– Guess what time it is.
– [Braylee] (laughs).
– It's time for WeeSchool, Wee Homeschool.
(cute music) – (laughs) – [David] (laughs) Say school time.
– (babbling) – [David] School time! Wee Homeschool.
– (babbling) – [David] Yep, let's do this.
We're gonna do some pages out of our “Sumer Brain Quest book”.
We're going to talk a little bit about planet Earth with her, and we're gonna do something that she loves doing which is cutting.
I think that it's goodto put this at the end because it is going toreinforce working on these two.
I mean this is more just like, a reading type thing to herand this is like a workbook.
So that's our plan fortoday we're gonna take it a little bit at a time.
– [Braylee] (upset babbling).
– [David] It's okay, the bakeruses the flour to bake bread.
Here can you circle the baker? Circle.
– [Braylee] (mumbles) – [David] Good job, now the grocer sells the bread at her store.
The grocer, circle.
Good job, you did really good B.
Okay let's move on.
Can we count the mice? – [Braylee] (babbling).
– [David] Trace the mouse, the mice.
– [Braylee] Mumbles.
– [David] Trace, draw eight.
Draw eight.
– [Braylee] (murmurs).
Good job, can we count ready? One.
Good job.
Two.
– [Braylee] (whines) – [David] Three.
Four.
Five.
Six.
Seven.
Eight, yeah! How bout the nine toads? And 10.
All right and then where are the bees? Bees (tapping).
One.
Two.
Where's two? – [Braylee] (babbles).
– [David] Yep, three.
Four.
Five.
Six.
(Braylee giggles) Seven.
Eight.
Nine.
Ten whoa.
– (babbling) – [David] Good job, you did really good.
– (babbling and clicking).
– [David] Small m.
Good job, n.
O oh I mean small n.
O.
Small o.
Can you write another m? – (babbling) – [David] Can you draw another m? Remember it's two, it'sup and down okay ready? Goes mm-mm-mm-mm, and then small m, and then big n.
That's no m, n.
There we go, small n.
Good job.
– (laughs).
– [David] O, and small o.
That was awesome.
– (babble).
– [David] Looks like wedid some p's already huh.
– (sings mumbles).
(Braylee breathing) – [David] What's this? – P.
– [David] What's this? – Quee.
– [David] Good practice, ready what's this? – Awh (cries).
– [David] What's this? – Aart.
– [David] What's this? – (mumbles).
– In these days ofwhere, we, Braylee is not going into the day center.
She does get academic type stuff everyone once and awhile there.
We've been planning on getting her into homeschooling type stuff.
This might not be no curriculumor anything like that but at least– – [Stacey] Might not beno curriculum (laughs).
– But at least it's somethingto keep her mind going.
(child whining)And who knows maybe she's learning newthings from this I don't know.
But either way, we're doingmake shift homeschooling not official.
– [Stacey] I was going to say make shift is probably a great.
.
.
(laughs) – This is not official home schooling, so we call it Wee Homeschooling.
First off, she is gonnastart tracing some letters.
Letter practice.
– [Braylee] (babbles).
– [Stacey] Remember how to hold it? – [Braylee] (babbles).
– [Stacey] Yeah, okay.
– [David] Can you trace g? – [Stacey] Why are (laughs)you holding it so high up.
(all laughing) Yeah you think it's funny too.
– [Braylee] (laughing).
– [Stacey] Thank you (laughs).
– [David] (mumbles).
– [Stacey] (laughs) She's looking at me toolooking for a reaction.
– [Braylee] (babbling).
– [Stacey] Good job.
Do g.
– [David] Do G.
– [Stacey] She's still.
.
.
– [Braylee] (babbling).
– [David] Can you make another g? – [Stacey] Yeah.
– [David] Good job.
Can you make another one?- [Stacey] One more? – [Braylee] (mumbles and clicks).
– [David] Good job, small g.
What or h oh, thanks for listening.
Notice that she just listened? – [Stacey] Mhmm.
More g's, do small, lowercase g.
– [David] Close, and then do h.
– [Stacey] This is somethingthat's she's definitely regressed on she hadreally decent handwriting, like to this level when she was in her last year of preschool.
– [David] Mhmm.
– [Stacey] But since wehaven't been focusing as much on academics aswe have been life skills with therapy, she's not quite.
.
.
– [David] There's some big h's.
– [Stacey] (laughs) yeah they are.
– [David] Look!- [Braylee] Oh dada (mumbles).
– [David] So we're trying to(Braylee babbles over David) get into this more in orderto get those skills back.
(Braylee babbles over David)And that's a reason this year, that we need to keep doing these skills, and remember to get them(Braylee babbles over David) because she can't lose 'em.
(Braylee babbles over David) – [David] What I like to do with Braylee for helping her inside the lines, is hand-over-handing.
– [Braylee] (babbles).
– [David] So here you go.
(Braylee continues babbling) And when I'm hand-over-handing so I'm going to have her draw this first.
– [Braylee] (laughing).
– [David] And then we'regonna make a new u, (Braylee babbling over David)so I'm going to hold her hand and in between not lether go outside of it but I'm still letting her move the pencil.
– [Braylee] (murmurs and whines).
– [David] So she's still doing the drawing I'm just not letting itgo past those two lines.
Even though I did letit go past those lines.
Small v.
– [Stacey] (clears throat) Lowercase.
– [David] Lowercase v.
Maybe I need some homeschooling.
– [Stacey] (laughing) I think you do.
– [David] (laughs) Goodjob, Braylee let's do a w.
