This morning we began with spelling practice for list 26 (words with un- and re-). Morgan wrote her spelling and vocabulary words on the wipe board. Some of these words are tricky for her and required some extra practice. In her spelling text, Morgan completed a proofreading activity in which she found three incorrectly spelled words and an incorrect pronoun. We were reminded of the proper use of them (two or more things) and it (refers to one thing). Next, we followed up on her journal writing from yesterday. We discussed sentence structure, grammar, and spelling components. Morgan added an illustration to accompany the story. In literature today, we continued shared reading and discussion of the novel, The Trumpet of the Swan. We read chapter 3 and then Morgan completed a comprehension check of 5 questions. We worked through the short answer response together with a focus on plural nouns. Morgan added the target vocabulary terms with their definitions (idyllic, remote, preening, and onerous) for this chapter to her journal. Additionally, in our reading, we discussed the meanings of jutted, intently, peered, and proportions. We also read and discussed chapter 4. We again added the target vocabulary to her project journal (poetical and vigilant). We also discussed the meanings of aloft, vain, and the phrase, “perhaps we’ll get a good hatch”. Next, we completed a Venn Diagram together to compare and contrast the mother swan and the cob as this chapter provided a lot of detail about them. We also performed a comprehension check in which Morgan correctly answered three questions about our reading. One of the questions required Morgan to recall four of the things the cob had warned the cygnets to look out for in their environment. We reviewed her six Latin vocabulary words by writing each word and its definition twice in her Latin workbook. We also searched for the matching Latin words on the flashcards when given the English word. We reviewed singular and plural as needed for the practice of the verb forms of “to be”. Additionally, we discussed the meaning of this verb form and that it reflects how we are, not how we act. We read through example sentences in English.

Morgan's Lindamood-Bell lesson began with her visualizing the number line and counting backwards by 5's and 10's along with jumping forwards or backwards to the nearest 10 from a given number. Then, they played a game using multiplication flashcards with Morgan determining whose flashcard had a higher product. Next, they moved on to Morgan's sight word box along with her reading 1-3 mixed syllable words. Finally, she read her Anne of Green Gables book discussing the context of her readings after each paragraph.

This morning Morgan reviewed her spelling words by writing them in alphabetical order. We focused on how to organize herself for the list. Also, in her spelling text, she completed a fill in the blank puzzle to match meanings with spelling words. We then continued with an antonyms study in which she provided two antonyms for the words button, true, and safe (using un- as one of the two antonyms for each of words). In literature, we continued our study of The Trumpet of the Swan. We reviewed the target vocabulary for chapter 2 (cob, dignity, and vixen) which Morgan wrote in her project journal. Morgan then answered two comprehension check questions for this chapter as well as discussed, the vocabulary terms of swiftly, convenient, surroundings, and peninsula. We read how they were used in the book and then Morgan wrote and sketched what she thought they meant based on the context clues. We then used a student dictionary to look up the words and write the meanings. In Latin, we reviewed her six terms for this lesson. We used her flashcards and practiced them on the English side and the Latin side. We also went through which words were singular and plural with more discussion of the word “you” as it meets both. To end our session, Morgan began writing a journal entry about her fun afternoon yesterday. We will review for content, grammar, and spelling in our next session.

Baylie continued her study of the Civil War. She read several pages that presented the outcome of the conflict. After reading these passages Baylie reviewed previous material on this war. The Gettysburg Address was discussed.

Literature, we took turns reading chapter 2 of The Trumpet of the Swan. We focused on vocabulary words seldom, kits (baby foxes), peninsula, and uppermost. Morgan then wrote a paragraph to summarize what she read in her project journal. She did a nice job providing a condensed recap of spring arriving, the swans looking for a place to build their nest and building the nest. Morgan was then tasked with drawing a picture of the location of the nest, remembering two key details that we had discussed at length. She unfortunately did not recall that it was on an island just off of a peninsula and we reviewed as she corrected and finished her drawing.

Baylie made flash cards for her Science vocabulary words. Nuclear fission and fusion were discussed. For History, Baylie and the instructor read and discussed The Civil War. Concepts from the previous history lesson were reviewed. The focus of today's Latin lesson was on form building of adjectives and modifying nouns. Baylie completed a workbook page on this topic with ease. Upon completion of the written work, an oral review of the vocabulary words from Lesson XVIII was conducted.

