it in everyday life. We just need to learn how to embrace it as part of us instead of something that is apart from us. A story about my daughter’s half-brother is a good example of how math comes naturally. He recently took a liking to shoes. So every day when her and her stepsisters come home from school, he takes their shoes from where they left them by the door and he gives them to the person they belong to. He then insists that they need to wear the shoes and is only happy when each person wears the shoes that match them and then walks around a bit. Now think 3 years in the future. This child will be sitting in pre-school, doing a pre-math worksheet on matching. He will suddenly be taught that “matching” is something mathematical; something abstract and something that perhaps he needs to compete with other kids to be “better at”. So which IS better? Is it better to match your loved ones to their shoes and laugh and smile or is it better to be staring EarthSchooling First Grade Curriculum

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at a worksheet and told you need to make lines to the objects that match? And is he going to learn better in one situation than the other? Another story about Rudolph Steiner illustrates how even in a traditional Waldorf school, things can sometimes become a bit routine and abstract. In this story Steiner brings their math lesson back into the real, sensual and holistic world for the children. It was a Festival day for the Waldorf School, for Dr Steiner arrived and was to visit the different classes. The children on all hands looked happy and expectant; there was not always time for him to visit every class, hence all the greater excitement and expectation. Every time a door opened faces lightened up joyously, and it was triumphantly reckoned that since last time he visited the parallel class, this time he must come to us. In the meanwhile, however, all must work their very hardest, for they know that nothing delights Dr Steiner so much as good and willing work. We happened to be having an Arithmetic period in the first class, and we stamped and clapped the two-times tables gallantly and practiced it also in connection with many fairy tales. We had built an imaginary golden staircase, which led up to a noble castle, where stood the Princess awaiting the Prince. The Prince of course had been enchanted and had long sought the Princess, and now he stood at the foot of the golden stair, and when he saw her above him, he did not stop to mince one step at a time, but two steps at a time forsooth, 2, 4, 6, 8, 10, etc., to be up the quicker. Thus the children steeped themselves in the two-times table, and we were just wondering whether a really clever Prince could not go up three steps at a time when the door opened and Dr Steiner was with us. Joy shone on all the children's faces. After he had greeted us with a warmth that was characteristic of him, the lesson proceeded. Since Arithmetic always frees and releases the children very much there was great liveliness in the class, and as we were on the point of continuing with our fairy Prince and his golden steps, Dr Steiner himself intervened, to our great joy. "Just think," he said, "we are now in Summer and outside the roses are in bloom; how splendid it would be if someone were to come in to us and bring us a basket of roses. And each of you were to receive the same number. Look! you could get the first three," and here he turned to a little girl with dreamy eyes. "But," he warned her, "you must be very skilful and really catch them, and we will see at the same time how many roses there were in the basket." Then the next child had three roses thrown him, and at once called out 6, and the next got three and called out 9 - and so on it went faster and faster, 12, 15, 18, 21, 24, 27, until at 30 the basket was empty. Now there was great rejoicing, but also a great outcry, for the remaining 20 also wanted roses, and so the whole thing had quickly to be done again, and by the time all had received their three roses, the three-times table had been thoroughly practiced with the utmost zest and vivacity. Moreover, it had worked through the whole body, for the little hands and feet had been every bit as active as the heads in grasping the roses. Very beautiful also was the rhythm of throwing and catching, which brought about simultaneously a bond between teachers and taught. With friendly words of leave-taking and a warm "Auf Wiedersehen," Dr Steiner hastened on to the next class to bring warmth and happiness to the hearts of other children. It had indeed been a festival day for children and teachers, and often when the responsibility of the work with the children weighs heavily - work so beautiful and yet so arduous - comfort EarthSchooling First Grade Curriculum

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comes from remembrance of the words of encouragement and warmth which Dr Steiner always gave to a teacher where he perceived good will and earnest responsibility for the work of education. (From CHILD AND MAN Vol. 2 No. 1) So how can we change the way we look at math? How can we stop looking at math as a concept and start looking at how it embraces us as human beings and is already part of us? This workbook is a step in that direction. I will lead you through the numbers 1-10 and illustrate how you can look at them in different ways. I will also talk a little bit about geometry and the concepts of addition, subtraction, multiplication and division. In each discussion I will talk about how you can experience these numbers and concepts in a holistic way – using your whole being and using all of your senses. Through this method of looking at math you will develop what I call your “sixth sense” of math – math will become part of your intuitive life as well as your physical life. This book is meant to be an inter-active workbook. Use this book by reading the entire book once through to get an overview. Then, slowly work through the book with your child, introducing each new concept when they seem to have mastered the one before it. Work at your own pace. I ask questions throughout the reading to give you ideas about questions you can ask your child or ways in which you can introduce concepts to them. Note that even if your child already knows his or her numbers and even if they already know how to multiply and divide that learning to look at numbers in a different way will still help them develop their math skills in higher math. Because, once you start to “feel” the numbers and the processes as part of you, then you can start to use your sixth sense in any math that you are doing.

First Grade and the Four Math Processes It is popular in modern math to use manipulatives to teach children about the numerical concepts.You can use teddy bears, jellybeans and even gnomes. The children really enjoy these manipulatives and they are a very good way to introduce complex ideas to a child. However, to integrate math in a holistic way, it is more beneficial to use the “manipulatives” that already exist in nature. There are enough things that naturally come in fours that we don’t need to create an artificial situation when the child wants to learn about the four processes of mathematics. By using the natural tools of four that we are already given in life, the child can see the four processes of math as part of life itself and not something apart from themselves. I have included some “Four Processes” stories to use for the first few months. Here are instructions on how to create more: (in full version)


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Opening Songs XXXX This section includes over ten: Opening songs, transition verse songs, bread making songs, nature walk songs, snack verses, clean-up verses and more. These are the basic verses you will use all year. Each month also includes 7-12 circle-time verses which are different from these. There are full lesson plans for each month of the year. For the purposes of this sample I have skipped January and February and included a sample from March…the Ebook then continues on the same vein for the rest of the year.

