let's discuss the complications of
ki vo shavat mikol melachto
asher bara elokim la'asos.
first, the external complications. i was hungry, chana was hungry, elazar was hungry. i wanted to get it done (when oh when am i going to learn that "getting it done" is completely counterproductive, not to mention giving the student the message that, in the words of the rambam, it's a burden to be cast off my shoulders). jack needed to be held. chana wanted to play on the computer and i told her i'd like to do chumash first. she agreed. but then she had no patience for me needing to get elazar settled with food, with tv, so we could concentrate.
so in that environment, already not ideal for learning, the pasuk itself is quite complicated for a student with chana's beginning skill set.
ok, she didn't remember that "ki" is because. no prob, i just used it in a sentence and she remembered it "i want to do it because i like it" or something like that.
vo, believe it or not, is complicated because 1) the student has to remember that beis and veis have the same meaning. 2) the beis prefix means in/with and 3) the vav suffix means him/his/it. (not to mention being able to correctly put in context the translation enough to choose whether it is him, his, or it).
that would be in addition to remembering yesterday's half, and seamlessly translating this into that context.
(we did do a brief review, which chana doesn't love. vayekadesh oso. she remembered and he made it special, and had a bit of a problem with "oso." she said "the same" like oto davar [nice association], and i gave her a sentence "lakachti oto" which got her to remember it is "him" but by that time she had lost the entire thread of vayekadesh oso...).
at this point, of translating "ki vo" and not quite grasping all the parts in a meaningful way, chana requested that we do only half of the half of the pasuk. i heartily agreed, seeing how complicated it was.
(ps my neighbor on the block who is homeschooling and whose child is in first grade is somehow doing 5 pesukim of chazara and 2 new pesukim a day... and questioning if she's educating well enough. fellow homeschoolers, do not fall into self-doubt! questioning if your approach is working or not is healthy. comparing yourself to others and spiralling into the stress and anxiety of a social approval framework is destructive).
anyway, moving on to "shavat" even though chana clearly hasn't gotten the flow of "ki vo" but not wanting to beat a dead horse...
chana has to realize that shavat is the same shoresh as shabbos. she has to realize it is a verb, not a noun (only plausible if she has the thread of the pasuk, which she doesn't). she has to realize that a verb with just the three letters of shoresh means "he in the past tense" ie "he rested." i told her all these things, feeling that she will not remember them, feeling that telling her things is not an optimal way for her to learn them but not knowing a better way. feeling that if i walked her through the steps she would lose patience. (suggestions welcome).
to remind her that shavat was rested, i reclined in a resting position. she remembered it when i did that. i said "ki vo" "because on it he..." and she yelled at me for reviewing, even though i was reviewing it and not making her review it, and even though the review is necessary for her to keep track of what's happening. (note to self: i think perhaps chana would be more receptive to review if i explain to her that the purpose is to hold all the pieces together to make the translation make sense. i have to figure out exactly how to explain it to her and then attempt to do so).
mikol was no problem, and melachto, despite it's having shown up 3x in the last few days, is still a blank stare. (note to self: i could have given her multiple choice to see if she could have at least chosen it from a few choices, which would be a little more active than me just telling her what it is. it is my thought that if she says it vs me telling her, it has a diff effect on the neural pathways of her brain and she retains it better). i pointed to the vav at the end and she said "him" which is close to "his" but not close enough for it to make any sense to her.
golden nugget of the day. chana asked how hashem rested (assuming that an omnipotent being has no need to rest, or what the rest of an omnipotent being would be like). although we have a section of her notebook set aside for questions, that is the skill of writing and spelling and frankly too exhausting for chana on top of all that translating that was so complex. so i wrote the question for her, and asked her what she thought. she thought that hashem finishing his work and not creating anything would be called "resting." ding ding ding. i wrote that answer in her notebook.
yeesh, i'm exhausted. i really think rather than going on to the second half tomorrow, i'm going to review what we did today. i will explain to chana why i think review is important. (why is review important? why not just tell her what it is in english so that she can move forward?)(i think because i'd like her to go through the movements of that difficult translation again. in terms of keeping the thread, it is true that i can just do it in english for her). and hopefully she will consent to just doing it again and not doing anything new.