This morning we began with spelling list 26. This list focuses on the prefixes re- and un-. Morgan chose 5 of each to use as her modified list for the week. We discussed the meanings of each word as she wrote them in her notebook. She chose remodel and undefeated as her two vocabulary words and looked them up in the text book glossary. We also used a student dictionary to look up the bonus word of the week, accelerate. In her spelling textbook, she looked at word forms in which she changed various other prefixes used on her base words. She also practiced using context clues to fill in the blanks using a spelling word bank. For grammar today, we looked at conjunctions. We discussed that they are used to join words or phrases. Morgan filled in the blank of 8 sentences with appropriate conjunctions such as while, because, yet, and or. She then read an initial phrase and used a conjunction from the word bank to then create her own rest of the sentence. Finally, in literature today, we began the novel, The Trumpet of the Swan by E.B. White. Morgan and I took turns reading chapter 1 and focused on vocabulary such as boggy, seldom, and westerly. We read about how 11-year-old Sam and his dad are in Canada on a camping trip. On a solo exploration, Sam finds swans swimming in the swamp and a nest! Morgan began a journal for this project. She wrote the three targeted vocabulary words and their definitions. These words are treacherous, loafing, and cygnet. Morgan then drew a picture of what she felt Sam would look like based on the information given by the author. She also correctly answered 5 of 5 comprehension check questions. After lunch, Morgan participated in an online Lindamood Bell session. She began with an imaginary number line in which she performed subtraction and various exercises to move along the number line. She practiced flashcards for addition, subtraction, and multiplication. Next, she practiced reading her targeted list of sight words. They wrapped up her session with Morgan reading Anne of Green Gables.

The Latin lesson today was on vocabulary. Baylie created flash cards for the vocabulary words from Lesson XVIII. She then practiced reading each word and giving the English language translation. For the History lesson, Baylie and the instructor read about the causes for the Civil War, including the Missouri Compromise. The vocabulary words and important terms were discussed.

Macy and I began with a look at PHONICS/READING as she completed pages in her workbook, "Letters and Sounds." Page 177: Mark vowels in given words as long or short.---Match a given picture to its name. Page 178: special sounds: sw tr br sl cl st sk sn---Write the word that completes the sentence. Page 179: Mark the vowels in given words as long or short./Read the words.---Choose a word from a given list and complete each sentence.---Choose a vowel to complete a word and read the word. MATH: Page 63: *adding 2 to a number/sums through 11 *Subtract from 10 or less. Pages 63A and 63B: *story problems *odd numbers *even numbers *time to the hour *spell the word for 1, 5, 9. *DOLCH WORD PRACTICE: Macy reviewed the words from February 5th-9th, February 12th-16th, and from February 26th-March 2nd. I then introduced the words for March 12th-16th.--- once open over put round Macy used each word in a sentence. WRITING: Macy and I looked up interesting facts about the bald eagle, our national bird. Macy used these facts as she wrote a story about the bald eagle. We then looked at a quarter and a dollar bill and located the bald eagle on each. Macy included a drawing of each with her story. BIBLE: The focus of the lesson was on Solomon. Macy learned that he was the son of King David; he was wise; he had a good heart and he loved G-d very much. He thought he was too young to be king. G-d asked him what he needed and Solomon just asked for guidance. G-d thought this was a most mature answer. G-d told Solomon he would make a great king. We watched a few short videos about Solomon. READING: Macy read a few selections from the book, "I Can Read Well--Book 1."

This morning, Macy joined Morgan and I in continuing our study of fairy tales. We read, Dear Peter Rabbit, by Alma Flor Ada. This fun story involved letter writing between the first pig of the three little pigs, Peter Rabbit, Goldilocks, Little Red Riding Hood, the Big Bad Wolf, and Baby Bear (of Goldilocks and the Three Bears). These characters are all intertwined and end up celebrating Goldilocks’ birthday together (except for the wolf!). Macy even helped with some of the reading! We made predictions, discussed the events and made connections to the original stories along the way.