Summer Strategizing Wrap-up

Now that summer is unofficially over, I thought I’d write about the results of my Summer Strategizing.  At the beginning of the summer, I wrote this post about how I was planning on filling up my kids’ summer days with summer school, chores and summer activities.  You know that saying, “The best laid plans of mice and men, often go awry?” I think my summer was a bit like that.

I did have some success in engineering the kids’ summer school programs. Olivia completed the SAT prep course and Drivers Education. Nico and Erica both completed their High School entrance exam course, and Eric even did an Algebra review course and a painting class. Diego, well, he had the most fun, taking a science and geography class. All in all, I think it’s safe to say we spent about a small fortune keeping our kids in school this summer. Did they learn anything? I hope so. I do know that the girls learned how to navigate public transportation pretty well, so if Olivia can’t pass her driving test, at least she’ll know how to ride the bus.

One of the other plans I had for my kids this summer was to work on some chores. I intended for them to start dinner while I was at work. Yeah. That didn’t go so well. I still found myself rushing home from work, faced with four hungry kids who apparently didn’t know how to cook anything but a Lean Pocket in the microwave.  There was one day, when Olivia had an urge to bake and when I got home from work I saw this:

Lemon bars and an apple pie. Both were delicious, and since she had even washed all the dishes, I guess I can  overlook the fact that no one really cooked dinner while I was at work. Oh well.

Another task I set up for the kids was to complete their summer homework.  Each of the kids had summer reading to do and Nico and Erica both had to write essays  on their books.  Watching Nico sit at the computer to compose a paragraph is like watching paint dry. On the other hand, getting Erica to read her assigned books is like pulling teeth. I don’t know if she finished reading Pride and Predjudice and the Watsons Go to Watsonville, but she is so crafty, that one, she should be able to write her essay even if she didn’t finish the books.

Now that Labor Day has come and gone and summer is unofficially over, I can say that while I certainly did manage to fill my kids days with activities, I did not really enjoy the season. There were some fun days, but with my grandmother’s passing, and the hectic pace at work and home, I feel like I just got through it.  Barely.  I think part of it had to do with the fact that this summer we did not not really getaway.  Not that we really go anywhere glamorous, but at minimum our family goes camping. Sad to say, we didn’t even do that. I think it makes a difference to get away and break up the routine.  I hope we can manage some type of getaway next summer.

A vacation would be great in the Fall but unfortunately, my life has become all about studying. In August, I received news that my job was offering promotions in Spring 2012. Unfortunately, in order for me to be eligible for a promotion at my government agency job, I have to take a test and rank high enough to be placed on a promotability list. The test will be given in October and will cover materials in these notebooks:

I have to say that studying law and policies as a 48 year-old with a family of four kids, while working full-time, is a lot more challenging then studying law and policies and having a social life as a 28 year-old law student.  So, I hope you will hang in there with me if I am not able to post regularly for the next six weeks. After October, I hope to back to my regularly scheduled life.  Until then, I better check on dinner. No,  the kids aren’t cooking (still), and after dinner I have to hit the books.

Happy end of Summer. Welcome Fall.

The “J” of Spanish

Only two more days before Diego returns to school at his Spanish immersion program. During the winter break we’ve kept busy with holiday festivities, and we’ve had fun playing card games, board games and video games. We’ve also continued to practice his Spanish vocabulary whenever we can.

Diego’s Spanish has improved so much since he started the immersion program last year in kindergarten. He is so proud of himself and continues to remind us how, during a Spanish vocabulary drill on a family car ride,  he came up with the word for “pillows” before his 15 year-old sister, Olivia. Olivia,  who is in a high school Spanish II honors class, does not like to be reminded of that moment she was stumped by her 6 year-old brother.

This morning Diego tried to stump me with his own Spanish challenge.

D: “Mommy, what is the word for pencil?”

Me: Lápiz.

D: “Mommy, what is the word for paper?”

Me: Papel.

D: “How do you say “desk?’

Me: “Escritorio.”

D: “Noooo…It’s PUPITRE!!”

Me: “WHAT? Well, there are two ways to say “desk” in Spanish!”

An argument ensued, where I tried to redeem my Spanish fluency  in front of my little linguist. I lost. Diego offered some words of sympathy and encouragement.

“That’s okay Mommy. You can be the “J” of Spanish.”

What is the “J” of Spanish? I thought of all the Spanish vocabulary words which begin with “J” and could possibly mean, “Beginner,” “Novice,” “Loser.” Diego reminded me that we had been playing War with a deck of cards the other day, and he explained:

Daddy is the King. I am his Bodyguard and you are “J.”

“J?” I am only the Jack? Doesn’t a King need a Queen?

Diego tried to offer me more encouragement, “When you learn more Spanish you can be the Queen.”

Hmmp! I only hope that my Spanish will improve and I will be made Queen.  In the meantime, I may just stick to challenging Diego to games of War instead of Spanish vocab challenges.

Spelling Test and a History Lesson

I mentioned before that Diego is in first grade in a Spanish dual immersion program.  There are several different models for dual language immersion education, but in Diego’s school  the students begin in kindergarten with 90%  of the  curriculum taught in Spanish and 10% in English. The ideal student composition is 50% Spanish dominant speakers, and 50% English dominant speakers.  Every year the ratio of  instruction in Spanish to English is reduced. This year Diego is receiving 80% instruction in Spanish and 20% in English.  By 5th grade, with a 50/50 ratio,  the  students should be fully bilingual and biliterate.  

This is the goal, and that is my hope for Diego.  Over the years I have struggled to become bilingual, to no avail. At best, I am conversant.  On the other hand, my husband Juan’s first language was Spanish.  He learned a lot of English watching Sesame Street.  As Diego becomes more fluent, he and Juan have begun speaking more Spanish around the house.  I try to speak Spanish to Diego too, but my accent is terrible.  Juan sometimes will make fun of my Spanish, saying I speak like a spaniard, with a Castillian lisp.  Hmmm.

This morning, I was drilling Diego on his spelling words, in preparation for his weekly spelling test.  I did this by saying the Spanish spelling word, using  it in a Spanish sentence and Diego then would spell it out loud, using the Spanish alphabet.  I took care to speak each word distinctly so he would hear all the syllables of each word.  Sounding the words out this way should have given him a good spelling hint, since Spanish words sound like they are written, unlike the English language, with its words that sound nothing  like they are spelled.  Words like right, neighbor, enough or receive. 

So, as I drilled Diego for his spelling test, I asked him to spell the word sed. It means thirst. He spelled it correctly aloud in Spanish.  Then I got to the word, hacer. It means do or make.  Diego spelled hacer, h-a-s-e-d.  I told him it was wrong and repeated HACER.  I was very careful to speak distinctly, trying to roll my r’s.  Hacerrrrr. Diego started laughing. Then he told me I was saying the word incorrectly. He began mocking me, speaking like a Spaniard with a Castilian lisp, saying hased, hased, making great fun of his mami!  Hmm.

Later, I told Juan about this and he started cracking up. He told me it reminded him of his own childhood, trying to spell in English.  He recalled when he was 6 years-old and was thrown into english-speaking kindergarten even though Spanish was his dominant language.  He remembered his Spanish-speaking mother quizzing him on spelling words, speaking the words aloud in heavily accented English. Juan remembers becoming  so frustrated trying to decipher the English spelling word that he told his mother, “Shakespeare couldn’t teach you English!” Ouch.

Thankfully, Juan has become fully literate in English, however he still relies heavily on spellcheck.  Nevertheless, from now on, Juan will be doing all the spelling drills for Diego, in Spanish.