Liam read a story and predicted what would happen next, based on information and inferences from the text. He also worked on spelling and identifying incorrectly spelled words.
Liam completed his multiplication and division math drills. He reviewed the formula for finding the perimeter of a shape. He learned the difference between finding the perimeter and the area.
Liam asked about the book we've begun reading, 'There's a Boy in the Girl's Bathroom,' by Louis Sachar). He stated, "I like it, it's funny." Since I checked out two copies, we began collaboratively reading chapter 4. Liam lost his place once and checked where I was reading to find it. New characters were introduced, and Liam was queried about their descriptions and what he could infer about their character traits. Liam asked what the main character, Bradley, was doing in the boys bathroom. I reminded him that we did not get up to that part yet and asked him if he's even sure it's Bradley, and he reflected on that question. I am glad that the book has engaged his interest and piqued his curiosity so that he asks relevant questions. I am encouraging critical thinking skills as we analyze the characters. A new character, Ms. Carla, the school counselor was introduced in this chapter and Liam shared his opinions about her character. He offered a description, which was facilitated with prompts and by allowing Liam to refer back to the chapter. For the last few minutes of class, Liam joined his classmates in a recess activity.
Liam was instructed to find a forward-facing image of the character Lincoln Loud. I worked with Liam to import the image into Procreate, and we worked together to create a line art version of the image. I printed the image out on a piece of toned paper, and we divided the image into four quadrants.
We continued reading in the novel, 'There's a Boy in the Girl's Bathroom, by Louis Sachar. We collaboratively read chapter 3, pages 9-17. Liam was periodically queried about the characters and new vocabulary that was introduced. Vocabulary words included intimidate and flabbergasted. There was a bit of abstraction/symbolism in the chapter, but Liam demonstrated his understanding that some of the characters introduced were stuffed animals and served a purpose - to act as fans of Bradley, the main character, who was disliked by his classmates. I drew two of the nimals on the board and Liam identified the other characters in the story, figuring out their ages based on their grades. - Bradley and his sister are in the fifth and ninth grades, respectively in the story, but Liam remembered that Bradley is in fourth grade, but "should really be in the fifth."Liam followed along as we read but lost place twice and was redirected accordingly. He stated he likes the book and laughed at a few descriptions and situations that he found comical in the chapter.
Liam identified sensory details in passages. We also read a story called The First Day of School, which described the feelings of students entering school after desegregation.
