Today we began with a review of the beginning of The Lemonade War chapter 4. Piero answered fill-in-the blank sentences using a word bank to help summarize the events we’ve read thus far. We then finished reading chapter 4. We consistently reviewed events and discussed the vocabulary as we read including words such as crowd, embarrass, and figurative language like, “Jessie felt like a deflating balloon”. For vocabulary building, I introduced prefixes. We watched a Brain Pop Jr. learning video on the subject. Piero scored 7/10 on the follow up quizzes. We then read through a chart of words using the prefix un- and re-. We discussed how the prefix changes the meaning of the words. Piero read through both charts which show the addition of the prefix to the root word and the new word it formed. We then worked to create sentences with the words. Next, as a follow-up activity from last week, we worked through some adverbs that compare. We discussed when we use each one and Piero scored 10/13 on our follow up activity utilizing the correct form. Oral language directed activities: We continued our Marvel project in which we conversed about The Incredible Hulk. Piero shared information such as his real name and his powers. Additionally, we answered some fun Would You Rather questions in which Piero decided he would rather be two years younger than five years older (as would I). He also would rather have a suit of armor to pretend battle with his friends (instead of a having a horse)! Next, we discussed funny pictures. One picture showed two chipmunks hugging. Piero gave me a caption for the photo and then we discussed the reasons people might hug. Finally, we focused on the /dg/ sound at the beginning of words. We discussed that the letter “j” in Spanish would not sound as it does in English. We went through the forceful release of the tongue at the top of the mouth behind the teeth and jaw movement used to produce a strong /dg/ sound. We practiced this in some /dg/ initial words. In all of our conversation, a great deal of modeling is provided, and ways to stretch his responses are promoted.