January Themes & Lessons These are included here in the full E-book

February Themes & Lessons These are included here in the full E-book

March Themes & Lessons These are included here in the full E-book


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April April MAIN Waldorf Themes and Holidays April Fools (Theme: Jokesters and Pranks)Easter Spring! Note that many of the Easter lesson plans can also be used for general spring plans. So if you see some Easter plans you have not used yet please use those for spring too! Recycling The Earth - Water and Mud Additional Themes & Holidays Thankfulness Miro’s (Artist) birthday Audubon (Bird Artist) birthday Kepler’s Birthday Thomas Jefferson’s Birthday DaVinci’s Birthday Handiwork Lesson Blocks for this Month Herbs Part Two Sewing Part Two Woodworking


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Breads of the Month Greek Easter/Spring Bread Recipe This is also a great SPRING bread recipe. I always make “Easter Breads” the entire month of April because the spring season just makes us feel like celebrating and these breads are all a bit special in some way! 1 pk Dry yeast 1/2 c Warm water 1/2 c Boiling water 1 ts Cinnamon 3/4 c Sugar 3 Eggs 1/4 c Butter; melted 1/2 c Warm milk 1 ts Baking powder 1/2 ts Salt 5 c Flour (all-purpose) 1 Egg yolk; beaten Sesame seeds 5 Eggs; hard-cooked; unshelled -and dyed red Soften yeast in warm water and set aside. Combine boiling water and cinnamon; set aside. Combine sugar and eggs; beat well. Add melted butter to egg mixture and beat again. Skim off 1/4 cup clear cinnamon water and add along with yeast and milk to egg mixture, blending well. Combine dry ingredients and add to batter; knead dough until smooth and elastic, about 10 minutes. Shape dough to fit into 2 greased 8 inch round pans; crisscross 2 strips of dough over each loaf. Cover and let rise in a warm place until doubled in bulk. Brush loaves with beaten egg yolk and sprinkle with sesame seeds. Bake at 350 degrees for 25 minutes or until brown. Push dyed eggs into bread immediately when loaves are removed from oven. For about 6 other Easter/Spring Bread Recipes go to: http://www.acplace.com/recipes/ecake.html I chose the above because it was a delightful treat but at the same time not too complex for the kids to enjoy.


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Teacher Guide for the Month About Molla Nasrudin In honor of April Fool’s day I always like to share Mulla Nassurdin stories. He was a great “jokester” in the Eastern cultures but was also wise and his stories and jokes usually taught a lesson and were not “cruel” as many April Fool’s jokes can be. I think his stories are the best way to celebrate April Fool’s day! Hundreds and thousands of stories about Molla Nasreddin are enjoyed throughout the world, not just among Turkish speakers where the anecdotes originated. Azerbaijanis and Iranians know this comic sage as "Molla Nasreddin." Turks and Greeks call him "Hoja Nasreddin." Kazakhs say "Koja Nasreddin;" Arabs, "Juha;" and Tajiks, "Mushfiqi." (Spellings sometimes vary: Nasreddin can be found as Nasrudin, Nasr ed-din and Nasr al-din; Molla is also written as Mulla; and Hoja as Khoja.) Molla Nasreddin stories are eternal; they deal with social issues which are fundamental to human nature-social injustice, class privilege, selfishness, cowardliness, laziness, incompetence, ignorance, narrow-mindedness and all kinds of fraud. Though most of the stories are set in 13th century teahouses, bath houses, caravansarai and market places, Molla's observations about human nature are so insightful and told so cleverly that they have the power to entertain and mesmerize us centuries later. From the Magazine, "Molla Nasreddin," July 7, 1906. He was a great advocate of women's rights. Molla's observations involve people from all walks of life, from beggar to king, politician to clergy, and scholar to merchant. His wife and his donkey (not necessarily in that order) are among his most constant companions. His stories often point to an obvious truth which has been taken for granted and usually include an unexpected twist that make his ideas witty and fresh. Though Molla often appears as a fool, he usually is the one who cleverly exposes other people's foolishness. Some say Nasreddin is a legendary figure. Others insist that he was a real person though the exact details of his actual life have not been proven. It is generally accepted that he was born in a Turkish village in 1208 and died around 1284. Every year, an "International Nasreddin Hoja Festival" is held between July 5-10 in the town where he was buried in Turkey, giving writers and artists a chance to present their works of drama, music, paintings, films and animation and keep the memory of Nasreddin alive.


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Azerbaijanis are extremely fond of Molla Nasreddin anecdotes and entertain one another by telling them at parties and family gatherings, injecting Molla's humor and wit into the natural flow of conversation just as they do with proverbs and jokes. Many people have a large repertoire of Molla stories to draw upon and can introduce them into real life situations at the appropriate moment. A sampling from the great treasury of Molla Nasreddin stories follows. Since these anecdotes have been passed down orally, generation after generation, considerable variations may exist in the way they are told through time and space. Despite the differences, or perhaps even because of them, Molla Nasreddin is esteemed as the most popular satirical comic character of all Eastern folk literature.


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April Index Verses Stories Flower Fables by Louisa May Alcott (Fables) Ripple, The Water Spirit Little Bud Lily-Bell and Thistle Down The Flower’s Lesson The Frost King Suggested Crafts & Lessons: None The Sun and the Moon Suggested Crafts & Lessons: None Nasrudin: Fooling the King Suggested Crafts & Lessons: None Nasrudin: Walnuts and Pumpkins Suggested Crafts & Lessons: Granola Bars (include some pumpkin seeds and walnuts if you can!) The Dandelion Suggested Crafts & Lessons: Nature Table Cloth The King’s New Turban Suggested Crafts & Lessons: The Three Wishes Suggested Crafts & Lessons: Tic Tac Toe Triangle Mandala (three sides = three wishes)

Crafts & Lessons Knitted Butterfly Mobile (Handiwork/Knitting) Suggested Stories: Your Choice Finger-Knitted Basket (for Easter or Other Use) (Handiwork/Knitting) Suggested Stories: Your Choice Rock Crystals (Science) Suggested Stories: Your Choice Whip Stitch Nature Table Cloth (Handiwork/Sewing) EarthSchooling First Grade Curriculum

