David and I did some fitness games inside because of the rainy weather outside.
We did some different cardio exercises followed by some abdominal exercises.
We finished with a cool down and a complete body stretch.
PJ and I did some different fitness activities inside because it was raining outside.
We did some cardio fitness along with some abdominal exercises.
We finished with a cool down stretch.
Libby and I listened to a song sung by Celia Cruz. We then read a couple pages from book about Celia Cruz.
We focused on a couple of specific words including casa (house).
Libby and I worked on building a house out of index cards. While building the house, we used about 50% Spanish. I would say the instructions in our target language first and then I would repeat it in English.
I would use phrases similar to those that the students have been using this year. So, I would say something like "tape, please" when I needed a piece of tape for our project.
We had rainy weather outside today, so we stayed inside and did some indoor fitness.
We did some light cardio exercises and we finished with some board games
We had rainy weather outside today, so we stayed inside and did some indoor fitness.
We did some light cardio exercises and we finished with some board games
I began with a phonological awareness exercise, level E#4. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words. Spelling review: dictation of words with initial blends and irregular words. Eliana found spelling the initial blends "easy" but continues to struggle with irregular words. I dictated sentences for her to write and edit. We reviewed b/d. For cursive, we reviewed the letters learned (I, t, u, w, , j, r, s) and I taught the letters p and y. To conclude we co-read a chapter from a Junie B. Jones book.
I began with a phonological awareness exercise, level E#2. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words (tonsil, traffic, happen, Atlantic, fantastic). Spelling review: dictation of silent-e and irregular words. Eliana struggles to retain this knowledge, frequently adding extra letters to a silent-e word, or spelling an irregular word phonetically. Repeated exposure will lead to mastery. I dictated sentences for her to write and edit. We reviewed b/d as Eliana persists in confusing these letters. For cursive, we reviewed the letters learned (I, t, u, w, , j) and I taught the letters r and s. Eliana seems to enjoy cursive! To conclude we co-read a chapter from a Flat Stanley book.
First, I helped Reid complete an iXL assignment on his iPad. The topic was reading comprehension; Reid read approximately 10 short passages on varied topics followed by comprehension questions (specifically, identifying the main idea). Next, we worked on a first draft of an essay, "The Benefits of a Catholic School Education." The assignment is largely copying an existing essay into his notebook. I helped Reid edit spelling, grammar, and stylistic errors. He worked diligently for the entire hour.
I helped Reid write and edit an essay for school, "The Benefits of a Catholic School Education." Reid worked diligently for the entire hour. I helped him to brainstorm examples from his experience at school to augment his work. He completed all but the last two paragraphs.
