We talked about how languages move from one place to another. We discussed how Spanish came to the new world and displaced the native languages. We watched a short video on the Aztecs and the conquest by Cortez.

Quinn and Anna completed their Mayflower/Pilgrims project. They both did a wonderful job!

Review solid figures, edges, flat surfaces, vertices.
Practice translation, reflection, and rotation. Work on the board and solving problems from worksheets.

We read and discussed more about the Pilgrims and their voyage on the Mayflower. Quinn and Anna started their Pilgrim/Mayflower collage project.

Reviewing finger position for guitar, playing in time,
Reviewing finger numbers for piano, playing new pieces

Quinn read independently on a just right leveled book on Raz Kids and took a comprehension quiz. Simultaneously, Anna and I worked on Wilson level 3.1. She read individual syllables and combined them together to make real words prior to rewriting them. We played Sparkle Spelling as a fun way to review her words for her test tomorrow. Reading her words from a list, we highlighted similar spelling patterns that make the same r controlled sound. /er/ /ir/ /ur/ /or/. She had fun and did great. :) The only word she had trouble with was -through.

While Anna read independently on Raz Kids, Quinn and I worked on Wilson level 1.5. He selected a letter to place in front of /an/ and /am/ to create real words. I notice he had difficulty with remembering the ending sound by the time he put the word together. He was often using /an/ and /am/ interchangeably, therefore not making real words at time. If I gave him a friendly reminder right before to be sure to remember which sounds he sees at the end, he was intentional about doing it. Without the reminder each time, they got mixed up. I noticed this later wile reading his spelling word list. He would pronounce the beginning sound in the word, and make an assumption about the rest, saying a completely different word than what was there. But, with the reminder before to be aware of the beginning, middle, and end sound, he read them nicely. We also played Sparkle Spelling and he seems ready! Quinn entered Reading Course I on River deep and completed word work while Anna and I worked on combining sentences with and, but, and or. She loved color coordinating the words and finding them in the sentences. She wrote sentences using these sentence combiners. I encouraged her to come up with a sentence of her own, and she seemed a little unsure of herself. We did one together where she just had to complete the blanks of my sentence and she felt much more confidant this way. :) She read sentences and determined the cause and effect relationship and whether to use so or because. (Mom's car broke SO she had to get a ride as opposed to Mom's car broke because she had to get a ride) Anna did a beautiful job of thinking critically to think what would make sense. Great job! Quinn worked super hard during our afternoon session.

design fundamentals. creating an art piece in the style of Andy Warhol

Complete three pages test, "matter".
Vocabulary included: gas, liquid, solid, mass, matter, property, temperature, volume. Physical and chemical changes.

Anna: Review C major scale and song Sledding. Introduce key signatures and the key of G major; introduce the G major scale. Quinn: Continue applying the two finger C chord and the G7 chord by playing the song Buffalo Gals.

Discuss the questions/chapter 9 review on page E26-27, thirteen problems. Reviewed vocabulary: gas, liquid, solid, mass, chemical and physical change, matter, property, volume, temperature. Activity: physical and chemical changes.