Math – Jonathan practiced applying analog and digital times. He is able to determine where the minute hand should be depending on the position of the hour hand. Then he completed 15 minutes of I ready practice that is preparing him for double-digit addition and subtraction.
Science – Jonathan learned that when we talk about the sky we are talking about Earth’s atmosphere which includes the air we breathe, our weather, and the things we use to move through the sky up to 6 miles above the ground. He learned that the closest layer in Earth’s atmosphere is where weather occurs and the next layer is where planes and weather balloons fly. Above this layer meteors burn up in the atmosphere protecting the Earth and above that the space shuttle orbits the Earth. The last layer is where satellites orbit.

Religion: Wrote 2 things "I am grateful for..." in journal. Today is the beginning of Lent. Printed Lent foldable. Fold up the bottom of the "Pray, Fast, Give" side along the dotted line. Staple two staples on each side and two staples in between the three pockets. Cut out the "Pray, Fast, Give" suggestions. Add the selected strips to the correct pockets. Hung up the Pray, Fast, Give printable on the bulletin board to have Jonathan select the prayer and sacrifice he will offer each day.

ILA: Continued using the learning skill of repetition and alliteration while reading the story Jungle Parade on pages 232 - 233 in textbook. Answered the questions on pages 233 and 235.
For Grammar, discussed verb tenses. Found the past, present, and future tense verbs in the passage on page 61 of Grammar book. Went on iReady for 15 minutes.

Jonathan spent 15 minutes doing I-Ready with teacher supervision.
We then did a lesson on the shape of physical objects in which we built a bridge from paper.

Religion: Write in journal 2 things that "I am grateful for..." Per teacher lesson plans: review page 85 - We praise and thank God in many ways during the year.

ILA: Razkids for 15 minutes. Read and complete the repetition and alliteration activities on pages 228-231, and 234 for the story "Crow's Sing a Song".

SS: Per teacher lesson plans, review handout on the World Regions. Discussed the vocabulary terms and prime meridian. Searched some of the regions listed in the handout on the computer to see where they were located in the world.

After catching up a bit, we went through an original powerpoint presentation that I created with my own photos and those of international colleagues who have contributed rare photo IP to iFrogs for educational purposes.
IN addition to playing the 'find the hidden animal game,' Jonathan initiated excellent idea to go onto his iPad and then we worked on Google Earth to orientate ourselves and see the places where the photos came from, including looking at views taken by Google Earth users. I really think that Jonathan could be guided to become an integral part of the Google Earth team, or at least should keep his eye on National Geographic opportunities and Geographic Bee contests (one day at NGS HQ in DC I co-hosted a cohort of young explorers who won such a contest, aged ~8-17 at a temporary frogs exhibit, and I have published in the Nat Geo Kids magazine about frogs). I still have Google Earth Pro features I am keen to teach him (although he might already have that on your MacBook at home?).
So we explored animals mainly from Madagascar, Borneo and the ocean. Camouflaged taxa included insects, spiders, frogs, lizards, snakes, mammals, and fish such as seahorses. He already knew about seahorse reproductive biology. I was amazed at the speed at which Jonathan found all of the hidden animals, and even more impressed at his will to dig deeper and look into maps.
Finally, he shared a life goal: to photograph every snake that exists on Earth!
Perfect... so I left him eagerly exploring my friend and colleague Joel Satore's Photo Ark (embedded within National Geographic my parent company)- Joel has so far documented in HD some 11,000 different animal species with an emphasis on those threatened with extinction and one of his photos is in a NGS article about my research that we have not read yet. I left Jonathan with the Photo Ark links so that he could explore in more detail and this could hopefully keep him self-engaged for many hours of high quality education guided by his own curiosity. It was an honor to be able to share these resources with such a curious and capable student. He could make a huge difference in the field of wildlife conservation with his skills and passion for animals.

During Jonathan's session, he completed workbook pages, 283-286 telling and writing time. We then took pictures of the completed pages and submitted it on google classroom. We ended our session with watching a science video, Generation Genius- reviewing the four seasons.

I gave Jonathan his sculpture so that he could complete touch ups. As the sculpture was drying we created a base for his sculpture to stand on and then placed it in the oven to bake.

During the initial session with Jonathan, articulation was assessed to see which sounds we needed to focus on in therapy. Jonathan presents with a moderate lisp affecting his /s/ and some /s/ blends. He has self awareness of that sound sometimes being challenging and he said he is trying to make it better. With his love of snakes(he showed a recent picture with a snake) and animals, we used the analogy of keeping his snake"tongue" behind the cage "teeth" to produce a smooth strong /s/ sound. We also reviewed that a strong skinny stream of air needs to move forward, not escape out the side of the mouth. That is what contributes to a noisy /s/ sound. He was a star student and demonstrated understanding and immediate improvement when he produced the /s/ sound with correct positioning, using a mirror, visual and verbal cues.

Light dynamic stretch, followed by a light dynamic warm-up... Jonathan and I continued in our friendly competitive games of Battleship.

Opened with a light dynamic stretch to loosen muscles followed by a light dynamic warmup to get the blood flowing. Jonathan and I continued our games of 500. The objective of the game is to throw the ball into a small basket from various different locations, each location varies in difficulty and has different point values.