- Nicholas read The Fish Wish, Dot and Mit, and Mat.
- We read Big Dog and Little Dog Going for a Walk Together.
- I read Go, Dog, Go and A Fish Out of Water to Nicholas.
- Nicholas read at, it, an, and op words.

- I read Golden Retrievers, Look for the Lorax, and Lola Goes to Work to Nicholas.
- We read Big Dog, Little Dog together.
- We practiced spelling words.

- I read See Otto to Nicholas...
- I read Amelia Bedelia Helps Out...
- I read Hugs and Kisses for the Grouchy Ladybug, then Nicholas read it...
- Nicholas read At Lunch...
- I read Flap Your Wings...

Nicholas was tasked with matching simple aural rhythm patterns, following my lead. He enjoyed this very much and asked to play a song he said he had written for the piano, singing along with it as he improvised. We then used a variety of percussion instruments to continue playing rhythms that varied in tempo and beat. Nicholas has a good ear for music and enjoys singing and creating his own songs and melodies; we even made up a song involving his name and my name in the melody. This activity helps sharpen listening and auditory discrimination skills. Nicholas demonstrated a good ability to respond to specific, teacher-selected musical characteristics in songs and instrumental pieces (Florida State Standard MU.1.C.1.1). He also appropriately and accurately responded to music from various sound sources, showing good awareness of differences in musical ideas (Florida State Standard MU.1.C.1.2). It was a fun lesson! Nicholas ended the day marveling at my demonstration of static electricity (showing him how to stick inflated balloons on a wall). He also derived satisfaction demonstrating it to his mother and staff members while hypothesizing why it seemingly only worked only with elongated balloons and not round ones. He will think about it over the weekend!

- We read Can I Play Too? together.
- I read Big Dog Little Dog to Nicholas.
- We played the word matching game.

Nicholas completed 2 pages of his math homework out of his Go Math workbook. He feels confident in the subject area and readily agreed to work on the problems and required minimal assistance. Nicholas demonstrated a sound understanding that the two digits of a two-digit number represent amounts of tens and ones (Florida State Standard MAFS.1.NBT.2.2). He understands that he must count by tens and that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Nicholas is also gaining practice decomposing two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones) and has been comparing two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Nicholas easily computed the sum when presented with a model showing tens and ones, bubbling in his answer with accuracy and certainty. We next moved onto practicing his eight spelling words as today was the last day to review before the test. Nicholas was tasked with spelling the words orally as well as writing them down on paper, simulating an actual test. He made a lot of performance gains after repeated trials and being taught strategies to help him remember the correct spelling of words. He had a bit of difficulty remembering to include vowels in between consonents and spelling some beginning and ending consonent blends; however, Nicholas got 7 out of 8 correct, or 88%, by the end of today's session. For his hard work, effort and tenacity, Nicholas was allowed to choose and blow up balloon, which gave him great pleasure and amusement till his mom took him home at the end of the day.

- We practiced Nicholas' spelling words.
- I read Meet the Dogs of Bedlam Farm to Nicholas.
- We watched videos of Bedlam Farm.
- Nicholas read Dot and Mit and Mag.
- I read Time to Pee and Time to Say, "Please!" to Nicholas.

- Nicholas practiced his spelling words.
- Nicholas read Jig and Mag.
- I read Spot Goes to the Beach, Spot's Baby Sister, and Flap Your Wings.

Nicholas felt well and was in good spirits today following a brief illness; he did not come to school on Friday. We began today's session working on Nicholas's math homework - pages 155 and 156 from his Go Now math workbook. Nicholas has made gains in both his confidence and competence levels working on math problems. He insisted on doing the problems all by hiimself and only having me check it after he was done. He only needed a bit of help with 2 problems. One asked him to determine which number(s) were less than and greater than numbers specified. He also requested some help with the word problem as he was unsure how to read it and whether it required him to add or subtract. Once told, he obtained the right answer independently. We moved onto spelling next. We worked on 8 words and Nicholas was given strategies to remember how to spell them; words beginning with consonant blends (when then who) gave him a bit of trouble. Nicholas was also asked to write the words on a piece of paper as well on a whiteboard in order to reinforce and consolidate his learning.

We worked on addition and subtraction today, within 20, including a word problem, addressing Common Core standard CC.1.OA.6. Nicholas had forgotten his worksheet but I made a copy from his Go Math workbook. He had difficulty with a few subtraction problems with addends over 10, but we discussed and practiced strategies to help him solve them. He also only wrote 7 out of 8 spelling words in his agenda. I emailed his teacher requesting the word list, but his mom subsequently told me that he had it in another folder. He appears to be coming down with a cold; he was sneezing, complained of a sore throat, and vacillated between extreme bouts of energy, to appearing completely fatigued. We began reviewing the 7 words he had written down, but they are more challenging this week, with some consonant blends which gave him difficulty (e.g., than). We had gotten through all his homework but he should continue studying his words another day when he is feeling better and is better able to concentrate and make a greater effort. Nicholas's mom and dad expressed their satisfaction with the progress he's been making, and Jenn gave me a high five for the 100% he obtained on his spelling test and for which we studied diligently last week.