Today Ben and I continued with learning about the classification of polynomials. I gave Ben a sheet that had graphic organizers of polynomials categorized by number of terms and degree. I asked Ben to write in the box the answers: "monomial", "cubic", etc. He protested. He did not want to do any writing. I asked why, and he did not answer. I said, "I know that you dislike writing, but I also know that you are capable of doing it." He for monomial, he wrote "Mon." I said, "I do understand what you mean, but adding a few more letters to what you wrote is within your ability." I erased it, wrote "Monomial" and moved on to the next one. I asked him to write, "binomial". He did, but he took about 2 minutes to write it out, slowly writing B....then I....then erasing it, then rewriting it. I couldn't tell if it was a stall tactic or he was processing it. I didn't pay attention to his attempt to escape, I continue to push him. He eventually started to write faster. I asked him questions along the way to make sure he understood, like, "what's the difference between a variable and a constant." He mostly answered, "I don't know". So I explained it to him. With 10 minutes left in class, he asked if he could go to the bathroom. He was in the bathroom when the bell rang.
Christopher wrote sentences for his spelling words. He made a game to identify the literary elements of The Watsons Go to Birmingham. We read some of the book. He typed some of his movie script.
Kellan reviewed his spelling words to prepare for the test tomorrow. He worked on a picture of Dav Pilkey to send to him to request a visit. He made a game to identify the literary elements of The Watsons Go to Birmingham.
I scrambled some igh words for Richard to write correctly. He used his twist markers to practice igh words. He read books with words he can read. I read Hoot, and we discussed it.
