I'm starting to feel stressed about my son starting Kindergarten in two weeks. He is scheduled for his Kindergarten assessment on Monday. I am hoping the teacher who assesses him will see that he needs differentiated instruction. I'm not sure that will happen though, because I have heard that the assessment involves things like asking the child to spell his name and what his address is. Will the teacher even realize that he can read and do arithmetic already? I am just waiting to see what she says before I bring it up...
I don't want to be "in your face" about him being gifted. I haven't shared his test scores with them and I'm not sure I will because I have a feeling they won't believe them anyway. Their "policy" is not to accept any outside testing.
I am considering whether it would be beneficial for my son to skip first grade next year. My plan is to teach him first grade stuff this year to get him ready. But there is the handwriting issue...
Also, the kids are tested with CogAT for the GATE program at the end of 3rd grade. If he skips first grade, will that put him at a disadvantage for that test?
Thanks for letting me vent my ansgt
Cathy
I feel hesitant recommending anything since everyone's situation is different. We went into the assessment without saying anything and the teacher did discover very quickly what DS was cabable of and she told us at the end of the assessment what she had planned, which was quite advanced work. I think it is nice for teachers to feel that they have discovered a prodigy and this approach set a good tone of collaboration. This teacher has been a great guide and mentor to him over the last 6 years.
But DS has never been one to hide his light under a bushel, so it never occured to me that he could not be discovered. Either a more reserved child or a less astute teacher might create misunderstanding. So I don't wholeheartedly recommend our approach to everyone.
I will say again that volunteering in DS's class for all these years (one morning a week) has been a fabulous opporunity to create warm relationships with the school. If this is at all possible, I would highly recommend it.
I don't want to be "in your face" about him being gifted. I haven't shared his test scores with them and I'm not sure I will because I have a feeling they won't believe them anyway. Their "policy" is not to accept any outside testing.
Cathy
Hi Cathy -
I loved BK's response to a similar question so much that I'm going to repost it here. She explains how to dance around the G-word, without irritating people, because she is giving specific information about the specific needs of one child. I think that you have to be prepared to share some of your observations in a non-confrontational way IF the teacher doesn't "pick up" on what you have seen.
Here's BK:
Some quick advice about dealing with your husband's giftedness denial. Since he isn't receptive to the idea your child is "gifted," just don't use the word and don't focus on categorizing (at least with him, yet). Rather, when you explain that you want to do some particular thing (homeschool, pursue early entrance to school, skip HeadStart) explain that you want to take these actions because of your son's particular readiness level, needs, interests, etc. For example, "I spoke to the kindergarten about the typical day, and learned they spend 30 minutes in circle time each morning going over the letters of the alphabet and their sounds. The whole daily schedule is full of activities designed to teach skills and information he already has. I'm concerned he will be bored, become accustomed to never having a challenge, or come to hate school. Let's see if there are any other options for him."
You're talking to your husband about modifying the curriculum, based on the gifted characteristics your child is showing, but you aren't using the word gifted. I've actually found this to be a good way of talking to teachers about my child, since so many are dubious and seem to recoil at a parent's use of the word!
What I've told teachers: My child is a really fast learner. He gets frustrated when classes spend too long going over the same information. He comes home really excited any day he learns something new. He comes home depressed on days when he hasn't learned anything new. My child has an amazing memory and thirst for knowledge, so he wants to learn a lot of detail about any subject you are covering. For example, he thought ____book about chemistry was really boring because it had so few facts. He really liked ____ book about chemistry because it provided more facts and interesting things to think about. He has gotten so frustrated about not getting called on that he doesn't bother to try to raise his hand and answer questions any more.
So, you've talked about his needs without using the dreaded "g" word that seems so off-putting to a number of teachers.
BTW - My Mom tells the story of trying to cue in the teachers at Kindergarden Assesment regarding my early reading brother. To make a long story short, the Teacher made it very clear that her concern was to help the children who had the lowest skills, and that in her view my brother didn't have any need to "learn" because he already knew the year's curriculum. I think it's better, in a case like that, to know where you stand right off the bat.
Best Wishes,
Trinity
Cathy,
Perhaps you could have your son bring a book that he enjoys which demonstrates his highest reading ability.
When my son went for his assessment for early entrance to 1st grade, he brought a globe. It served as an ice breaker. The assistant principle asked him to find different states and countries. She told him that she had lived in Turkey and was quite surprised when he immediately pointed it out. He then proceeded to identify all of the nearby �stans�.
