Today's session was a follow-up to yesterday’s hands-on activity in which Analise used food coloring, an eye dropper, and coffee filters to create a map of the world. Annalise's task was to glue the coffee filter(s) onto on a piece of blue construction paper and design it so that it showcased the land masses and oceans. She was given materials with which to embellish the picture and to communicate about spatial relationships in efforts to facilitate her understanding of a concept of a model to something real. We discussed that the views of the land and water she was seeing were getting smaller when we see them from farther away to facilitate her understanding of spatial relationships. Analise was encouraged to imagine looking down at the ground from a rocket or shuttle going straight up in space. At different points, she was asked to describe what she thought she would see – and encouraged to think about the land masses, continents, and oceans. Analise was also shown a google map of the world and asked to compare a picture of Earth and a globe. After being shown the picture of Earth from space, she was asked to describe the shape (a ball), and talk about how the details on this image looked similar to what she saw on the map before. Analise was able to recognize and identify the shapes of the continents and oceans. She was shown a picture of the globe, reminded that globes are miniature models of Earth and encouraged to think about the similarities and differences between globes and the Earth. As a concluding activity to this session, Analise glued her coffee filters onto the paper and then embellished it with star stickers she had available in her classroom. She thought the finished product was very pretty and looked like the world. She asked to hang it on her classroom wall after the glue had dried.

Analise worked on identifying the subject of a sentence and use of the irregular past tense. (i.e.; the birds sing in the daytime or the birds sang in the daytime). She got 13 out of 15 correct, when queried. Analise then completed questions in which she had to chose the correct verb from multiple choice options and also gained some preliminary practice in identifying it as present or future. Next, Analise was asked to look at pictures on worksheets and to select the preposition that best matched the picture. She performed this activity with enthusiasm, ease, and accuracy. Analise then chose a Cinderella story from the bookcase outside Ms. Judie’s office which we read together. It was a long story with a few unfamiliar words to challenge Analise. She remained undeterred as she was very interested to find out what would happen and even tried to peek ahead at the pages; however, Analise was instead encouraged to make predictions. Even though she knew the general premise of the story, it had a few twists and turns that appeared to intrigue her, and she was eager to see if her predictions were correct. They were! Analise was able to answer specific questions about the characters and demonstrated good memory and recall of the sequence of events, when queried. She was encouraged to use descriptive adjectives to describe such characters and objects as Cinderella, her ugly stepsisters, her ball gown, the prince, and the chariot. Analise was asked what certain vocabulary words meant and showed a good ability to use contextual cues to identify the meaning of some of the more unfamiliar words. Finally, she was asked to identify any contractions and compound words she came across in the story. Analise enjoyed the story and commented that it was one of the longest she read. She was permitted to use the large activity ball for the remaining 3 - 5 minutes before lunch was served.

Analise made a beautiful jellyfish today. She used blues and purples to paint the outsides of two paper bowls. The same colors of glitter were sprinkled on the paint before it dried. Then, Analise embellished with purple and blue sequins. Once dried I hot glued ribbons, bubble wrap strips, and silver tubes onto the sides of one bowl before gluing the second bowl on top. It is hanging from the ceiling and looks very pretty.

Complete handouts - color fact patterns for zero, ones, doubles, and sums of ten, complete fact triangles by putting in a number like 14, then two other numbers whose sum is 14, for example, 5+9=14, 9+5=14, 14-9=5 and 14-5=9, and lastly, Analise had two timed tests, addition and subtraction...should be able to complete at least 10 problems each in 5 minutes. She did very well - completed both addition and subtraction in half the time (using time line).

We began the session by reviewing the ordinal directions and map skills learned in prior sessions. Analise was introduced to a compass rose and we reviewed its purpose and function; a compass rose is a map symbol that shows directions. Analise then worked on an activity in her “Map Skills for Today” Scholastic reader workbook. She completed questions asking her to refer to a chart and fill in the blanks using the information provided to indicate what direction various places lay in relation to one another. Analise did well on this but answered two questions hastily and needed reminders to look at the places again to answer correctly. We then moved into the kitchen for a hands-on activity involving a variety of materials, including, paper cups, green and blue food coloring, an eye/ear dropper, and coffee filters to represent the world. Analise followed multi-step directives to arrange and lay out the materials with which we would make a map of the world. She enjoyed adding the food coloring in the water, and dripping it onto the coffee filters. We then laid it all out to dry – and Analise was able to explain to Ms.. Judie and her visitors what it was she was making. We then placed it in an area allowing it to dry and will paste it onto blue construction paper tomorrow and label it “The World” - with the blue areas representing the oceans and the green – land masses/continents.

We began today’s Language Arts section by working in the Mack workbook. Analise read two stories aloud – “Staying In”, and “A Game with Rabbit” on page 48 and 50 in the workbook, respectively. Analise was then required to sound out and then spell the beginning sounds and to identify and write blends. We then reviewed contractions and Analise had to write the contraction for the words provided. She knows how to read the words and what the contractions are, but she needed help with two to remember to spell them correctly and to place the apostrophe in the right place. Analise next completed a sequencing activity by correctly ordering a series of three pictures in the sequence that made the most sense. After reading “A Game with Rabbit’, Analise completed additional exercises listening to the beginning sounds of words and then writing them down. She took care and was deliberate in doing so. She then listened to vowel sounds and wrote down the letters that completed the pictures named in the examples given. She also answered 4 comprehension questions pertaining to the story. Analise had no difficulty answering all correctly. Analise read a Curious George story to me and was able to sound out most of the words independently. We concluded the remaining 10 minutes of the session by adding glue and glitter to her body drawing as she was wearing silver sneakers the day she was traced. Analise helped me rehang the drawing in order for it to dry, and Analise noted that two hearts on her shirt had fallen off, so she re-applied them before heading off to the kitchen for lunch.

Analise read a reading passage and answered basic comprehension questions. She completed a graphic organizer by identifying the characters, problem, and solution. She completed a mini writing describing her pets at home. Analise edited her writing by fixing capitalization. Analise previewed the read aloud, "Pout Pout Fish" and made mutliple predictions. Analise sequenced the story after we read it together. She focused on complete sentences and she illustrated each main part of the story. Analise identified coins and the amount each coin was worth. Analise counted the amount of cents on each coin. Then we played a memory match game to pair the coins with the correct amount of money.

Watch video/discuss the tree squirrel. What does it eat? What is its habitat and enemies? Analise was surprised that squirrels are technically in the rodent family and that they seldom eat all that they gather for winter, etc.

Complete handouts - color math patterns in the Fact Table, complete Fact Families using different numbers such as, 20, 12, 8 and show that 12+8=20, 8+12=20, 20-12=8, and 20-8=12, then do timed exercises in addition and subtraction (needs to complete at least 10 problems in five minutes).

We played follow the leader around the park using big movements and coordination. We also made up a short obstacle course. We ended our time with chalk art.