Morgan's Lindamood-Bell lesson began with her visualizing the number line and counting forwards and backwards by 2's and 3'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. Also, four addition or subtraction flashcards were shown. The answer was verbally given and Morgan determined the matching flashcard. Next, they moved on to Morgan's sight word box along with reading her Anne of Green Gables book. After each paragraph, Morgan paraphrased and discussed the context of her readings.
Yanuell completed his lesson on using partial products to multiply. Using his understanding of place value, he solved multi-digit multiplication mentally by estimating. Each place value digit was multiplied before adding the products. Yanuell also read and solved real world problems along with representing numbers in expanded form. Yanuell and I finished with a game of Yahtzee to reinforce his multi-digit addition skills, multiplication facts, and the concept of chance.
This morning Morgan started off with writing her words from spelling list 23 in alphabetical order. She also reviewed the vocabulary and wrote two sentences using her spelling word. We reviewed them for overall spelling and sentence structure. In her spelling textbook, she completed vocabulary building activities. The first involved matching a statement to the spelling word from the word bank. Next, she read four sentences which used the word study or tried. She had to look in the spelling dictionary in the back of the book to determine which of the definitions for that word applied to the way the word had been used in the sentence. Finally, in the text, Morgan proofread a pictured billboard to find the spelling error. She then wrote her own billboard. For grammar, Morgan completed a “Daily Fix-It” activity. This tasked her with correcting the grammar and punctuation on two sentences, choosing the correctly spelled word in a field of three, matching 4 synonyms, and practicing the sight word “because”. We also discussed declarative and interrogative sentences. Finally, we continued with Morgan’s fable writing. She wrote a second draft with revisions and edits as we went. Her first copy was missing quite a bit of punctuation, so we decided to clean it up with the punctuation first and then do revisions. We brainstormed options for using the word “said” with her written dialogue. We will work on a final copy to incorporate these changes in our next session.
The session began with a discussion of the periodic table of elements. Next Baylie and the instructor read and discussed the topic of matter. She was asked to observe a sunflower and write a detailed description of it. She also observed the changes in sugar cubes placed in a small amount of water. She observed an unlit candle, described it and then described the changes to it after it was lit. Baylie and the instructor read from the science text. She made flash cards of each of the vocabulary words.
This morning we began by practicing spelling list 23. Morgan wrote her words in her notebook and practiced the vocabulary as well. She wrote sentences using the vocabulary words. We worked on expanding the sentence for details. We read the sentences first to see if they made sense. Then, we went back and read each word to see if it was actually the word she wanted. We found errors like fins for fence and scent for skinned/scraped. As we begin to wrap up the fables project, Morgan finished illustrating the picture for her favorite fable. She chose King Lion and the Beetle. Morgan then began writing a fable of her own. We discussed the basic concept of the story, the moral, and the characters. She wrote a paragraph about an octopus and a dolphin and their fight over both wanting a new house for sale. We briefly talked about how to write dialogue and that she can use a narrator statement to capture the dialogue without writing excessive amounts. We began to read for editing and revising when our time ended.
For the history lesson Baylie and the instructor read and discussed the Mexican War. We also discussed Texas becoming a state as a result of this war.
For her Latin lesson today Baylie took a test. Baylie had to write vocabulary words, write case names and complete translations - writing Latin words to English and English words to Latin.
We learned to describe potential and kinetic energy. Potential energy is the energy of an object because of its position or condition. The energy an object has because of its motion is called kinetic energy. Then we built a roller coaster with a simulator that accumulates and dissipates potential and kinetic energy to safely bring the roller coaster to a complete stop at a designated place.
Yanuell and I played the card game Top Trumps together. Each card contained a list of numerical data about a predator, and the aim of the game was to compare these values to try to trump and win the opponent's card. We had to try and trump each other using weight, speed, stealth, risk of encounter, and killer rating as our comparable stats. From this game, Yanuell wanted to learn more about the praying mantis. We found videos online showing its ability to attack and eat different types of prey.
This morning we began with spelling list 23 in her spelling textbook. Morgan picked 10 words from the list and wrote them in her notebook. This lesson focuses on getting sounds in the correct order such as (friend, thought, again, tried, tired, and people). Morgan chose the two vocabulary words horrible and guard to learn as well. Her bonus word for the week is meander (to wander). Also, in her text, we looked at tongue twisters. Morgan had to choose the word from the bank that completed the sentence (and had the same starting letter as the first word in the sentence). For example: Five fish are free for Flora on ________ (Friday). Finally, in her spelling text, to build vocabulary, Morgan practiced finding synonyms from the word bank to match the target word in the sentence. For Literature, we continued reading the book Fables by Arnold Lobel. Morgan and I took turns reading 10 more short stories. As Morgan read, we worked on decoding and reading fluency. We discussed each story, inferred the moral of the fable, and Morgan answered a follow-up question in writing. In her writing, we looked at spelling, sentence structure, and grammar. We also discussed a lot of vocabulary from our reading today including words such as: profusely, adorned, envy, flattery, summoned, morsel, and forlornly. Morgan completed a journal entry about her weekend. She wrote several sentences and drew a matching illustration. We revised the story for spelling, grammar, and sentence structure. For grammar, Morgan completed a daily fix-it language activity. This tasked her with fixing punctuation and spelling in three sentences, completing sentences with an appropriate word, discussing the genre of fantasy, practicing the sight word “around”, interpreting statement vs. question, and putting words in alphabetical order.
The History lesson was about the Second Great Awakening. Baylie read from her history card and text on this event. She used a worksheet to show her comprehension of this historical aspect of American History. For her Latin lesson, Baylie reviewed the vocabulary words from lesson 16. She read each of the words in Latin and had to define them in English. She is doing a great job with these words. During Science today Baylie read about changing matter. She was asked to be a detective to work on her observation skills.