I have no doubt that we were fortunate. We were especially fortunate because the assessment was in the library--he couldn't keep his eyes (or hands) off the books.LOL I can't remember for sure, but I suspect he took a book off the shelf and started reading it--not because he was showing off but because he loved to read.
I'm trying to remember why I chose to not share with the teacher before the assessment. I think I was playing a little game, myself: "This assessment goes both ways; lets see how astute you are, Ms. Teacher." Since my son is so outgoing, I would have had grave doubts about a teacher who had missed his abilities and probably would have started scoutin alternative education plans had she not noticed something was different with DS. But fortunately she passed our test with flying colors!
I like the idea of bringing a book--do you think the teacher will just assume he's memorized it? Oh, well, I can't anticipate everything (much as I would like to...) I just want so much for him to get a teacher that appreciates his abilities--unlike last year.
I wish I had found this board sooner
Cathy - you're lucky to have that kind of awareness already with regards to your son. With mine, I've always known he was "different", ever since he pointed out that an apple piece I had cut up for him when he was 18 months looked like a trapezoid, when he taught himself how to read when he was 2, when he taught himself how to play chess by 4...but didn't see really that it was such a "big deal" at that time other than being proud mama moments -- then came time for Kindergarten, and that's when I realized, hold on - I think my son needs more.
He was constantly in trouble in Kindergarten class - I honestly thought "yellows" were the norm until I got to converse with other parents and their kids actually got mostly "greens" in class. He talked a lot, was bored during circle times, didn't finish his work because he'd much rather just wander around the classroom looking for other things to do. It was his K teacher that first used the word gifted; she had done assessments with him and found he was already reading at high school level and was able to do arithmetic above his level. She got things rolling by recommending him to the GATE teacher, who then in turn recommended him to the County's HG program, and that's how we are all now at a better place with regards to understanding my son's needs.
That idea with him bringing a book is a good one; I used to do that for my son, and instructed him if he finishes all his work ahead of everyone else, he can just take out the book and start reading on his own. But honestly, I really don't think he learned much in Kinder that he didn't already know to begin with, and first grade for him was pretty much like that too. He definitely enjoyed the social interaction, and new concepts to him such as Circle Time and Centers and school hot lunches and recess times, but academically, I doubt he learned much NEW info.
But KaT,
What makes your story so unusual are these points:
a) Although he was "in trouble" all the time, the teacher didn't seem to blame him, or think that "there was something wrong with him." She didn't attempt to gang up with other school officials to convinse you and yDH that there was something wrong with him.
b) Although your son was "in trouble" all the time, he didn't internalize that there was "something wrong with him."
c) He enjoyed the social interaction, not all PGlets will, that depends on personality. He didn't come to feel like there was something wrong with him (or them) becuase they were unable to do the activities he enjoyed in play. Some PGlets take it very hard that no one understands the rule of their imaginary games, or are able to play games, such as Yu-gi-oh, that involve reading.
d) His sensory OverExcitabilities didn't make Circle Time a torture for him.
e) He didn't resent the time he spend "not learning anything new." My guess is that he was in a half day program, and had time to himself for learning or your attention the rest of the day. Yes? If so, good for you! My son went from daycare to half day program to daycare, 2 or 3 days a week, and really resented the time lost from pursuing intellectual stimulation. Like you, I had blocked from my awareness just how different he was from other kids, and what his actual needs were. I told myself that his friends were of course shy in front of me, but probably had these same soul-searching conversations during quiet times with their Moms at home.
f)Your son was relaxed that he could read while the other kids were learning. Your son was able to tolerated the "full class participation required" time spent on pre-reading activities, at least to some degree. Your teacher was comfortable with your son's reading ability and didn't discourage or shame him. I've heard many stories about kids suddenly "forgetting how to read" in these settings.
g) Your teacher checked to see what his abilities were, got that it made a difference, and took action! This is pretty rare.
h) Your district has a program to refer him to - unfortunatly also rare.
I think you would agree that if the teacher has been harsh about your son's lack of conformity, if the school hadn't offered acceleration or a gifted program to accomidate his needs, and there was nothing to look forward to be "he needs to learn to control his behavior and get along with all his age-mates" then your Kindy experience might have looked like the begining of a long spell of pain, yes?