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Suggested Stories: The Dandelion Tic Tac Toe (Handiwork/Woodworking) Suggested Stories: The Three Wishes Tie Dye Eggs (Science/Cooking) Suggested Stories: Your Choice Granola Bars (Math/Cooking) Suggested Stories: Nasrudin: Walnuts and Pumpkins Beeswax Lip Balm (Math/Science/Herbs) Suggested Stories: Your Choice Potpourri Soap Basket (Science/Herbs) Suggested Stories: Rapunzel Math: Triangle Mandala (Math) Suggested Stories: The Three Wishes

Lessons Watercolor Story of the Month Sixth Sense Language Explore V,W & X Sixth Sense Math Form Drawing for March Note: For Science…see stories & craft section above…

Verses Flora Day Do this with your fingers OR with people … The first of April’s the Flora day, Can you dance the Flora? (Right hand addresses left hand) EarthSchooling First Grade Curriculum

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Yes, I can with a friend I can dance the Flora. (Right hand beckons left hand) Fa la la la la la la la, Fa la la la la la. Fa la la la la la la la,Fa la la la la la. (Hands dance together in all sorts of ways!) Six Little Ducks (purpose: Spanish practice) Fat ones, thin ones, pretty ones too. But the one little duck with the feather on his back He led the others with a quack quack quack Quack, Quack, Quack. Quack, Quack Quack, He led others with a quack quack quack. Seis patitos que yo conocia Gordos, flacos, bonitos tambien Pero el patito con la pluma en su espalda Guio a los otros con su cuac cuac cuac Cuac cuac cuac Cuac cuac cuac Guio a los otros con su cuac cuac cuac

Spring Song To the tune of “London Bridges Falling Down…” Spring is here with sun so bright, sun so bright, sun so bright. Spring is here with sun so bright. Hurray for Spring! Spring is here with flowers in bloom, flowers in bloom, flowers in bloom. Spring is here with flowers in bloom. Hurray for Spring! Ring Around the Rosie Ring Around the Rosie Pocket Full of Posie Ashes Ashes we all Fall Down EarthSchooling First Grade Curriculum

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Tiptoe around the Rosie Pocket Full of Posie Ashes Ashes we all Fall Down Skip around the Rosie Pocket Full of Posie Ashes Ashes we all Fall Down Hop around the Rosie Pocket Full of Posie Ashes Ashes we all Fall Down Run around the Rosie Pocket Full of Posie Ashes Ashes we all Fall Down

MORE verses and songs are provided each month via the sheet music supplement. These included German , French, British, Australian, and American music among others.

Stories Flower Fables By Louisa May Alcott Copyright Expired. Public Domain Ripple The Water Spirit DOWN in the deep blue sea lived Ripple, a happy little Water-Spirit; all day long she danced beneath the coral arches, made garlands of bright ocean flowers, or floated on the great waves that sparkled in the sunlight; but the pastime that she loved best was lying in the manycolored shells upon the shore, listening to the low, murmuring music the waves had taught them long ago; and here for hours the little Spirit lay watching the sea and sky, while singing gayly to herself. But when tempests rose, she hastened down below the stormy billows, to where all was calm and still, and with her sister Spirits waited till it should be fair again, listening sadly, meanwhile, to the cries of those whom the wild waves wrecked and cast into the angry sea, and who soon came floating down, pale and cold, to the Spirits' pleasant home; then they wept pitying tears above the lifeless forms, and laid them in quiet graves, where flowers bloomed, and jewels sparkled in the sand.


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This was Ripple's only grief, and she often thought of those who sorrowed for the friends they loved, who now slept far down in the dim and silent coral caves, and gladly would she have saved the lives of those who lay around her; but the great ocean was far mightier than all the tender-hearted Spirits dwelling in its bosom. Thus she could only weep for them, and lay them down to sleep where no cruel waves could harm them more. One day, when a fearful storm raged far and wide, and the Spirits saw great billows rolling like heavy clouds above their heads, and heard the wild winds sounding far away, down through the foaming waves a little child came floating to their home; its eyes were closed as if in sleep, the long hair fell like sea-weed round its pale, cold face, and the little hands still clasped the shells they had been gathering on the beach, when the great waves swept it into the troubled sea. With tender tears the Spirits laid the little form to rest upon its bed of flowers, and, singing mournful songs, as if to make its sleep more calm and deep, watched long and lovingly above it, till the storm had died away, and all was still again. While Ripple sang above the little child, through the distant roar of winds and waves she heard a wild, sorrowing voice, that seemed to call for help. Long she listened, thinking it was but the echo of their own plaintive song, but high above the music still sounded the sad, wailing cry. Then, stealing silently away, she glided up through foam and spray, till, through the parting clouds, the sunlight shone upon her from the tranquil sky; and, guided by the mournful sound, she floated on, till, close before her on the beach, she saw a woman stretching forth her arms, and with a sad, imploring voice praying the restless sea to give her back the little child it had so cruelly borne away. But the waves dashed foaming up among the bare rocks at her feet, mingling their cold spray with her tears, and gave no answer to her prayer. When Ripple saw the mother's grief, she longed to comfort her; so, bending tenderly beside her, where she knelt upon the shore, the little Spirit told her how her child lay softly sleeping, far down in a lovely place, where sorrowing tears were shed, and gentle hands laid garlands over him. But all in vain she whispered kindly words; the weeping mother only cried,-"Dear Spirit, can you use no charm or spell to make the waves bring back my child, as full of life and strength as when they swept him from my side? O give me back my little child, or let me lie beside him in the bosom of the cruel sea." "Most gladly will I help you if I can, though I have little power to use; then grieve no more, for I will search both earth and sea, to find some friend who can bring back all you have lost. Watch daily on the shore, and if I do not come again, then you will know my search has been in vain. Farewell, poor mother, you shall see your little child again, if Fairy power can win him back." And with these cheering words Ripple sprang into the sea; while, smiling through her tears, the woman watched the gentle Spirit, till her bright crown vanished in the waves. When Ripple reached her home, she hastened to the palace of the Queen, and told her of the little child, the sorrowing mother, and the promise she had made. "Good little Ripple," said the Queen, when she had told her all, "your promise never can be kept; there is no power below the sea to work this charm, and you can never reach the FireSpirits' home, to win from them a flame to warm the little body into life. I pity the poor mother, and would most gladly help her; but alas! I am a Spirit like yourself, and cannot serve you as I long to do." EarthSchooling First Grade Curriculum

