Teddy was tasked with a social studies assignment. He participated in two guided reading passages about Easter and answered questions about the passages. His performance significantly improved when answering questions on the second passage - indicating a good responsiveness to reading strategies and techniques.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk, put together her daily sentence puzzle, worked on her phonics activities, put together her giant dinosaur puzzles, and had Storytime.

Alexandra completed her interactive calendar, read her sight words, put together her daily sentence puzzle, finished her calendar talk, practiced her handwriting, worked on her phonics activities, made a bunny box, and had Storytime.

Alexandra completed her interactive calendar, read her sight words, worked on her
handwriting activity, put together her daily sentence puzzle, recognized and wrote high-frequency words and read a take home book, finished her calendar talk activity, used her problem-solving skills to assemble a giant floor puzzle, and had Storytime.

Alexandra participated in a guided reading exercise about her favorite subjects - dinosaurs. She was engaged in a hands-on activity which strengthened her fine motor, bi-manual skills and fine-finger dexterity as she applied glitter gems onto dinosaur sticker pictures. Alexandra worked industriously and identified all the dinosaurs correctly. She also worked on assembling a 36 piece dinosaur floor puzzle and demonstrated a good strategy for figuring out how to configure the pieces.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk, worked on her phonics activities, put together her daily sentence puzzle, practiced her handwriting, put together a world map, and had Storytime.

Alexandra completed her interactive calendar, read her sight words, put together her daily sentence puzzle, finished her calendar talk activity, worked on her phonics activities, read and discussed her Scholastic News Magazine, watched a hummingbird video, and had Storytime.

Teddy was given a sensori-motor exercise to help facilitate his ability to differentiate between the letters 'b,' 'd,' and 'p.' Using clay, Teddy manipulated the clay to recreate the letters requested. I asked him to make an upper case D for starters after giving him the stem of the letter. Teddy did well using this technique to help him build muscle memory in letter identification. We then progressed to lower case letter identification. Our roles were subsequently switched and Teddy had to identify the letters I created using clay. This was a beneficial strategy for Teddy and was a fun and productive way to help him improve his letter recognition skills.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk activity, put together her daily sentence puzzle, learned about the states of matter, and did an experiment using vinegar and baking soda to make a gas that would blow up a balloon. She had Storytime.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk, practiced her handwriting techniques, put together her daily sentence puzzle, explored and discussed her Scholastic News Magazine, and had Storytime.