KaT - I'm so glad that things didn't go that way for you. If gives me hope that once teachers are educated to the needs and expressions of gifted kids, that things will improve broadly.
Love and More Love,
Trinity
Cathy,
The book (or other icebreaker) idea is a fifty/fifty shot. If the teacher is like the public school teacher who assessed my daughter, then yes, she will probably imply that your son has memorized it. If she is has an open mind, like the assistant principle who assessed my son, she will congratulate him on how well he reads, then find a book of equivalent difficulty and ask in a friendly way if he could read some of it to her as well.
Like acs mentioned, you will learn a lot about the teacher by how she handles the assessment. By bringing a book, or other object of interest which demonstrates ability, you give that tester every opportunity to find your child�s range.
Diana
But KaT,
What makes your story so unusual are these points:
a) Although he was "in trouble" all the time, the teacher didn't seem to blame him, or think that "there was something wrong with him." She didn't attempt to gang up with other school officials to convinse you and yDH that there was something wrong with him.
Hmm....you're right, come to think of it, I never really was called in for a Parent-Teacher conference to discuss his supposedly "behavior problems". b) Although your son was "in trouble" all the time, he didn't internalize that there was "something wrong with him."
Right - he KNEW he would get a sit down with me to talk about his behavior and what he could have done/could do to improve it, but that was pretty much the extent of it. c) He enjoyed the social interaction, not all PGlets will, that depends on personality. He didn't come to feel like there was something wrong with him (or them) becuase they were unable to do the activities he enjoyed in play. Some PGlets take it very hard that no one understands the rule of their imaginary games, or are able to play games, such as Yu-gi-oh, that involve reading.
Yes, I've noticed this frustration in which was why I always took him to the Yu-gi-oh throwdowns where he could play with other kids that share his interest, and it surprised me the first time I went to those events. The "kids" there didn't really seem like kids anymore, there were mostly teens and pre-teens - really big kids that took the Yu-gi-oh stuff really seriously which thrilled my son to no end because the "bigger kids" actually played with him. As far as the imaginary games are concerned, I noticed him playing these more with the younger kids whom I guess he can basically boss around.d) His sensory OverExcitabilities didn't make Circle Time a torture for him.
Torture? I don't think so...but it really did bore him. And it still bored him come 1st grade where I guess they changed the name of "Circle Time" to "Calendar Time". These were the times he mostly got the yellows.e) He didn't resent the time he spend "not learning anything new." My guess is that he was in a half day program, and had time to himself for learning or your attention the rest of the day. Yes? If so, good for you! My son went from daycare to half day program to daycare, 2 or 3 days a week, and really resented the time lost from pursuing intellectual stimulation. Like you, I had blocked from my awareness just how different he was from other kids, and what his actual needs were. I told myself that his friends were of course shy in front of me, but probably had these same soul-searching conversations during quiet times with their Moms at home.
Yes, he was in a half-day Kinder program, so he still all had time afterwards to pursue learning on his own or with me. And when time came for 1st grade where it was whole day, by then, he had started going out of the class for 3rd grade reading, and two blocks of GATE classes - which, I suppose, made it better for him then if he were to sit the whole day with his fellow 1st graders going over things he already knew. f)Your son was relaxed that he could read while the other kids were learning. Your son was able to tolerated the "full class participation required" time spent on pre-reading activities, at least to some degree. Your teacher was comfortable with your son's reading ability and didn't discourage or shame him. I've heard many stories about kids suddenly "forgetting how to read" in these settings.
Yes, I made sure he checked first with his teacher before he took out his own books to read, and she had no problem with it.g) Your teacher checked to see what his abilities were, got that it made a difference, and took action! This is pretty rare.
h) Your district has a program to refer him to - unfortunatly also rare.
Right. I'm grateful for this. I think you would agree that if the teacher has been harsh about your son's lack of conformity, if the school hadn't offered acceleration or a gifted program to accomidate his needs, and there was nothing to look forward to be "he needs to learn to control his behavior and get along with all his age-mates" then your Kindy experience might have looked like the begining of a long spell of pain, yes?
