We played with hula hoops, played follow the leader, and worked on big movement exercises. We finished with an obstacle course and treasure hunt which she loved!

As a review of map and cardinal direction skills, Analise was prompted to design a map of her classroom. We created a map of the classroom, noting items of interest on the walls and reviewing cardinal directions as pertained to the class. The discussion lent itself to a review of the 7 continents and five oceans, and Analise enjoyed finding many on the wall map and then the globe. She mentioned her love of Cleveland, Ohio, and stated that "I was born there and have a lot of friends there." We used this opportunity to locate it on both the map and the globe. Other main topographical areas of interest were pointed out, such as Ohio's proximity to Lake Erie and some bordering states, such as Indiana and Michigan. Analise noted that she has been to Detroit Michigan before, and we identified it as bordering Ohio to the north. Analise concluded the session identifying the cardinal directions on her map of the classroom and labelling the main features on each of the walls.

Analise began the session by introducing me to a doll named Elyana. She spelled it for me twice. She commented that the doll looked like her, with long brown hair and that she had a brother and a sister. The doll was subsequently used as a tool by which to assess Analise's understanding of the story we read together; as she enjoys role playing, the doll served to act in the role of a student and she was prompted to ask the doll (her student) questions pertaining to the story in order to determine her ability to grasp the main concepts and details.

To consolidate prior learning gains and her ability to sequence or order events correctly, Analise was asked to recall the story of the Three Little Pigs. Analise animatedly recalled the story in the correct sequence. She was then asked to complete an activity requiring her to draw pictures of the events, with a beginning, a middle, and an end. Analise illustrated the booklet nicely and she appeared to enjoy adding details to the picture, such as the curlicue tail on the pig and a tail on the wolf with sharp teeth. In the first, or beginning section in the booklet, Analise drew the three pigs and captioned it Three Little Pigs. She did not require any help with the spelling. The middle section depicted a wolf as he "huffed and puffed and blew the house down" (the rhyming nature of the words was pointed out, along with the double consonant spelling); and the third, or ending part of the story showed the wolf alongside a brick house that he couldn't blow down. In this section, discussion focused on the contraction couldn't, in which Analise needed some help putting the apostrophe. However, she knew that the word stood for could not, and repeated the word 'contraction' when it was mentioned to her and was later able to point out the contraction in the caption. Analise was able to sound out and spell most of the words in the captions correctly by herself. She was deliberate and reflective in her effort to do so and was not easily frustrated if she encountered a more challenging word. When the assignment was complete, Analise colored it in and was excited to see I had written 'fantastic' on her paper, commenting that it was her favorite word. She was able to spell it correctly without referencing the paper. She then proudly displayed her artwork on the doorway of the classroom.

The latter part of the session focused on reviewing the main parts of the book, "Charlie the Ranch Dog" - a beginning reader book. Analise was asked to act out some of the words and parts of the story, which included words such as 'huff' and 'puff' from "The Three Little Pigs." We reviewed vocabulary words, the main idea, and Analise was asked to add one or two supporting details to the story. She answered comprehension questions appropriately and was able to state the presenting problem in the story, as well as how it was resolved. Finally, Analise demonstrated that she was able to correctly identify beginning sounds that were common to both stories, as well as rhyming words and vowel sounds, such as a double vowel (oo/ee). She trotted off stating that she was looking forward to eating her turkey sandwich, without tomatoes, for lunch.

Today Analise and I made Chocolate, Chocolate Chip ice cream in the play and freeze ball. The ball has two openings one on the top and the other on the bottom. On one side, we filled the ball with ice all the way to the top and added ½ cup of rock salt and closed the lid tightly. Then on the other side, we filled the ball with 2 cups of cream, 1 & ½ teaspoons of vanilla, 1/3 cup plus 2 tablespoons of sugar and ½ cup of chocolate chips. We then started playing with the ball. We talked about why we added salt to the ice. We learned that it causes a temperature drop that slows the melting rate and increases the freezing rate. After 15 minutes of playing with the ball we got to try Analise's delicious ice cream.

