Christopher typed on his gaming project.

Kellan dictated a story for me to type for him.

Kellan finished reading the Dog Man book that he later read to Richard.

I read The Boy Who Harnessed the Wind, and we discussed it.

Richard reviewed phonics rules with Splash Learn on the computer. He read books with words he can read. He met with Kellan to read Dog Man together.

As usual, I began the session with alphabetic awareness (sequencing, identifying vowels, and building known syllable types). I conducted visual, auditory, and blending drills with all letters, digraphs, er, it, and ur. I taught a new concept,/ar/, which coincided with this week's spelling words for school. Cade read and then wrote the following spelling words: cart, barn, arm, art, yarn, harm, and large. He highlighted the r-controlled vowel sound in each word. I dictated sentences with some of the words: She cut her arm with the sharp stick. He put the cart in the red barn. The large dog will not harm you. Cade edited with the acronym CAPS. I reviewed previously taught words for irregular spelling and re-taught them as necessary: his, you, said, was, want, and are. We played two rounds of Crazy Moose to reinforce syllable types. To conclude, Cade read a decodable text from Flyleaf Publishing, Marvin's Trip to Mars.

Today we focused on France and compared it with what we learned yesterday. We looked up the population of France and the area of the country. We divided to find that France has a population density of 319 people/mi^2. We also confirmed the currency in France is the Euro. PJ and I discussed that the 1.0832 USD = 1 Euro. We discussed if he found a souvenir for 75 Euros, how would he determine how many USD he would need. PJ multiplied 75*1.0832 to see that he would need $81.24 to buy an item worth 75 Euros. We also discussed if he had $100 to spend, that would convert to about 92 Euros.

Today Aiden and I discussed the concept of volume as the idea of how much space a 3D figure can hold on the inside. We started by considering an aquarium with a trapezoidal base. Aiden and I had not discussed a trapezoid yet, so this gave us the opportunity to discuss it's properties and derive the formula for area. With visual support, I showed Aiden how if we cut off the trapezoid at one end, and added it to the other side, the figure would form a rectangle. We used the area formula for rectangle to the derive the trapezoid area formula. Then we took it back to the Aquarium and considered that in order to find the volume, we would need to multiply the area of the base times the height. We completed that problem, then I related what we did to all prisms. If we know the area of the base, then the volume can be found by multiplying the area of the base times the height. I showed him how this would be true for cylinders, cubes, and I even showed him a heart shaped box. We will practice more with this on Monday.

Instead of having a traditional math class, today we worked on puzzles, riddles, and logic. I showed Ben pictures of multiple squares and asked him to count how many he saw. He realized that multiple squares could be created beyond what is obvious. Next we considered riddles regarding age and probabilities. We also looked at photos that initially you see one way, but when you look at it again with a different perspective you can see something different.

Today I wanted to discuss with Andrew circles and how they are addressed in some SAT problems. We started by asking him what he already knows about circles, area and circumference. Then I introduced to him how it would work if circles were plotted on a coordinate plane. We talked about how to determine the center and the radius, and use that information to write an equation.