Yes, absolutely!!! As parents, we naturally are always in constant awe and amazement over what our kids can do - and some PG parents like me do take our time to realize that what our kids can do is more than the usual cause for all the hoopla and that they have special needs when it comes to learning. I sometimes think about if I could've done any better for my son had I been more aware and taken action for him at an earlier stage, like when he was a baby or a toddler -- but I too worry about his ego somewhat lol. If I had been more aware earlier, then so would he, and he sometimes has a habit of telling everyone that he's a genius, and I remember there was a period where I had to explain to him what humility was about and that being "gifted" doesn't mean he's better than anyone else, it just means he learns in a different way. Nowadays, when people ask him what grade he's in, he always answers "3rd grade, I skipped 2nd", and I'd tell him he can always just say 3rd grade, but he replies with "but I want to tell them that".KaT - I'm so glad that things didn't go that way for you. If gives me hope that once teachers are educated to the needs and expressions of gifted kids, that things will improve broadly.
Thanks, Trinity - and yes, everyone's stories here are remarkable and helps me to better understand what's out there for us. Love and More Love,
Trinity
KaT said:
Yes, absolutely!!! As parents, we naturally are always in constant awe and amazement over what our kids can do - and some PG parents like me do take our time to realize that what our kids can do is more than the usual cause for all the hoopla and that they have special needs when it comes to learning. I sometimes think about if I could've done any better for my son had I been more aware and taken action for him at an earlier stage, like when he was a baby or a toddler -- but I too worry about his ego somewhat lol. If I had been more aware earlier, then so would he, and he sometimes has a habit of telling everyone that he's a genius, and I remember there was a period where I had to explain to him what humility was about and that being "gifted" doesn't mean he's better than anyone else, it just means he learns in a different way. Nowadays, when people ask him what grade he's in, he always answers "3rd grade, I skipped 2nd", and I'd tell him he can always just say 3rd grade, but he replies with "but I want to tell them that".
Oh yes - the ego thing!
I would highly reccomend reading anything by Sylvia Rimm. She very correctly points out that one of the best ways of shaping childrens behavior is to let them overhear you saying good things
about them. Focus on what a hard worker he is, how persistient, how much he loves a challenge, both with the calm, moderate praise you tell him directly, in the things he overhears you say to others. This really works wonders. I make little signs to remind myself. Part of the reason that kids walk around saying "I'm a genius" is that when they are such little things, they can attract so much attention for percosious abilities, which they didn't work for. So for all the Mom's of toddlers reading this, when the next well meaning stranger praises an innate ability, smile and invert it into "Yes she loves to learn," or "Yes she's a hard worker," or "I'm very proud of the way she listens so carefully." Remember the whole point of behaviorism is that we reward behaviors that we want to increase - that means that the behavior must be under the child's control. "good listening, perserverance and delaying gratification are something a child can try to increase. Reading or speaking or computing earlier than expected is a developmental path, not something a child performs at will. If you feel that your child is hooked on Adult attention (and who can blame them when placed amoung agemates for long hours at young ages?) the particular book might be quite useful:
http://www.sylviarimm.com/whybrightkids.htmlAs for the "I skipped 2nd" that's a bit tougher. Deb Ruf talks about a
praise deficit that many gifted children (and at least one adult-me) have, where after being expected to do work that is designed to help them learn what they already know, they really really really don't ever want anyone to make that mistake again. Many kids also have the experience of being full of wonderful ideas, that when they try to share, go flat, because the agemates (and sometimes the Teacher) have no idea what they are talking about.
You did a great job getting him to the serious Yu-gi-oh tournaments because there he could get lots of chances to lose, but to lose to people who respect him and understand him. That is a wonderful chance to experience postive compitition.
Enjoy!
Trinity
Many kids also have the experience of being full of wonderful ideas, that when they try to share, go flat, because the agemates (and sometimes the Teacher) have no idea what they are talking about.
Yes, yes! This keeps happening to my son! Last year, he wanted to talk about infinity and a mathematical operation he invented called "zap". He says he invented zap to make an "easier kind of math". Examples: 2 zap 3 = 23, 4 zap 8 = 48. He even invented a symbol for zap--a little lightning bolt. He loves to talk about numbers as in "Mom! 10 is 2 and 3 and 2 and 3 because it's two 5's and 5 is 2 and 3 so 10-4 is 6 because 4 is two 2's and if you take them away two 3's are left and that makes 6." Other kids his age just kind of look at him blankly.
Cathy
Last year, he wanted to talk about infinity and a mathematical operation he invented called "zap". He says he invented zap to make an "easier kind of math". Examples: 2 zap 3 = 23, 4 zap 8 = 48. He even invented a symbol for zap--a little lightning bolt. Cathy
I like "zap" - find out what he does with a number like 258?
