![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
conuly
We were walking, and I bumped her. As I bumped her, I said "Excuse me", to which she replied "You're welcome". Well, she said more like "Do welcome", which she doesn't do anymore :( I tried asking her today so I could get the pronunciation just right, but now she says it right, like a big girl. (That was the only place she didn't say "your" the way she was supposed to.)
Me: I'm welcome? Huh? I said Excuse Me!
Evangeline: *giggles* I'm sorry.
Me: It's all right. I'm sorry, I bumped into you!
Evangeline: I said you're welcome. I say that when you say... when you say...
Me: Thank you?
Evangeline: Thank you. I say you're welcome when you say thank you. Thank you! You're welcome!
Evangeline: Thank you, you're welcome, thank you, you're welcome.
Me: Yep.
Evangeline: You said sorry. Say sorry, Connie.
Me: Sorry?
Evangeline: It's okay. Sorry, it's okay, sorry, it's okay, sorry, it's okay.
I'm glad she has a grasp of the basic manners she's been learning for the past 4 years.
Today, she was speaking and I noticed that she said "nothing" like "nussing". Intrigued, I started bombarding her with say-this, coming up with all the words with th- in them I could (and making a few up). I alternated between voiced and unvoiced, but the pattern I eventually heard (before she got bored) was consistent... so if the unvoiced becomes -s, the voiced becomes -z and so on.
Th at the start of a word (this, then) becomes a stop (dis, den). Th between vowels becomes an alveolar fricative (nothing becomes nussing, mouthing with a voiced th becomes mouzing) unless it's before -er (or probably -ar, I have try that out!) (and she still turns -er into -or most of the time, which yes, does problems with the word "her"!) in which case it becomes a stop (mother becomes mudder). Th at the end of the word is a bilabial fricative (teeth becomes teef, bathe becomes bave). There's a few exceptions (anything becomes anyting... though it's possible she's thinking of it as any + thing, two words, which makes sense because thing is usually ting, that's why nussing caught my ear), but it seems pretty consistent, although I really have to start listening better instead of waiting for a quiet moment and pouncing.
As near as I can tell, she's essentially covered all her bases with regard to this weird th thing, except for the correct one! She knows how to make a th, I explicitly taught her one day when I was bored, she just doesn't unless I sit her down and exaggeratedly do it first and ask her to copy me. And I don't expect her to do it when talking either, it's one of the lastest sounds kids learn, isn't it?
Ana now has all her cursive lowercase letters down. I really didn't want to tackle z, it being a difficult and uncommon letter that looks nothing like its print form (apparently, it comes from the medieval form of the letter), but I built it up to her by saying that it's worth learning because it's fun to do, so she took to it relatively well. Today we wrote the week's sight words in cursive, and I wrote out a sentence for her to read. I think we'll just try for a word a day for next week, and then I'll teach her capitals.
Me: I'm welcome? Huh? I said Excuse Me!
Evangeline: *giggles* I'm sorry.
Me: It's all right. I'm sorry, I bumped into you!
Evangeline: I said you're welcome. I say that when you say... when you say...
Me: Thank you?
Evangeline: Thank you. I say you're welcome when you say thank you. Thank you! You're welcome!
Evangeline: Thank you, you're welcome, thank you, you're welcome.
Me: Yep.
Evangeline: You said sorry. Say sorry, Connie.
Me: Sorry?
Evangeline: It's okay. Sorry, it's okay, sorry, it's okay, sorry, it's okay.
I'm glad she has a grasp of the basic manners she's been learning for the past 4 years.
Today, she was speaking and I noticed that she said "nothing" like "nussing". Intrigued, I started bombarding her with say-this, coming up with all the words with th- in them I could (and making a few up). I alternated between voiced and unvoiced, but the pattern I eventually heard (before she got bored) was consistent... so if the unvoiced becomes -s, the voiced becomes -z and so on.
Th at the start of a word (this, then) becomes a stop (dis, den). Th between vowels becomes an alveolar fricative (nothing becomes nussing, mouthing with a voiced th becomes mouzing) unless it's before -er (or probably -ar, I have try that out!) (and she still turns -er into -or most of the time, which yes, does problems with the word "her"!) in which case it becomes a stop (mother becomes mudder). Th at the end of the word is a bilabial fricative (teeth becomes teef, bathe becomes bave). There's a few exceptions (anything becomes anyting... though it's possible she's thinking of it as any + thing, two words, which makes sense because thing is usually ting, that's why nussing caught my ear), but it seems pretty consistent, although I really have to start listening better instead of waiting for a quiet moment and pouncing.
As near as I can tell, she's essentially covered all her bases with regard to this weird th thing, except for the correct one! She knows how to make a th, I explicitly taught her one day when I was bored, she just doesn't unless I sit her down and exaggeratedly do it first and ask her to copy me. And I don't expect her to do it when talking either, it's one of the lastest sounds kids learn, isn't it?
Ana now has all her cursive lowercase letters down. I really didn't want to tackle z, it being a difficult and uncommon letter that looks nothing like its print form (apparently, it comes from the medieval form of the letter), but I built it up to her by saying that it's worth learning because it's fun to do, so she took to it relatively well. Today we wrote the week's sight words in cursive, and I wrote out a sentence for her to read. I think we'll just try for a word a day for next week, and then I'll teach her capitals.
![[identity profile]](https://www.dreamwidth.org/img/silk/identity/openid.png){kind=small}
no subject
Date: 2009-11-21 06:26 pm (UTC)For Faith, I've been using the Create A Tracer Page to make practice sheets for her. I put a quote on one line and a blank line (all spaces) beneath, so she writes it twice. It takes some tweaking and heavy use of Print Preview to format it.
She favors Shel Silverstein and TMBG lyrics.
no subject
Date: 2009-11-21 06:27 pm (UTC)no subject
Date: 2009-11-21 07:37 pm (UTC)I want to get her some raised-line notebook paper to make it easier her for her to stay on the line when writing, but she's getting better at that. (And even when she's not, she's mostly on *a* line, even if not on *the* line.)