Construct and make crepes and orange caramel sauce from scratch.

First, we discussed the definition of a fable, then we read "The Boy Who Cried Wolf." We paused as we read to make predictions and ask questions. On the board, I drew a graphic organizer, and we brainstormed the problem, the steps to the solution, and the solution. Remington showed good comprehension and inference skills. We reviewed the prefixes from yesterday (un, dis), and I introduced the suffix -ful. We read an example sentence from the text, "The villagers did not find a harmful wolf." We discussed how the suffix -ful means "full of" and, therefore, harmful means "full of harm." We brainstormed other words with the suffix (beautiful, wonderful). I put several sentences on the board for Remington to edit, adding capitalization and punctuation (The shepherd boy was bored. He screamed wolf! The villagers ran up the hill.). To conclude, we co-read several chapters of "Captain Underpants." Remington was pleased to realize that he could read many words on each page.

I began with phonological awareness (Kilpatrick, D2#3), followed by alphabet sequencing. I conducted visual, auditory, and blending drills. Remington syllabicated and read three unfamiliar VCCV words on the board. For regular spelling (and review), I dictated: quit, quiz, quip. I dictated the following irregular word: the. I put a sentence on the board for Remington to edit: The man did not quit. The bell rang, and we transitioned to language arts (please see next summary).

Construct a base for red pasta sauce to complement previous lesson of pasta making

Remington worked on the MAP growth assessment.

We discussed patterns. Then, we looked at images of zebra stripes, pinecones, and shells. Remington was able to identify the repeated patterns. Lastly, we completed a Time to Climb to assess his skills. He scored 85%.

Starting with basic measurements and progressing to size breakdowns using standard culinary arts units.

I am using McGraw-Hill Reading Wonders, second grade, as my curriculum. We began with a non-fiction passage about meerkats; I read the passage, and we discussed the text. The theme is animal survival and adaptation. As I read, we created a graphic organizer on the board to note details. Next, I read a fictional passage, "A Visit to the Desert." We paused as I read to make predictions and ask questions. After reading, we sequenced the story on the board (beginning, middle, end). Looking closely at the text, we discussed the prefixes in the words "unhappy" and "disappear" and noticed how the prefixes changed the meaning of the root word. We brainstormed other words with the prefixes. I introduced the concept of a sentence (a group of words with an "actor" and an "action" that makes a complete thought. I wrote sentences on the board for Remington to edit (capitalize the first word and add punctuation to the end of the sentence). To conclude, we looked through Remington's "Captain Underpants" book and found words that he could decode.

I began with a one-minute phonological awareness exercise followed by visual, auditory, and blending drills. I reviewed VCCV syllabication and Remington syllabicated and read the following: magnet, hiccup, napkin, basket, tablet, cactus. I taught qu /kw/ as a new concept. Remington read and wrote the following: quit, quiz, and quip. We then transitioned to the language arts portion of our time together (please see next summary).

Learning To Fly: Online program involving several variables/effects which could enhance the "flight" of an emperor penguin. Amount of money earned per flight increases with flight time and elevation. Acceleration, ramp height increase, air resistance, gliders etc. can be purchased with the flight earnings. Students' skills with Math and decision-making are involved with each flight trial.