Today we finished the "Sleepy Little Yoga" book and did all the poses. We also used poster board pictures of poses and practiced them: mountain (volcano), Half moon (new) 3 variations, down dog, Warrior 2, (new) and Tree pose. Analise requested that we do our yoga to music, which we did. I also brought in a baby doll I use for Itsy Bitsy Yoga classes. I showed Analise some of the movements we do with the babies to help their digestion. During the last part of class, we went outdoors to the gardens and walked through the yoga studio in the back of the school. Analise had a snack of an apple while sitting in the gardens. The last 5 minutes Analise used the balls and hoops indoors.

We started the session by reading a Level 8/H book entitled, "Splat the Cat - Good Night Good Sleep" - focusing on words that end in the 'ight' sound. Analise undertook the activity with enthusiasm and was eager to read aloud. She was able to correctly sound out the words and did not give up easily if she encountered a word that was unfamiliar or a bit challenging after initially attempting to sound it out. Analise demonstrated excellent comprehension and adding subjective commentary about her character preferences, "I like Splat the most because the pictures of the other characters will give me nightmares," she exclaimed with a laugh. Plus, she added that she likes black cats a lot because "my friend has one, but it doesn't do anything!" Analise paid excellent attention to detail, noting the tiny little animals the author, Rob Scotton, inserted unobtrusively in the corners of each page. She was particularly engaged by the nose on the mouse character and frequently pointed it out in succeeding pages. By the end of the story, Analise was independently pointing out the words ending in 'ight' - and noted that many rhymed in the story. She was able to self-correct herself after initially reading the word 'drooped' as 'dropped,' and recognizing the double long hard vowel sound in the middle of the word. Analise's reading comprehension was assessed through query - by asking her to identify the main problem in the story and to sequence events. Analise correctly summarized the main idea, recalled specific details, and correctly identified the story as fiction because "cats can't talk!" The session concluded with Analise identifying objects in the room, their purpose, and accurately described today's weather as windy. Furthermore, Analise was able to identify the month and season correctly and recalled that the story she had read took place at night, citing details to substantiate her facts. We ended the session by recapping the most important details of the story. Analise correctly described the relationship between the characters Spike and Plank, "they did not get along," and she wrote two sentences summing up the main idea. Overall, Analise demonstrated an excellent capacity to sound out words, articulated clearly when reading aloud, and displayed good visual discrimination skills, as she correctly identified the words ending in 'ight'. Analise additionally demonstrated good comprehension skills, attention to detail, recall skills, sequencing abilities and a good frustration tolerance. At the conclusion of the session, Analise guided me to the classroom where her sisters were wrapping up their session. In sum, we enjoyed a positive session, with clear and substantial objectives and outcomes achieved.

We discussed the term "metamorphosis" and watched a video showing the life cycle of a ladybug. Then we printed pages to color showing the steps. Analise colored the pictures...she will put them in the correct order.

Analise's teacher sent an end of unit math test for Analise to complete. Then Analise completed handouts...fill in hundred's chart and circle two numbers that equal 10...numbers may be beside, above, below or diagonal.

Analise and I went over the routiine of practicing the sounds of the alphabet, months of the year, and days of the week.

The session evolved into creating a map of Florida (out of play dough on a paper). We discovered the beauties of the State, Analise also shared her "likes" about Florida and manifested them on the map.

Analise also practiced with prepared material on identifying the appropriate pronounciation of given words. She used the words in specific sentences.

Analise completed a full review of yesterday's lesson: map (flat)...globe (round)..find America (United States of America) on both...locate Missouri and Florida on a map of America...finding north,south, east, and west on a map...locating the North Pole and the South Pole on a globe...locating land and water. Analise worked on a cut and paste activity, labeling "water," "land," and "globe." She then worked on an activity involving "Reading a Map." She had to use the map key to find specific places. on the map