- Nicholas practiced his spelling words.
- Nicholas read The Gum and The Lost Dog.
- I read a Stickaroo nature book to Nicholas while he did stickers.
- I read part of Turtles Hatching.

Nicholas asked to choose the activity in his enrichment class today and expressed great interest in building a contruction maze. After looking through some of the games available, Nicholas decided on constructing a deluxe marble race activity. He took great care in taking out all the materials needed to assemble the towering maze, organizing all the gears and connectors and presenting me with the instruction sheet to assist him. We worked out a system by which to collaborate on the project. Nicholas would hand me all the component parts needed as I instructed him on what parts and how many were needed to assemble the track. We were able to incorporate math skills (counting, adding), visual perceptual (configuration) skills, and problem solving while working on the project and enjoyed making predictions as to which marble, all of which Nicholas named (e.g.; yellow dragon, white snake) would make the most loops through the track or reach the bottom quickest. We then went outside and played a game of Tic Tac Toe, getting creative and utilizing sticks and stones to draw the 3X3 grid and mark our spots in the spaces. We finished up the session engaged in various scenarios of imaginative play.

- Nicholas read two Bob Books.
- I read Turtle Tracks,
- We read Let's Go for a Drive together.

Nicholas began the session finishing a card he made for his grandfather's birthday. Next, he worked on his math homework (page 199 in his Go Math Workbook). Nicholas had to analyze and compare data obtained from bar graphs. He was able to read them accurately and answer most questions satisfactorily; however, he found the subtraction sentences more challenging and added instead of subtracted. He also inverted the number 3 and the letter h; however, he was able to self-correct when these errors were pointed out. I then told him we would work on his list of spelling words and Nicholas insisted the words given by his teacher were wrong. I questioned him, but he insisted and asked me to ask/call his teacher. I emailed Mrs. Miner, his teacher, and she replied stating that the words on her newsletter were incorrect, but that Nicholas had been asked to write down the new list of words in his agenda and had been given a new list. He did not have either, stating that he forgot to write down the new words. I asked Mrs. Miner for the new words but she did not respond to me before the session concluded. I explained this to Nicholas's mother when she arrived to pick up Nicholas and they proceeded to the kitchen to celebrate the birthday of another student with whom he has become friends. We briefly reviewed telling time to the hour and the half hour, using a large analog clock, before Nicholas left to celebrate his friend's birthday.

- I read Timmy Turtle to Nicholas.
- We looked at video of turtles.
- Nicholas read Can I Play, Too with a friend.
- Nicholas made a birthday card for his Grandpa.

- Nicholas practiced his spelling words.
- Nicholas read Sun Sets.
- I read Little Bunny in Florida.
- We read I Like Slop, I Will Fly Today, and Can I Play, Too... together.

Nicholas began with his math homework, which I copied out of his Go Math workbook (p. 195). He is working on Common Core Standard CC1MD.4 - to represent and interpret data. This particular assignment tasked Nicholas with reading picture graphs. Nicholas did well interpreting the quantity of figures represented in the graph provided and got all the answers correct. He then wrote a number sentence to represent the problem numerically. Next, we looked at this week's spelling words. Nicholas is more challenged when asked to sound out and spell words, so we are continuing to work on developing his phonemic awareness. I find that Nicholas responds well when the words are put to a tune so he can sing the letters in his head. More frequent breaks also help minimize his frustration. We worked on five of the eight words on the list, but Nicholas required a lot of prompts to enable him to stay focused and continue to make an effort. I had him write the words as he was spelling them and also provided him with a model to facilitate his acquisition of skills. Nicholas reversed the 'b' and d' letters when writing the word ‘don't,’ but he appears to have successfully mastered the apostrophe before the letter t and I explained that the word is a contraction for do not, using visual techniques to better illustrate it for him. This week's spelling words are as follows: ‘over,’ ‘ride,’ ‘don't,’ ‘said,’ ‘that,’ ‘one,’ ‘with,’ and ‘five.’ We will work on the words: ‘said,’ ‘that,’ and ‘with,’ on Wednesday. Nicholas’s mother said she would try to review the 5 words we worked on today as well, in efforts to consolidate gains, when she arrived to pick him up.

Nicholas worked on a math worksheet in which he was to write down the time, shown in pictures, to the hour and the half hour, in sequential order. Nicholas satisfactorily competed this assignment. He then cut out the various times to the hour and the half hour and applied them in their correct place on his worksheet using a glue stick. Once this was done, we worked on the computer, using a program called ‘Splash Math’ for which I had signed up. Nicholas achieved a very high degree of success telling time to the hour, and half past the hour, and moving the hour and minute hands to the hour specified. He made a few mistakes when he hastily answered and confused the minute hand with the hour hand; however he was able to self-correct and was careful as he progressed on other exercises. There were no spelling words this week, as there is no school on Friday, information that Nicholas was happy about and quick to report!

- Nicholas read Mt., Dot and Mit, and Jig and Mag.
- I read Whales, The Whale's Song, Somewhere in the Ocean, and Commotion in the Ocean.
- We watched videos of whales and the sounds of the humpback whale.

Nicholas was excited to let me know that he had no homework assigned today. His agenda mentioned a time-telling math packet; however, I only found one that we had completed last week, and no new one in his book bag, so we worked on telling time to the hour and the half hour using an analog clock. Nicholas showed satisfactory recall and did well during the review. He has no spelling words this week as school is closed on Friday so we spent some time outdoors, using the kitchen clock with which to tell time. At one point near the end of the session, Nicholas slid down the playground slide and incurred a friction burn to his stomach. He did not complain about it for at least 5 minutes and continued to play, but once inside, he started complaining that it hurt a lot We reported it to Ms. Judie who helped Nicholas off with his shirt, hoping to alleviate some of the discomfort that may have been aggravated by the material rubbing against it. The incident was reported to Nicholas's dad when he arrived and he gave Nicholas a stuffed bunny from a gift basket which seemed to calm him down considerably.