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"Ah, dear Queen! if you had seen her sorrow, you too would seek to keep the promise I have made. I cannot let her watch for ME in vain, till I have done my best: then tell me where the Fire-Spirits dwell, and I will ask of them the flame that shall give life to the little child and such great happiness to the sad, lonely mother: tell me the path, and let me go." "It is far, far away, high up above the sun, where no Spirit ever dared to venture yet," replied the Queen. "I cannot show the path, for it is through the air. Dear Ripple, do not go, for you can never reach that distant place: some harm most surely will befall; and then how shall we live, without our dearest, gentlest Spirit? Stay here with us in your own pleasant home, and think more of this, for I can never let you go." But Ripple would not break the promise she had made, and besought so earnestly, and with such pleading words, that the Queen at last with sorrow gave consent, and Ripple joyfully prepared to go. She, with her sister Spirits, built up a tomb of delicate, bright-colored shells, wherein the child might lie, till she should come to wake him into life; then, praying them to watch most faithfully above it, she said farewell, and floated bravely forth, on her long, unknown journey, far away. "I will search the broad earth till I find a path up to the sun, or some kind friend who will carry me; for, alas! I have no wings, and cannot glide through the blue air as through the sea," said Ripple to herself, as she went dancing over the waves, which bore her swiftly onward towards a distant shore. Long she journeyed through the pathless ocean, with no friends to cheer her, save the white sea-birds who went sweeping by, and only stayed to dip their wide wings at her side, and then flew silently away. Sometimes great ships sailed by, and then with longing eyes did the little Spirit gaze up at the faces that looked down upon the sea; for often they were kind and pleasant ones, and she gladly would have called to them and asked them to be friends. But they would never understand the strange, sweet language that she spoke, or even see the lovely face that smiled at them above the waves; her blue, transparent garments were but water to their eyes, and the pearl chains in her hair but foam and sparkling spray; so, hoping that the sea would be most gentle with them, silently she floated on her way, and left them far behind. At length green hills were seen, and the waves gladly bore the little Spirit on, till, rippling gently over soft white sand, they left her on the pleasant shore. "Ah, what a lovely place it is!" said Ripple, as she passed through sunny valleys, where flowers began to bloom, and young leaves rustled on the trees. "Why are you all so gay, dear birds?" she asked, as their cheerful voices sounded far and near; "is there a festival over the earth, that all is so beautiful and bright?" "Do you not know that Spring is coming? The warm winds whispered it days ago, and we are learning the sweetest songs, to welcome her when she shall come," sang the lark, soaring away as the music gushed from his little throat. "And shall I see her, Violet, as she journeys over the earth?" asked Ripple again. "Yes, you will meet her soon, for the sunlight told me she was near; tell her we long to see her again, and are waiting to welcome her back," said the blue flower, dancing for joy on her stem, as she nodded and smiled on the Spirit. EarthSchooling First Grade Curriculum

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"I will ask Spring where the Fire-Spirits dwell; she travels over the earth each year, and surely can show me the way," thought Ripple, as she went journeying on. Soon she saw Spring come smiling over the earth; sunbeams and breezes floated before, and then, with her white garments covered with flowers, with wreaths in her hair, and dew-drops and seeds falling fast from her hands the beautiful season came singing by. "Dear Spring, will you listen, and help a poor little Spirit, who seeks far and wide for the Fire-Spirits' home?" cried Ripple; and then told why she was there, and begged her to tell what she sought. "The Fire-Spirits' home is far, far away, and I cannot guide you there; but Summer is coming behind me," said Spring, "and she may know better than I. But I will give you a breeze to help you on your way; it will never tire nor fail, but bear you easily over land and sea. Farewell, little Spirit! I would gladly do more, but voices are calling me far and wide, and I cannot stay." "Many thanks, kind Spring!" cried Ripple, as she floated away on the breeze; "give a kindly word to the mother who waits on the shore, and tell her I have not forgotten my vow, but hope soon to see her again." Then Spring flew on with her sunshine and flowers, and Ripple went swiftly over hill and vale, till she came to the land where Summer was dwelling. Here the sun shone warmly down on the early fruit, the winds blew freshly over fields of fragrant hay, and rustled with a pleasant sound among the green leaves in the forests; heavy dews fell softly down at night, and long, bright days brought strength and beauty to the blossoming earth. "Now I must seek for Summer," said Ripple, as she sailed slowly through the sunny sky. "I am here, what would you with me, little Spirit?" said a musical voice in her ear; and, floating by her side, she saw a graceful form, with green robes fluttering in the air, whose pleasant face looked kindly on her, from beneath a crown of golden sunbeams that cast a warm, bright glow on all beneath. Then Ripple told her tale, and asked where she should go; but Summer answered,-"I can tell no more than my young sister Spring where you may find the Spirits that you seek; but I too, like her, will give a gift to aid you. Take this sunbeam from my crown; it will cheer and brighten the most gloomy path through which you pass. Farewell! I shall carry tidings of you to the watcher by the sea, if in my journey round the world I find her there." And Summer, giving her the sunbeam, passed away over the distant hills, leaving all green and bright behind her. So Ripple journeyed on again, till the earth below her shone with ye]low harvests waving in the sun, and the air was filled with cheerful voices, as the reapers sang among the fields or in the pleasant vineyards, where purple fruit hung gleaming through the leaves; while the sky above was cloudless, and the changing forest-trees shone like a many-colored garland, over hill and plain; and here, along the ripening corn-fields, with bright wreaths of crimson leaves and golden wheat-ears in her hair and on her purple mantle, stately Autumn passed, with a happy smile on her calm face, as she went scattering generous gifts from her full arms.


