I asked Jonathan if he needed any help with other science homework or lessons, and he said he was ready to return to reading the online blogs about my work in Madagascar. Since the photo blog (written by me and Island of Lemurs: Madagascar star Dr. Patricia Wright; https://blog.nationalgeographic.org/2015/12/23/when-endangered-lemurs-need-a-home-this-is-what-you-build/) was so easy to read, we decided to read together a related blog today. This blog, https://www.aam-us.org/2020/10/30/the-promise-of-virtual-education-programs-cross-cultural-exchange-school-museum-collaborations-and-steam-learning-and-lemurs/ , was written at high school reading level by a Museum-based educator in Maryland near where I grew up (Howard County, MD). We encountered several new words (e.g., facilitated) and only a few other words required any help for pronunciation and/or definition. Jonathan will repeat any word not read perfectly his first time after I repeat it-- and without prompting-- a very fast, eager learner.... For any word he paused on for more than a moment, we made sure he knew what the word meant too.

We talked about different types of rodents and primates, and Jonathan had a great awareness of the Great Apes, some words were new like Loris (related to lemurs). He remembered from last week about 'opposable thumbs' mentioning this without me saying it, and we also compared how rodents tend to have litters of 4-10 babies and primates like us tend to have one, sometimes two or three at once.
IN conclusion, I think that Jonathan would enjoy joining a coloring party and hike virtually when I am in Madagascar this year (July- September), and I hope that the Berado family will join us in real life when travel restrictions are lifted. For next week, I will bring a book of Reptiles and Amphibians of Costa Rica since Jonathan mentioned you all might go there in coming years.

Math – Jonathan worked on finding the elapsed time between 2 clocks in minutes and hours. He was able to do several of these problems by writing down the 2 times. He is very good at solving word problems involving time. Then we played a game to increase Jonathan's ability to add numbers quickly in his head. Next Jonathan was introduced to the game of chess to teach him to think ahead and strategize, anticipating his opponent's moves.

Opened with a light dynamic stretch to loosen muscles followed by a light dynamic warmup to get the blood flowing. Jonathan competed in a friendly game 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.

Opened with a light dynamic stretch to loosen muscles followed by a light dynamic warmup to get the blood flowing. Jonathan and I reintroduced a fun game called “500”. The objective of the game is to throw the ball into a small basket from various different locations, each location varies in difficulty.

Given that Jonathan was remote we used this session to use drawing programs to assist physical drawing. Going forward we will discuss basic business development and build skills with Excel & PowerPoint.

We reviewed homework and vocabulary words. We practiced the words "el, ella, y, and uds". We completed a writing exercise in the book and read about Spanish speaking countries on page 15.

We reviewed homework and held a conversation introducing each other to our friends. We reviewed the alphabet and practiced spelling our first and last names in Spanish. We reviewed how to say our numbers and days of the week in Spanish.

Math – Jonathan worked on writing the digital time to match each analog clock face. He worked on learning the placement of the hour hand between 2 numbers when the minute hand is on 6 or half past. Next he learned the meaning of a.m. and p.m. and practiced distinguishing between which was appropriate in different situations. Next we examined broken clocks to determine where the minute hand should be depending on the hour hand’s position. We determined the elapsed time between 2 clocks in minutes only. We played a game to increase Jonathan's ability to add numbers in his head quickly.

Math – Lesson 11 Session 2: Jonathan continued to learn how to read a clock and write time. He was able to tell me how many minutes in a half, quarter, and a whole hour. Next he discovered the meaning of the phrase clockwise. He can say 7:30 in two ways and write it in analog and digital. He is also capable of drawing the hands on a clock for various times.

Religion: Prayed the Act of Contrition, Our Father, Hail Mary, and Glory Be. Shared "How to Pray a Rosary" as an introduction to praying a Rosary.

ILA: Wrote the "My favorite pizza" final opinion paper. Drew a picture of what my favorite pizza would look like. iReady for 30 minutes - began new story "The Blundering Baker" and supervised during new word activities using suffix -er, -or, -ness and prefix geo- and bio-. Get Epic for 15 minutes. Discussed the story "Creature Campers 3" setting, characters, and what is going on in this section of the story.

SS: President's Day activities - Read a President's Day poem to the tune of Itsy Bitsy Spider, wrote about "If I were President...", and completed a word hunt to see how many words could be made using only the letters in PRESIDENTS.