Read Camus on suicide-discuss some terms and phylosophy

MAP testing

MAP testing

Libby reviewed and practiced reading and spelling her new spelling words. She wrote complete sentences for the 1st four spelling words. She completed several activities pertaining to the (an) word family. She worked on reading and using this week's high frequency words. She participated in explaining her interactive calendar. She read her short a words.

Kaitlin read and discussed the Wordly Wise words from Book 10 Lesson 4. She read and discussed the story "A Most Valuable Person." She answered written comprehension questions pertaining to the story. She wrote down the definitions for this week's words in her notebook.

We learned some techniques to better understand what we read. We practiced active reading, note-taking, questioning, and using context clues.

We were going to start Conflict and Connection, but Dr. Mary said that Cam was to take his test that he missed this morning during this class time period. Conflict and Connection can be covered next class meeting.

Today's reading passage was non-fiction, "A Prairie Guard Dog." I read the passage, pausing to ask questions, make predictions, or explain unfamiliar vocabulary. We found a ruler and a three-pound weight from the PE supplies to approximate a prairie dog's height and weight. I drew a graphic organizer on the board, and Remington helped to fill in the main idea and three key details from the text. I taught the suffix -ly as a new concept, meaning "in a certain way." For example, the prairie dog chirped loudly to warn his family. We brainstormed other words with -ly (angrily, happily, etc.) I put several sentences on the board for Remington to edit, with capitalizing proper nouns (names) as a new concept. To conclude, we co-read several chapters of Dog Man by Dav Pilkey.

First, Remington syllabicated and read five VCCV words on the board (Angling for Words, p. 16). We sequenced the alphabet and identified the vowels. I conducted a one-minute phonological awareness exercise (Kilpatrick, D2#4) followed by visual, auditory, and blending drills. I reviewed the digraph qu and taught ph and tch as new concepts.

After a brief review of triangles we will begin a study of quadrilaterals. The relationship between triangels and quadrilaterals will enable us to connect many concepts that have already been learned. We will define the term quadrilateral and identify specific types. The first type will be a trapezoid and the second type will be a parallelogram.