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But when the wandering Spirit came to her, and asked for what she sought, this season, like the others, could not tell her where to go; so, giving her a yellow leaf, Autumn said, as she passed on,-"Ask Winter, little Ripple, when you come to his cold home; he knows the Fire-Spirits well, for when he comes they fly to the earth, to warm and comfort those dwelling there; and perhaps he can tell you where they are. So take this gift of mine, and when you meet his chilly winds, fold it about you, and sit warm beneath its shelter, till you come to sunlight again. I will carry comfort to the patient woman, as my sisters have already done, and tell her you are faithful still." Then on went the never-tiring Breeze, over forest, hill, and field, till the sky grew dark, and bleak winds whistled by. Then Ripple, folded in the soft, warm leaf, looked sadly down on the earth, that seemed to lie so desolate and still beneath its shroud of snow, and thought how bitter cold the leaves and flowers must be; for the little Water-Spirit did not know that Winter spread a soft white covering above their beds, that they might safely sleep below till Spring should waken them again. So she went sorrowfully on, till Winter, riding on the strong North-Wind, came rushing by, with a sparkling ice-crown in his streaming hair, while from beneath his crimson cloak, where glittering frost-work shone like silver threads, he scattered snow-flakes far and wide. "What do you seek with me, fair little Spirit, that you come so bravely here amid my ice and snow? Do not fear me; I am warm at heart, though rude and cold without," said Winter, looking kindly on her, while a bright smile shone like sunlight on his pleasant face, as it glowed and glistened in the frosty air. When Ripple told him why she had come, he pointed upward, where the sunlight dimly shone through the heavy clouds, saying,-"Far off there, beside the sun, is the Fire-Spirits' home; and the only path is up, through cloud and mist. It is a long, strange path, for a lonely little Spirit to be going; the Fairies are wild, wilful things, and in their play may harm and trouble you. Come back with me, and do not go this dangerous journey to the sky. I'll gladly bear you home again, if you will come." But Ripple said, "I cannot turn back now, when I am nearly there. The Spirits surely will not harm me, when I tell them why I am come; and if I win the flame, I shall be the happiest Spirit in the sea, for my promise will be kept, and the poor mother happy once again. So farewell, Winter! Speak to her gently, and tell her to hope still, for I shall surely come." "Adieu, little Ripple! May good angels watch above you! Journey bravely on, and take this snow-flake that will never melt, as MY gift," Winter cried, as the North-Wind bore him on, leaving a cloud of falling snow behind. "Now, dear Breeze," said Ripple, "fly straight upward through the air, until we reach the place we have so long been seeking; Sunbeam shall go before to light the way, Yellow-leaf shall shelter me from heat and rain, while Snow-flake shall lie here beside me till it comes of use. So farewell to the pleasant earth, until we come again. And now away, up to the sun!" When Ripple first began her airy journey, all was dark and dreary; heavy clouds lay piled like hills around her, and a cold mist filled the air but the Sunbeam, like a star, lit up the way, the leaf lay warmly round her, and the tireless wind went swiftly on. Higher and higher they floated up, still darker and darker grew the air, closer the damp mist gathered, while the black clouds EarthSchooling First Grade Curriculum

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rolled and tossed, like great waves, to and fro. "Ah!" sighed the weary little Spirit, "shall I never see the light again, or feel the warm winds on my cheek? It is a dreary way indeed, and but for the Seasons' gifts I should have perished long ago; but the heavy clouds MUST pass away at last, and all be fair again. So hasten on, good Breeze, and bring me quickly to my journey's end." Soon the cold vapors vanished from her path, and sunshine shone upon her pleasantly; so she went gayly on, till she came up among the stars, where many new, strange sights were to be seen. With wondering eyes she looked upon the bright worlds that once seemed dim and distant, when she gazed upon them from the sea; but now they moved around her, some shining with a softly radiant light, some circled with bright, many-colored rings, while others burned with a red, angry glare. Ripple would have gladly stayed to watch them longer, for she fancied low, sweet voices called her, and lovely faces seemed to look upon her as she passed; but higher up still, nearer to the sun, she saw a far-off light, that glittered like a brilliant crimson star, and seemed to cast a rosy glow along the sky. "The Fire-Spirits surely must be there, and I must stay no longer here," said Ripple. So steadily she floated on, till straight before her lay a broad, bright path, that led up to a golden arch, beyond which she could see shapes flitting to and fro. As she drew near, brighter glowed the sky, hotter and hotter grew the air, till Ripple's leaf-cloak shrivelled up, and could no longer shield her from the heat; then she unfolded the white snow-flake, and, gladly wrapping the soft, cool mantle round her, entered through the shining arch. Through the red mist that floated all around her, she could see high walls of changing light, where orange, blue, and violet flames went flickering to and fro, making graceful figures as they danced and glowed; and underneath these rainbow arches, little Spirits glided, far and near, wearing crowns of fire, beneath which flashed their wild, bright eyes; and as they spoke, sparks dropped quickly from their lips, and Ripple saw with wonder, through their garments of transparent light, that in each Fairy's breast there burned a steady flame, that never wavered or went out. As thus she stood, the Spirits gathered round her, and their hot breath would have scorched her, but she drew the snow-cloak closer round her, saying,-"Take me to your Queen, that I may tell her why I am here, and ask for what I seek." So, through long halls of many-colored fire, they led her to a Spirit fairer than the rest, whose crown of flames waved to and fro like golden plumes, while, underneath her violet robe, the light within her breast glowed bright and strong. "This is our Queen," the Spirits said, bending low before her, as she turned her gleaming eyes upon the stranger they had brought. Then Ripple told how she had wandered round the world in search of them, how the Seasons had most kindly helped her on, by giving Sun-beam, Breeze, Leaf, and Flake; and how, through many dangers, she had come at last to ask of them the magic flame that could give life to the little child again. When she had told her tale, the spirits whispered earnestly among themselves, while sparks fell thick and fast with every word; at length the Fire-Queen said aloud,--


