This morning, we continued to work on using an open number line to subtract but focused on using the number line to add up to subtract. Jason began on the left side of the number line with the amount being taken away. Then, he used hops and jumps to represent adding ones and tens on the number line until the whole was reached. Jason combined the hops and jumps to find the difference.

Jason and I continued to work on the lesson on counting back to subtract tens and ones on an open number line. Jason used an open number line to subtract tens and ones using hops and jumps to decompose 2-digit numbers and help develop place-value understanding and computational fluency. He completed the odd-numbered practice problems and the quick quiz question.

Jason and I continued to construct his paper dice. We place images representing the morning, afternoon, and night on the faces of the dice. We also put words on some faces. Jason helped to write the words.

As we built our project, we listened to the song from the day before. Jason still seemed to enjoy this immensely. We also discussed the images. I would say things like, we want to put the picture for Buenas Noches right here. Which picture represent buenas noches? He was able to respond correctly more often than not.

I would also ask him questions like which comes later in the day buenas tardes or buenos dias? He did a great job with these responses as well.

By the end of class Jason was able to tell me what buenos dias, buenas tardes, and buenas noches meant in English without any context clues.

Jason analyzed a map and photo of a neighborhood, and a map and photo of a playground. He circled items that are on both map and photo, and items that are only on either map or photo. We discussed how maps and photos are similar and different.

Jason watched a video that sings the phrases good morning, good afternoon, good night. I asked him questions about the phrases and pointed out connections that he can make in his mind to help him remember which is which. He seemed to really enjoy the video as he requested that I replay it more than any of my other students.

Jason and I started to build a learning tool for him to use in class. We are building an enormous paper dice.

We taped together the papers and discussed the design.

Jason and I finished the class by using some puppets that spoke to each other. The puppets I controlled spoke in Spanish and Jason's spoke in English. The puppets said the phrases on which we are focusing multiple times.

At this point, Jason is able to understand our target phrases in context and he should continue to work on pairing these phrases to their English equivalent out of context.

Jason worked in puppetry and improvisation.

Jason completed his interactive calendar. He read and discussed all his vocabulary words. He put together his daily sentence puzzle.

Jason completed a lesson on solids, liquids, and gasses. He read and discussed an article about cookie monster. He made chocolate chip cookies demonstrating how heat can change an object's state of matter.

We played hand puppets and used our imaginations to create the scene for the act.

Jason and I read the following passages on pages 50-51: Meriweather Lewis and William Clark, Sacagawea, Martin Behaim and Map Makers. I asked comprehension questions and we discussed. We looked up a picture of Martin Behaim's globe.