I was trying something similar with a 6 year old who asked me what did 20 plus 20 equal. I eventually persuaded her that if she knew 2+2=4, then she also knew 20+20, as well as 200+200, and 2 million+2 million. We got there eventually, but if I had had "zap" it might have gone smoother.
You know Cathy, what really cheeses me is the amount of time that the school spent trying to teach my son to act in ways that the other kids could enjoy. Those were valuable lessons, but I guess everyone but me takes it for granted that "of course" the gifted kid should be taught to fit in, because the NT kids can't be expected to figure out ways to have the kind of fun that the Gifted kid wants to have. Actually I think a fair way to do it would be to teach brainstorming so that all the kids could be involved with generating possibilities and then they could look for overlap areas, like scooters. One of my favorite IRL gifted friends says: "No two people enjoy everything equally. You have different friendships with different people and share different things depending on the person."
Best Wishes,
Trinity
Okay, my 4 year old just took to zap - Cathy, your son might be on to something. I was reading my husband your thread and my son overheard. The next thing I knew he was asking what 2 zap 5 was and then told me the correct answer!!
If you get rich on Zap maybe you could set up a foundation to further gifted education!
Okay, my 4 year old just took to zap - Cathy, your son might be on to something. I was reading my husband your thread and my son overheard. The next thing I knew he was asking what 2 zap 5 was and then told me the correct answer!!
If you get rich on Zap maybe you could set up a foundation to further gifted education!
LOL! I told DS that your son liked zap. That made his day to know there is another little boy who likes stuff like that. We live in CA, where are you?
Cathy
An update:
Well, I took DS in for his K assessment this morning. He successfully identified colors, letters, shapes and numbers and was able to spell his name and repeat sentences back to the teacher. She told him to count as high as he could. He got to 110 and she told him to stop! She did not get anywhere close to his actual abilities in math or reading.
She asked if I had any questions so I asked her when he would be assessed for reading level. She said that she didn't really have time to do a reading assessment but maybe he could be assessed after the first month. She said they have a few kids who are "beginning readers". DS has been reading since he was 2 1/2. He is probably reading at a 1st/2nd grade level right now.
I asked about math. She said that she will try to group the kids who can count and do simple addition together. Also, she said she adds to the math curriculum (which is mostly about shapes) by doing patterning and "same vs. different". At home he is learning two-digit addition with carrying. I'm starting to get worried about DS...
Cathy,
An easy way to find out you child's reading level is to "google" the name of some of his favorite books and the word "Lexile"
Here's an article at Hoagies with more info:http://www.hoagiesgifted.org/reading_levels.htm
golly, I'm worrying right alongside you!
Is it a full day program? Is it "mostly academic" or "mostly fun"? Seems that kids do better in "mostly fun" - half day programs.
In a way it is some comfort that you know exactly what you can expect from Kindy for your child - no false hopes to be dashed. Too bad though.
Best Wishes,
Trinity
It's a half-day program. I'm not sure about the academic vs. fun. I'm hoping they will have lots of art projects and songs.
Ok, half day program is good. Just ask the teacher how much time is spend doing reading and math. Or observe the classroom, or observe you son...soon enough you will know, sad to say.
Prayers in your general direction,
Trin
I looked up his reading level as you suggested--
He likes to read Berenstain Bears books from the First Time Books series. Today he read the first half of "The Berenstain Bears and Baby Makes Five" to me. The reading level for this book is listed as 3.5; however, he does need help on some words (about 1 word per page.) He does read some of the longer words such as "excitement", "nuisance" and "through". But on the other hand, he had trouble with "enjoyment" and "slosh". I have noticed that if I help him with a word once and then it appears later in the text he reads it easily.
I did the Schonell Reading test with him. He scored at Grade level 1.9.
Well, I'll find out more tomorrow night at the Kindergarten Orientation.
Well....
From the orientation it sounds like an academically oriented program. The math curriculum includes things like shapes, same vs. different, sorting by attributes, patterns and simple addition/subtraction. DS has reached 3rd grade on EPGY (although he is not as facile with math facts up to 20 as an actual second grader.)
The reading curriculum is phonics based with sight words to memorize. He already knows the ones they will cover. He was at this early phonics stage at age 2yrs. 9mos.