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"We cannot give the flame you ask, for each of us must take a part of it from our own breasts; and this we will not do, for the brighter our bosom-fire burns, the lovelier we are. So do not ask us for this thing; but any other gift we will most gladly give, for we feel kindly towards you, and will serve you if we may." But Ripple asked no other boon, and, weeping sadly, begged them not to send her back without the gift she had come so far to gain. "O dear, warm-hearted Spirits! give me each a little light from your own breasts, and surely they will glow the brighter for this kindly deed; and I will thankfully repay it if I can." As thus she spoke, the Queen, who had spied out a chain of jewels Ripple wore upon her neck, replied,-"If you will give me those bright, sparkling stones, I will bestow on you a part of my own flame; for we have no such lovely things to wear about our necks, and I desire much to have them. Will you give it me for what I offer, little Spirit?" Joyfully Ripple gave her the chain; but, as soon as it touched her hand, the jewels melted like snow, and fell in bright drops to the ground; at this the Queen's eyes flashed, and the Spirits gathered angrily about poor Ripple, who looked sadly at the broken chain, and thought in vain what she could give, to win the thing she longed so earnestly for. "I have many fairer gems than these, in my home below the sea; and I will bring all I can gather far and wide, if you will grant my prayer, and give me what I seek," she said, turning gently to the fiery Spirits, who were hovering fiercely round her. "You must bring us each a jewel that will never vanish from our hands as these have done," they said, "and we will each give of our fire; and when the child is brought to life, you must bring hither all the jewels you can gather from the depths of the sea, that we may try them here among the flames; but if they melt away like these, then we shall keep you prisoner, till you give us back the light we lend. If you consent to this, then take our gift, and journey home again; but fail not to return, or we shall seek you out." And Ripple said she would consent, though she knew not if the jewels could be found; still, thinking of the promise she had made, she forgot all else, and told the Spirits what they asked most surely should be done. So each one gave a little of the fire from their breasts, and placed the flame in a crystal vase, through which it shone and glittered like a star. Then, bidding her remember all she had promised them, they led her to the golden arch, and said farewell. So, down along the shining path, through mist and cloud, she travelled back; till, far below, she saw the broad blue sea she left so long ago. Gladly she plunged into the clear, cool waves, and floated back to her pleasant home; where the Spirits gathered joyfully about her, listening with tears and smiles, as she told all her many wanderings, and showed the crystal vase that she had brought. "Now come," said they, "and finish the good work you have so bravely carried on." So to the quiet tomb they went, where, like a marble image, cold and still, the little child was lying. Then Ripple placed the flame upon his breast, and watched it gleam and sparkle there, while light came slowly back into the once dim eyes, a rosy glow shone over the pale face, and breath


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stole through the parted lips; still brighter and warmer burned the magic fire, until the child awoke from his long sleep, and looked in smiling wonder at the faces bending over him. Then Ripple sang for joy, and, with her sister Spirits, robed the child in graceful garments, woven of bright sea-weed, while in his shining hair they wreathed long garlands of their fairest flowers, and on his little arms hung chains of brilliant shells. "Now come with us, dear child," said Ripple; "we will bear you safely up into the sunlight and the pleasant air; for this is not your home, and yonder, on the shore, there waits a loving friend for you." So up they went, through foam and spray, till on the beach, where the fresh winds played among her falling hair, and the waves broke sparkling at her feet, the lonely mother still stood, gazing wistfully across the sea. Suddenly, upon a great blue billow that came rolling in, she saw the Water-Spirits smiling on her; and high aloft, in their white gleaming arms, her child stretched forth his hands to welcome her; while the little voice she so longed to hear again cried gayly,-"See, dear mother, I am come; and look what lovely things the gentle Spirits gave, that I might seem more beautiful to you." Then gently the great wave broke, and rolled back to the sea, leaving Ripple on the shore, and the child clasped in his mother's arms. "O faithful little Spirit! I would gladly give some precious gift to show my gratitude for this kind deed; but I have nothing save this chain of little pearls: they are the tears I shed, and the sea has changed them thus, that I might offer them to you," the happy mother said, when her first joy was passed, and Ripple turned to go. "Yes, I will gladly wear your gift, and look upon it as my fairest ornament," the WaterSpirit said; and with the pearls upon her breast, she left the shore, where the child was playing gayly to and fro, and the mother's glad smile shone upon her, till she sank beneath the waves. And now another task was to be done; her promise to the Fire-Spirits must be kept. So far and wide she searched among the caverns of the sea, and gathered all the brightest jewels shining there; and then upon her faithful Breeze once more went journeying through the sky. The Spirits gladly welcomed her, and led her to the Queen, before whom she poured out the sparkling gems she had gathered with such toil and care; but when the Spirits tried to form them into crowns, they trickled from their hands like colored drops of dew, and Ripple saw with fear and sorrow how they melted one by one away, till none of all the many she had brought remained. Then the Fire-Spirits looked upon her angrily, and when she begged them to be merciful, and let her try once more, saying,-"Do not keep me prisoner here. I cannot breathe the flames that give you life, and but for this snow-mantle I too should melt away, and vanish like the jewels in your hands. O dear Spirits, give me some other task, but let me go from this warm place, where all is strange and fearful to a Spirit of the sea." They would not listen; and drew nearer, saying, while bright sparks showered from their lips, "We will not let you go, for you have promised to be ours if the gems you brought proved worthless; so fling away this cold white cloak, and bathe with us in the fire fountains, and help us bring back to our bosom flames the light we gave you for the child." EarthSchooling First Grade Curriculum

