Mia practiced writing the numbers for the October Calendar. She helped me read a Clifford book. She completed several CVC activities using short e words. She read all her sight words.

Mia read and discussed the reader she took home. She read a new reader, "Hal's Hats," and took it home to practice. She learned a new CVC word family (ed). We planted more pumpkin seeds. She practiced reading all her sight words.

The student completed four digital activities with the teacher’s support. These activities focused on practicing vocabulary and grammar skills through interactive online exercises, allowing the student to apply what she has learned in an engaging way.

She began reading a new reader. She completed calendar talk. She wrote her ABC's. She worked on writing the uppercase M and K and the lowercase m and k. We read and discussed a Scholastic News Magazine about Fire Prevention.

The student completed a pop quiz to review the vocabulary and grammar covered in the previous lessons.

Mia completed her interactive calendar. Together we read her first Scholastic News Magazine. It was about pumpkins. We watched a short Scholastic News video about a pumpkin patch. We learned how pumpkins grow. She completed a graph showing which pumpkin the children liked best. We planted 4 pumpkin seeds. We watered them and put them in a window. We will check on them to see if we get a sprout. She worked on the Word Family (ig).

Mia changed her calendar from September to October. She completed her calendar talk activity. She read all her word family sight words. She read a new reader-"C and K." She wrote her ABCs.

Mia completed her calendar talk activity. She worked on an activity writing and reading the sight word (the). She wrote her ABCs. She explored the sounds of H and M.

Mia wrote her ABC letters. She completed her calendar talk. She put together an activity using the ap Word family. She worked an activity recognizing the sound of H. She read her book "I Am Sam," and read a new book "Cam and Sam."

The teacher introduced numbers in Spanish, modeling counting while the student followed along and repeated each number. The student then practiced number recognition by pointing to the correct number when prompted (e.g., 4, 10, 7). Afterward, the teacher explained a worksheet where the student counted objects (up to 10) and wrote the corresponding numbers. Once completed, the student read the answers aloud for reinforcement.