– [Stacey] So at thecenter they do work on the programmingHandwriting Without Tears®.
So when we're ready to add that, she has so many other goals right now that we don't want to overwhelm her.
Good job! That one fit just right, high five! – [David] Good job.
Can you do z? You can do z by yourself.
We can move on to a new activity now.
– [Stacey] Okay, the kid what do you need? You need an apple you need to eat.
Draw a line.
Okay and you need water.
– [Braylee] (mumbles).
– [Stacey] Water, to here.
Draw a line.
And then apple to here.
– [David] You did so good!(sings good) Break, do you need a break? (electronic speaks “break”) – [David] Okay, go ahead.
Do what you need to doand we'll get back to it.
– [Braylee] (mumbles).
– [Stacey] She's like (laughing), “I need a mac and cheese break”.
– [David] All right Braylee, now it's time to learn about some science.
Planet Earth, can you say planet? – [Braylee] (mumbles).
– [David] First this then cut.
– [Braylee] Cut.
– [David] First this then cut.
– [Braylee] Cut.
– [David] Venus.
Earth, that's where we live.
– [Braylee] (murmurs).
– [David] We live on that one.
Mars.
Jupiter.
– [Braylee] Jupop.
– [David] And there's Saturn.
– [Stacey] She's trying topoint exactly how you are.
– [David] Mm hmm.
Uranus.
Neptune, and little one there is Pluto.
Just like the dog.
– Controversial thoughthere, Pluto is a planet.
(laughs)- [David] I agree.
– [Stacey] This is the same as that.
– [David] Earth.
– [Stacey] Planet Earth.
What letter? What letter is that? Tell me.
– [Braylee] (babbles) – [Stacey] She's looking at me with so much defiance in her eyes right now.
– [David] I know.
– [Stacey] Hey.
– [David] She's notinterested in Earth (laughs).
– [Stacey] E, you tell me what letter.
– [David] Like we knowshe can say these letters she's just currently refusing not to.
– [Stacey] Yep.
The Universe is madeup of billions of stars and planets.
– [Braylee] (babbles) – [Stacey] It's position in relation, (Braylee babbles over Stacey)to the sun is very important.
The sun provides the heat andlight that we need to survive.
(Braylee continues to babble over Stacey) Can you tell me the sun? – Sun.
– [Stacey] It provides, heat, heat.
– Heat heat heat.
– [Stacey] And (laughs) light.
– Light.
– [Stacey] And we need that to survive.
– (mumbles).
– [Stacey] Spin it.
The Earth has one moon.
– [Braylee] One moon (hums throughout).
(continues to make noise).
– [Stacey] Yeah, good job! – [Braylee] (babblesrepetitively over Stacey).
– [Stacey] There ya go not so bad.
Okay, so you are gonna hold your scissors.
This is how you hold scissors, (Braylee continues babbling) and you're gonna cut, hold it.
Hold your paper and cut across the line.
Oh I handed them to her upsidedown or did she flip 'em? – [David] She flipped them.
She's adjusting she'strying to stay in that line.
– [Braylee] Ah ah ah ah.
– [Stacey] Here you can hold down here too like that, would that help?- [Braylee] (babbles).
– [Stacey] Cut on theline as close as you can.
You got it all to the house.
– [David] That's right, yeah.
Good job.
– [Stacey] Done, next line.
– [David] Next line.
Let's try to switch them and do it.
– [Braylee] (singing babble).
– [Stacey] Okay.
– [David] Yeah this wayseems a little easier huh? This is great for her motor skills, hand-eye coordination.
– [Stacey] (laughs).
– [Braylee] (sings “ummyyummy” repeatedly).
– And she loves scissors soit's kind of a reinforcer in itself.
– [David] Yeah.
– [Braylee] (continues singing) – [Stacey] Go ahead, yep rightup to the house, you did it.
– [David] Next one.
– [Stacey] Next one right here.
And this is stuff youdon't need a workbook you can just draw patternson a piece of paper.
– [David] Mm hmm.
– [Stacey] With a pen, marker, pencil whateverand then have them cut.
– [David] This is theworkbook that we're using.
“My First Book of Cutting”(sings “cutting”).
– [Braylee] (murmurs).
– [David] Not too bad at all.
Good job, all done.
– [Braylee] (babbles repetitively).
– [David] Thank you fordoing school with us.
I think what we probably need is for planet Earth stuff, probably more of a tactile book that she can interact with more.
She seems to be much moreinterested in stuff like that.
That kinda stuff hasreinforces built into 'em.
Just like the cutting, like she loves cutting so she's gonna do it.
There is gonna be times where Braylee is just not loving what she's learning I mean that goes for everybody right? I did math I definitely didn't like math.
But the benefit of her, of us (Braylee babbling)doing this stuff from home, is that we can adapt to what she needs to learn the best for her.
The more interested sheis in stuff like this the more likely she'sgonna learn about it.
So we're gonna challenge her to do stuff that she might normally not do, but at the same time we're gonna adapt, adapt learning to her and it's gonna work.
I think it's already working, but with everything, everything takes time and a lot of practice.
So with letter writing for instance, to get her to the point of consistently writing the letters it's going to take a lot of work.
But we know that she's a hard worker and she's very persistentand we'll get there.
(Braylee babbling)We'll get there.
Anyways that's all for today.
– [David] Can you say bye to everybody? GoGo squeeZ Braylee say bye.
– [Braylee] Bye.
– [David] Pound it.
(techno music).