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Then Ripple sank down on the burning floor, and felt that her life was nearly done; for she well knew the hot air of the fire-palace would be death to her. The Spirits gathered round, and began to lift her mantle off; but underneath they saw the pearl chain, shining with a clear, soft light, that only glowed more brightly when they laid their hands upon it. "O give us this!" cried they; "it is far lovelier than all the rest, and does not melt away like them; and see how brilliantly it glitters in our hands. If we may but have this, all will be well, and you are once more free." And Ripple, safe again beneath her snow flake, gladly gave the chain to them; and told them how the pearls they now placed proudly on their breasts were formed of tears, which but for them might still be flowing. Then the Spirits smiled most kindly on her, and would have put their arms about her, and have kissed her cheek, but she drew back, telling them that every touch of theirs was like a wound to her. "Then, if we may not tell our pleasure so, we will show it in a different way, and give you a pleasant journey home. Come out with us," the Spirits said, "and see the bright path we have made for you." So they led her to the lofty gate, and here, from sky to earth, a lovely rainbow arched its radiant colors in the sun. "This is indeed a pleasant road," said Ripple. "Thank you, friendly Spirits, for your care; and now farewell. I would gladly stay yet longer, but we cannot dwell together, and I am longing sadly for my own cool home. Now Sunbeam, Breeze, Leaf, and Flake, fly back to the Seasons whence you came, and tell them that, thanks to their kind gifts, Ripple's work at last is done." Then down along the shining pathway spread before her, the happy little Spirit glided to the sea.

All of the stories in the index are provided here. I have removed them for the sample. There is no need to purchase any supplemental books. You are provided with more stories than you will need each month.

Crafts & Lessons Knitted Butterfly Mobile EarthSchooling First Grade Curriculum

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Knit (see “reference files” if you need help with this) Knit a rectangle shape Put a pipe cleaner around the middle to create “wings” Roll the ends of the pipe cleaner at the top to make “feelers”. This is simple and a wonderful first project. You can also make many butterflies of many colors and hang them all in a mobile!

Finger-Knitted Basket (for Easter or Other Use) Follow instructions for a finger-knitted flower. However, instead of sewing the finger-knitting into a flat shape, sew it into a basket shape. Add a finger-knitted handle. This is a great project to do with a large ball of finger-knitting or with a couple different strands of finger-knitting.

All the crafts in the index are provided here. I have removed the details for the sample. There is no need to purchase additional books. All instructions, patterns and preinstructions are included.

Lessons Sixth Sense Language Explore the Letters V,W,X Every month we will explore different letters of the alphabet using the supporting lessons (birds of the alphabet, games such as the basket game we have this month and more). However, along with these individual lessons I want to give you a basic idea of how you will explore the letters with the children. Exploring means that you will find every way you can to “get to know” the letter. I love to be creative with this and take the kids’ lead as well. Here are some ideas: 1. Find the letter in Nature 2. Shape the letter in dough 3. Shape the letter in modeling wax 4. Shape the letter in your bread dough 5. Trace the letter with your fingers 6. LETTER PICTURES: Free-draw the letter and create something else from it. 7. LETTER MOVEMENTS: Letters can also be expressed as motion: A “W” can be the waves, an “S” can be the rushing movement of the wind EarthSchooling First Grade Curriculum

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Number 6 is something you should do as a lesson with each letter. You can use some books with examples as inspiration. The two books “LMNOP” and “Waldorf Alphabet Book by Famke Zonneveld” are both gorgeous books but they are for inspiration only. Children who are just beginning will not be able to create these scenes from their letter. In Waldorf education, the letters are presented as pictures, which appeal to the child's imagination. In reality the letter is clothes in the picture...the picture is the key. All letters of the alphabet were once pictures themselves. Are pictures ever drawn on rigid lined paper? (And coloring books are NOT pictures!) Additionally, lower case letters came much later - so we ALWAYS begin with capital letters ONLY.

V Painting or Drawing Verse V is a VASE of VIOLET VERY VERY VAIN Watching the outside flowers Soaking in the rain. Draw a V and make it into a vase. In the vase make some flowers with Vs for leaves and Vs for the flower part too – your flowers will be violet colored tulip-like flowers. You can also make daisy-like flowers with Vs by having the Vs come out or into the stem. Experiment making all sorts of different flowers! Eurhythmy-inspired Movement Verse V is a Very Very Vain. It clutches the lips like a stuffy F – Vuh…Vuh….Vuh….Vuh… I am not a peasant says V. I am much more strict than the common F! Very Very Vain! Painting or Drawing Story V-Visiting The Lion's Cave Some ideas for the picture (you can also use your own): You can make the bones of the visitors from many Vs…you can create some animals from the Vs and they can be visitors. The bats that live in the caves make good Vs. There once was a lion who was too lazy to hunt for his food. He pretended to be very sick and announced to all the animals that he was soon to die. "Please," he said, "come visit me in my cave and bid me goodbye." EarthSchooling First Grade Curriculum

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The lion looked so weak and helpless, the animals felt sorry for him. One by one the visitors came. One by one, the lion ate his fill of them! When fox arrived to pay his last respects, he stopped in front of the cave's entrance and looked closely at the ground. "Come in quickly, I am dying!" cried the sly lion, impatiently. "No," said the fox, who was equally clever, "You'll not have ME for a visitor, though you moan and pout. While I see many footprints going into your cave, NONE are coming out!"

W & X are also in April Reading Verses for Circle Time Children this age, as I mentioned before LOVE to play with words. Tongue twisters offer chances for a little fun competition for the melancholic child, a little play for the sanguine, a sense of order for the phlegmatic and a chance to perform for the choleric. They are all-around a good tool! I’ve included some tongue twisters below but don’t let that stop you from creating your own or allowing your children to create their own! Remember – the point is to have fun with the words. You can add any flavor you want. I have included samples for each word group you can use OR you can create your own. I’ve created two styles of tongue twisters. You only need one or two a week. GAME/CIRCLE TIME: Giggles will abound when you all try to say the following sentences “three times fast”. Not all children will want to create their own but sometimes it becomes a challenge to try to create one of your own that will have everyone else’s tongue stumbling. So give it a try or challenge the children to come up with their own and have them WRITE them down in their main lesson books and/or the board and then trade books or have the teacher read them out loud and see who can say them! GAME/LESSON: Have each child recite the verse during circle time. Practice articulation. During main lesson time have them copy the verse from the board and draw a picture that goes with the verse. This can be a teacher-led drawing, however, the point is more to be funny and see who can make the funniest drawing. Of course they will all be funny, but this lesson is more to see what comes out of the child’s imagination and less about drawing skills. It is also to get them to think and focus on these sounds. CIRCLE TIME GAME: Recite the verse and stomp feet as you walk in a circle or clap or snap every time the word with the correct ending comes. You can also toss beanbags when the correct ending comes. This works with the verses that have mixed endings. (see example with –AT) STORY IDEA – any of the verses or tongue twisters below can be added to stories as repetitive verses. See “-IND” below for an example of how you can use a repetitive verse in a story you are already telling. Below are some samples – the black ones are more traditional. The purple are more fantasy, story and fable based rhymes/tongue twisters that you could tie into a story you are already EarthSchooling First Grade Curriculum