The writing will be good for DS. He doesn't like to write, though, because he is not happy with his output. He wants his letters to be neat and everything to be spelled properly.
I guess we'll see how it goes, I don't have much choice! Maybe he will enjoy feeling ahead of the game and will get a good feeling for school. So much depends on how the teacher handles things.
Cathy
About reading levels: it's very hard for me to estimate his reading level since the only other kid I have experience with is his sister. She has been reading since she begged me to teach her how at age 3. I gave her the Schonell, too. She came out at grade 6.9--she will be going into 3rd grade next week.
Cathy
Update:
DS is enjoying Kindergarten and is eager to go each morning. I'm glad for that! He reports that it is very "eeeaaasssyyy". Today they learned a song about how to spell "red" which is the color of the week. They also watched a video about the word "the". DS says his reading partner doesn't really read. DS reads the book first and then his partner copies him. (That may be what the teacher intended, I'm not sure.) DS tells me he would like to read more challenging books at school. He says the math is really easy "like 1+1". I know it's the beginning of the year, but I see the work he brings home and it's stuff like differentiating between letters and numbers and coloring things the color of the week.
I'm not sure what I want to do at this point, DS seems happy for now and he is practicing reading and writing and doing math at home. I'm not really sure what (if anything) I should ask the teacher to do. He's not really mature enough to work independently on something and I'm sure she doesn't have the time to work with him individually. Does anybody have any ideas of how to get him working at his level in class? I hate to send him to school for 3 hours and then spend 30 min. doing his real work at home. It would be better if he could do his work at school and have free time to play at home.
Cathy
Cathy, how is the afterschooling going? His attitude towards going to school AND also his attitude toward sitting down for really learning are the main points to keep focused on.
Best Wishes,
Trinity
Well, he usually resists stopping his play to do work but once he gets started he seems to be interested in learning the material. I have been having him do the work right after lunch since he hasn't become engaged in play yet and that seems to minimize his resistance. Yesterday, he told me he wanted to do his work "right away" after lunch so he could be done sooner.
So far he has been working on handwriting (frustrating for him), two pages of Singapore math 1A (easy for him) and I have him read to me for about 10 minutes. His homework has been to circle and count all the letter a's in a paragraph the teacher sends home. I have him circle and count the letters and then read the paragraph to me. Unfortunately(?), he can also read the directions and he wants to know why he has to read the paragraph when the directions don't say that...
Cathy
LOL - Cathy - I know what tommorows handwriting practice should be - a letter to the teacher asking exactly that question.
Smiles -
Robin
Also ask him to list some of the books he would prefer to be reading in school. sometimes this will irritate the teacher, but sometimes a direct - from the child plea will work very well.
Best Wishes,
Trin
In my limited experience, I think the most important things kids learn in Kindergarten are not the academic things (just like that book that was so popular a few years back says <smile>): Things like, how to leave the building for a fire drill; how to cope in a bathroom crowded with pushing 5 year olds; that different kids learn differently; how to read the teachers' moods; what makes other kids laugh.
Kindergarten is a pretty safe way to get the "hang of" school and being around a mix of kids who have different needs. So I would say that if he is happy, then I would just let him bond with the other kids, the teacher, and the school. K is a great bonding year and I think it is important as such. Not every kid likes K, but if your child is happy, I think you can count your blessings and relax a bit. If there are signs of frustration or boredom, then address them with you son and your teacher (altough learning a certain amount of patience in school, isn't a bad thing either).
Our after-schooling was very mellow and never looked like formal academics. We did enforce a second language (because the school waits until HS to teach a second language and I couldn't stand watching the language learning window close) and a musical instrument (fine motor skill, music, and learning something that was hard for him-perseverence).
The rest was done as bedtime stories (Penrose the Mathematical Cat was a favorite at that age). Bedtime stories over the last 6 years have included natural history books, philosophy, religion, geology and history of whereever we will be going on vacation, biographies (Albert Schweitzer was a great favorite), books on codes, as well as good science fiction, fantasy, and books from my childhood. Then there is a lot of discussion about these things and looking for similar patterns in our lives.
His stardardized test score go up (way up) every year even in subjects that he has never been formally taught. That's the thing with our kids--they get information by osmosis. We can help them discover ideas, we can encourage and expose, but I have not found that I needed to teach much beyond answering his questions. The most important thing we can do is to show them our own curiosity and then support them as they follow their own.
Is that afterschooling-unschooling?