Will and I began our session with our 'bouncy egg' experiment for our second attempt. IT WORKED! Will observed while Jack bounced the eggs. The highest bounce was dropping the egg from 15 inches. Will illustrated a picture of the egg bouncing on his lab sheet. We then began our 'soda bottle greenhouse' activity. Will chose to plant sunflower and pea seeds in his soda bottle. He added the soil, then the seeds, and lastly, the water. Will then illustrated in his 'plant journal' his seeds planted and wrote the sentence, 'I planted my seeds today'. He will continue with his plant journal and his plant growing at home. He was excited to take his seeds to mom. We then discussed our previous read aloud, "Alexander and the Terrible, Horrible, No Good, Very Bad Day". We worked on making connections with the story. Will illustrated and traced words describing him having a good day when he plays golf with his brothers. We ended our session with listening and reading himself, "The Backyard". Will used pictures and the repeated word, 'the...'.

Science - Shadows – After a short discussion on shadows we used a flashlight to create it. We used our hands and a puppet to make a shadow show. He also noticed that the shadow got bigger and smaller by the position of the object.
Math – Greater/Less than – Using playing cards we played a game where each player placed a cards down, the person with the greater number won the cards. In the event of a tie, players place another card down and added the two cards to see whose sum was greater. The person with the larger number won all the cards.

Will and I began our session with a second attempt at our 'bouncy egg' experiment. We added more vinegar this time than our first attempt. Will also added green food coloring to his egg and vinegar mixture. We hope it works! We then listened to a read aloud, "Alexander and the Terrible, Horrible, No Good, Very bad Day" by Judith Viorst. Will then completed a writing activity -practicing recalling from the story, 'what is one thing that made Alexander's day horrible?' Will wrote a sentence and illustrated a picture, explaining when Alexander's marble went down the drain, he had a bad day. We then listened to the story, "The Coast" and Will read it himself after listening, using the pictures and the repeated word, 'the...'. We ended our session with science, intertwining math, completing a design challenge, building 3-D shapes with marshmallows and toothpicks. After building the shape, Will identified how many faces, edges, and vertices each shape had. Will wanted to take his shapes home, so he did.

Math - Patterns – Using bears that are different in color and size, Will had to complete patterns and then made his own patterns. Patterning is a basic math skill on which many mathematical concepts are based, and a lifelong skill.
Math – Graphing – Using the bears from above we sorted them by color and size forming a graph. I then asked questions such as, which is the most, least, more than and more.
Reading/Writing - Wiil also read a book titled, “Can You See It?”. After reading and discussing the story’s beginning, middle, and end he wrote two sentences about it.
Letter Identification /Letter Sounds – Using letter cards, Will matched the upper and lower case letters.

Will came in so excited to check on our bouncy egg experiment. Will's egg looked great to move forward with the experiment. However, when rinsing his egg, it broke. We were so sad. We discussed what we could do next time. We will try our bouncy egg experiment again next week. We then completed a five senses activity with popcorn. Will completed a chart by filling in how each sense reacted to the popcorn. I then told Will to find an item in the science lab. Together, we filled out a riddle for that item. Will chose a picture of fire. We read the riddle to Ms. Emily and Jack describing the item. Jack was unable to identify the item. We then began reading with listening to a read aloud, "Over". Will then read the story himself using pictures and repetitive words, 'over the...' Will then made a connection with the story, writing a sentence and illustrating a picture of a time when he jumped 'over' a log.

Science/Math - Mass – Using a balance scale Will compared the mass of two objects, after which he estimated the mass of objects in relation to small plastic bears. He counted the bears to see how many it took to equal the object's mass and recorded it.
Science – Physics - What makes a slinky move? – Will created a few obstacle courses for the slinky and we watched and discussed its movement.
Math – Counting – Using a game called ”Math –MATCH IT!” Will matched the number to the correct card.
Letter Identification /Letter Sounds- Using a game titled ”Pop”, Will and I pull a card out of the box and gave the name of the letter and its sound.

Will and I began our session with science, completing a design challenge - creating a glowing, bouncy egg. We used a raw egg, vinegar, liquid from a highlighter, and a clear cup. We will let our egg sit in the vinegar and highlighter liquid for 24 hours. We will check our experiment to see if it worked on Thursday when the boys return. Will filled out a lab sheet, dictating (as I wrote) and illustrating his prediction of what will happen to the egg. Will's prediction is that the egg will turn blue because of the highlighter liquid. Will was so excited throughout our session. He wanted to continuously check on his egg. We ended our session with reading. We listened to a read aloud of Will's choice - "Squirrels". Will then took a comprehension quiz and received a 100%. Will illustrated a squirrel in his journal and traced a sentence, describing the squirrel's body parts. We then listened to the story "Big". Will then read the story himself using the pictures as reference and memorization. With the last ten minutes of our session, we played online games working on skills such as counting & shapes and sight words.

Reading/Writing/Vocabulary – I read, ”Just Enough Carrots” by Stuart J. Murphy. This book focused on the concept of fewer, same, more than. We reviewed the vocabulary and discussed the story, and then Will wrote a sentence telling the beginning, middle, and end of the story. He also wrote his first and last name on the page.
Math – Greater/Less than – Using playing cards we played a game where each player placed a card down, the person with the greater number won the cards. In the event of a tie, players place another card down, added the two cards to see whose sum was greater. The person with the larger number won all the cards.

Rhyming - After a mini lesson on rhyming, Will matched number words (0-10) with pictures that rhymed with the number.
Writing – Will practiced writing his first and last name on the whiteboard and in his journal.
Alphabet – After identifying the lowercase letters, Will then placed them in alphabetical order.
Math - Greater and Less than – Using playing cards we played a game where we each placed a card down and the one with the higher number won the cards. In the event of a tie, we had to place a second and or third card down, and add them to see who had the higher number.

Will and I began our session with reading, "How Do Dinosaurs Go to School?" Will then traced words in his journal retelling the story, following words such as beginning, middle, and end. Will then illustrated a picture of a dinosaur behaving at school. We listened to the story, "The Chicken". Will then read it by himself using the pictures to assist him. He did so well reading! I am so proud of him. He seemed to enjoy reading the story by himself, as he had a smile on his face throughout reading. We ended our session with a science activity. Will created his own planet out of a foam ball and paint. He then dictated as I filled out a lab sheet, "Create Your Own Planet", describing the name of his planet, how many moons, how far away from the sun, and more! He couldn't wait to take his planet home.