Substitute:Analise did science experiments along with her sisters.

Analise went on field trip to Butterfly World in Boca Raton today. She applied knowledge she learned about butterflies to seeing them up close and learned the reasons why the rules are so stringent because many of the butterflies are not indigenous to the area and would be invasive if released. Analise was fascinated by the different insects and butterflies she learned about and experienced firsthand, and she attentively listened as the guide explained the various stages of the butterfly's life cycle and actually got to see one as it emerged from its pupa. She also enjoyed having them - as well as the birds - alight on her and remained motionless as they did so - allowing for a perfect picture opportunity. Analise appeared to clearly enjoy the experience and said she will share her recollections and highlights of the day with her friends and family.

Annalise went on a field trip to Butterfly World today. She was able to actually see and apply the information she acquired from books and lessons by seeing the butterflies up close and personal. Annalise listened attentively during the trip and appeared to absorb the knowledge she was afforded in this experience experientially and incorporated it to her knowledge base. Analise appeared to enjoy the trip immensely and took me by the hand to point out various birds and insects she found interesting. She enjoyed the entire experience - bus ride, sitting with her friends, and taking in all the beautiful sights, colors, smells and facts/knowledge gleaned during this trip.

Today Analise experimented with magnets and created a frog pond.
She made a scientific guess on what objects would be magnetic and which ones would not, then recorded it and then she tested it out.
She also helped her sisters create a pond for a frog cycle and helped label all the objects at the pond as well as the eggs, tadpole, froglets and adult frog.

field trip to Butterfly World

Math - complete word problems, and complete handout solving double digit addition problems then find the mystery animal by using the code: each sum stands for a letter in the alphabet.
Science - complete handouts about plants, bugs, reptiles, and different animal habitats.

Analise read aloud from a book, showing improved articulation and fluency. She was responsive when asked to pay particular attention to the end marks, such as question and exclamation marks and to her articulation of words – which flowed from her mouth more easily and expressively. Analise was demonstrably happy when she received praise for her improved fluency and delivery of the content in accordance with the conventions of Standard English grammar and usage when writing or speaking. She was asked to summarize the story and able to point out similarities and differences between the main characters - in line with the Venn diagram model we learned a week or two ago. Analise was well able to recognize and use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; we hop), and to use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Finally, she was able to show her competency when using verbs to convey a sense of past, present, and future. We concluded the exercise by beginning the final exercises in her Mack workbook, but as her next teacher was ready for her, we concluded the session by asking Analise to point out the conventions of Standard English regarding capitalization, punctuation, commas, and spelling when writing sentences. Analise was happy to have finished her Mack workbook, and is looking forward to going to Butterfly World tomorrow, asking if she could sit alongside a friend. She was elated to learn that she could and skipped off happily to her next activity.

Math - complete timed addition/subtraction tests. Complete Fact Family triangles showing relationship between addition/subtraction. Play "Pitch Penny" game...we took turns flipping a penny and added the number(s) of times it landed on heads and tails to find the sum.
Science - Analise wanted to go to the library, so we went and looked at magazines/books to find different animals. She enjoyed this!

Analise began the session by working on her recall of important details and sequencing events that she had read about the life cycle of the frog. First, she viewed a clip about the 4 basic stages of the frog and, when queried, she demonstrated good comprehension and sequencing skills, recalling explicit details, such as: "the life cycle begins as an egg, then it becomes a tadpole. Its back legs grow first, and then it becomes a froglet, which has four legs. Last, it becomes a frog." Analise was so interested in the topic, that we viewed a related clip which segued easily from the review of the frog's life cycle. It featured a father and his two sons who enjoy exploring other insects they've encountered; it was entitled "Insects All Over." This second video showed the father and his sons lifting rocks in the Arizona desert, and exploring streams, discovering a variety of spiders, praying mantis, beetles, bull frogs, rattlesnakes and black widow spiders along the way. Analise showed a great deal of interest in the topic, and - when queried - she was able to recall the names of the amphibians, insects, and reptiles she viewed. Furthermore, Analise was able to recount two or more appropriately sequenced events and included relevant details - in their correct order, using temporal words to signal the event order and provide closure. Analise was able to recall that the black widow spider eats its mate and the young eat one another. She needed to be reminded that she could finish viewing the clip when it ended as lunch was being delivered and was to be served in just a few minutes. In sum, with guidance and support from this tutor, Analise was able to focus on the topic well, was attentive to details, responsive to questions, and she demonstrated competence in recalling significant details with which to support and strengthen her responses. Finally, her expressive and descriptive language vocabulary well matched the features that were showcased in the videos. As a final question to review and consolidate learning gains, Analise was asked to find the state of Arizona on the map and discuss some of the climate conditions of the state based on the videos she watched. She was able to do this well – and pointed it out with enthusiasm once located. This application also allowed Analise to practice some of the map and ordinal direction skills which were addressed in previous lessons and exercises – incorporating language arts and social studies in a fun and productive manner.

We played treasure hunt, follow the leader and ended our time with a dance party.