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reading this month or challenge the kids to come up with a story that goes with it. Don’t let the children see the full list. Part of the fun is not knowing what tongue twister is coming from week to week! AT at, bat, brat, cat, fat, hat, mat, pat, rat, sat, spat, tat, that, vat. That fat cat sat on the rat in the vat. The fairy cat sat on the rat to go to the mat and drink from the vat. (When you are doing this in circle time you can stomp your foot or clap your hands each time an “at” word comes in the verse”) AW claw, draw, flaw, jaw, law, paw, straw, thaw. The cub has a paw. The bear has a claw. She saw the witches claw draw a flaw in the straw. Each month you are provided with the progression of sounds for that month – like this, only a different set each month. You are also given the option to receive them all at once so you can work at your own pace with the sounds. This E-book comes free with your First Grade E-book.


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Sixth Sense Math Sensing Nine-ness Each month we focus on a different number. You are also given the option to download the E-book (included with your purchase of 1st grade curriculum) of math at the beginning of the year and work at your own pace or study it as a block.

Sight With NINE we will create our times tables from a rainbow. But HOW, if we already know there are only SEVEN colors in a rainbow? This is how… 1. Start with making one arch. Do not color it yet and do not make a second arch to create a space to color. Just one arch. Label this arch 9 at one end of the arch. 2. Create a second arch doing the same as in #2. Make it OVER the first arch so that there is space to color between them when it is time. Label this arch 18 3. Create a third arch. Label this arch 27 4. Create a fourth arch. Label this arch 36 5. Create a fifth arch. Label this arch 45 6. Create a sixth arch. Label this arch 54 7. Create a seventh arch. Label this arch 63 8. Create an eighth arch. Label this arch 72 9. Above all the arches put the number 81 Now color in all the arches....Red, Orange, Yellow, Green, Blue, Indigo, Violet

Touch What are some things that FEEL like nine? A pregnant woman’s belly feels like nine when she is near the time the baby will be born. A nine-sided star is very prickly and it feels like nine!


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Smell Making perfumes can be done in NINES. There are three “notes” in every perfume – the top note, the middle note and the base note. If the perfumer used three scents in each note they would have a perfume that used 9 scents. There are nine possible plant sources for perfumes. These are: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Bark Flowers Fruits Leaves Resins Roots & Bulbs Seeds Woods Twigs

If you have aromatherapy oils at home you can make perfume any time you want. If you don’t you can make a “gypsy perfume” by taking a nature walk and gathering something from each of the NINE categories of plants above. Mix everything in a bowl, cover it with water and let it sit for a day in the sun. What does it smell like?

Taste Because nine is a “magical and powerful” number in China, The New Year dinner for the imperial house was composed of 99 dishes. To celebrate the birthday of an emperor, the stage performances must comprise of 99 numbers as a sign of good luck and long life. 99 is a lot of food to serve at a party! If each of those dishes were main dishes how many people could attend the party? A lot! If you had a party that had to be in 9s what NINE foods would you eat?

Sound You can explore nine through verse and stories. The Rhythm of Nine The Chinese dragon has nine scales 1,2,3,4,5,6,7,8,9 How many will there be when he takes a dragon wife? And when she births her eight little babies? 9,18,27,36,45,54,63,72,81,90!


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A Story for Nine The Missing Camel Once in a dry desert a man was urging ten camels forward to a water pool. After walking a few miles, he mounted one of the camels and counted the rest. He counted nine of them, then immediately dismounted and walked back in search of the lost one. Seeing no sign of any camel, he thought he had lost it. He discontinued the search and hurried back to the camels, grieved and dismayed. There, to his great joy, he found all ten of them. Happily he mounted one, and after a while he thought of counting them once more. They were nine! He got down, perplexed, and started the dismal search again. The lost camel could not be found. He rushed back to the herd, and, counting it, he was surprised to see that all his ten camels were lazily walking along. He blamed the heat of the desert and got on the last camel, counting the rest for the third time. He just couldn't understand why one was still missing. He jumped down cursing Satan and tiredly repeated the counting. There were ten camels! "All right, O crooked Satan," he grumbled, "I would rather walk and have all my camels than ride and lose one!"

Form Drawing for April Provided on video


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Watercolor Story Nature’s Co-op Original Story by Kristie Burns Copyright 2008 There once was a nice green stem that was reaching for the sun. He reached in his stem and then to make even more effort he sprouted a couple of leaves and they reached to the sun too and even a little green bud. He was happy and thought to himself “how nice cooperation is”. Then, along came a ladybug and she sat on top of the stem (make a red dot only). She needed a place to rest and while she was resting there she scared away some of the pests that were trying to eat the stem. The stem thought again “how nice cooperation is!” Soon some pretty yellow bees came along and drank from the bud (paint yellow over the red dot so it is orange). The bees were happily full and went back to their hive to make honey and the stem was so happy – his bud felt new and wonderful and he knew something amazing would soon happen and he thought to himself “how nice cooperation is!” And soon something wonderful DID happen! A flock of yellow butterflies came and sat upon the bud (make the wings in yellow as daisy petals on the flower in pairs…so in the end it is a daisy)….and when they left…he was a flower!

Note: For Science…see stories & craft section above… Every month has the same format as the month above. You can work in month blocks or in lesson blocks. Instructions are included for each.


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An Earth Schooling First Grade Sample

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