Making 2 classic French desserts from scratch.

2-1 Slope-Intercept Form – We reviewed the slope-intercept form of the line to sketch each line on a graph. First we labeled the steps to do this in our math notebook. Step 1 is to identify the y-intercept in the equation y = mx + b and plot (0, b). Step 2 is to plot the slope m as (vertical change)/ (horizontal change) the second point. Step 3 is to draw a line through the points. Then we practiced finding the slope of a line using 2 given points
Assignment: Complete the assigned problems for homework.

Construct and make crepes and orange caramel sauce from scratch.

Lesson puts together two combo elements in a finished dish.

We ran a simple program where we prompted for input and printed the output.

First, we discussed the definition of a fable, then we read "The Boy Who Cried Wolf." We paused as we read to make predictions and ask questions. On the board, I drew a graphic organizer, and we brainstormed the problem, the steps to the solution, and the solution. Remington showed good comprehension and inference skills. We reviewed the prefixes from yesterday (un, dis), and I introduced the suffix -ful. We read an example sentence from the text, "The villagers did not find a harmful wolf." We discussed how the suffix -ful means "full of" and, therefore, harmful means "full of harm." We brainstormed other words with the suffix (beautiful, wonderful). I put several sentences on the board for Remington to edit, adding capitalization and punctuation (The shepherd boy was bored. He screamed wolf! The villagers ran up the hill.). To conclude, we co-read several chapters of "Captain Underpants." Remington was pleased to realize that he could read many words on each page.

Mia wrote her ABC's-upper and lower case. She completed activities using the at and an family. She worked on an activity using positional words.

I began with phonological awareness (Kilpatrick, D2#3), followed by alphabet sequencing. I conducted visual, auditory, and blending drills. Remington syllabicated and read three unfamiliar VCCV words on the board. For regular spelling (and review), I dictated: quit, quiz, quip. I dictated the following irregular word: the. I put a sentence on the board for Remington to edit: The man did not quit. The bell rang, and we transitioned to language arts (please see next summary).

Teddy reviewed his new spelling words and wrote them in ABC order. He read his high frequency words from last week and practiced his new words for this week: school, what, does not, up, down, out, very. He learned how sentences have a proper word order. He completed an activity recognizing which sentences are real and which are not complete. He worked on several word family activities using the endings: at, ap, an, ig. He read his two stories for this week, "Six Kids," and "Go, Pip!"

We read the financial literacy book,