Libby continued to work on yesterday's lesson on how to model putting together. She listened to word problems, identified and circled the important numerical information needed to solve the problem, wrote the corresponding number sentences, drew counters to model the addends, and found the sums.

I set up a still life with fruit, vegetables, eggs, tea pot, espresso pot, and ceramic pitcher emphasizing shapes in space: ovals, circles, triangles, and rectangles.

I had pencils and watercolors for Libby to recreate the still life. She drew and painted the tea pot and then was inspired by an illustrated cookbook I have in class. She drew and painted a coffee cup and a fried egg. Good work, Libby!

I began with a one-minute phonological exercise (Kilpatrick, D2#3). Next, Libby and I sequenced the alphabet and identified the vowels. I conducted visual, auditory, and blending drills. Libby only missed /sh/ and /th/. She blended CVC words with the short "u." I changed the initial and final sounds. For a brain break, I read "Mercy Watson: the Piglet." I found words in the text that Libby could decode/read (in, on, if, not, the). For spelling, I dictated the following regular words: in, not, pig. With exaggerated pronunciation by me, Libby successfully wrote the words. For irregular words, Libby wrote the word "the."

Pasta construction and basic methods.

Libby practiced reading her new spelling words. She wrote her spelling words in her notebook in ABC order. She practiced reading her high frequency words: what, school, does, not. She learned about sentences having the proper word order. She read and discussed the story details in the story, "Jack Can."

Sanitation standards and student expectations were covered. We produced a Macerated strawberries recipe to standard.

Libby completed the final fast facts on adding 1 and earned a completion certificate. Then, she worked on today's lesson on how to model putting together. Libby listened to word problems, identified and circled the important numerical information needed to solve the problem, wrote the corresponding number sentences, drew counters to model the addends, and found the sums.

I set up a large piece of watercolor paper, watercolor palettes of paint, several brushes, and a bucket of water for Libby. Libby and I looked at some landscape paintings to see how artists use horizontal, vertical, and diagonal lines in their landscapes. Libby created her own interpretation to depict the ocean, sky, clouds, and sunset. She is so artistic that it is a joy to work with her!

I began with phonological awareness (Kilpatrick, D2#2), asking Libby to drop one syllable of a two-syllable word. She is catching on to the concept. I conducted visual, auditory, and blending drills. Libby is beginning to remember the digraphs. Her blending is improving. For spelling, I dictated the following regular words: sit, pin, dog, hat, pot and the irregular word the.

Libby reviewed and read her new short i spelling words. She wrote her spelling words 3xeach. She completed her calendar activities. She reread the story "Jack Can." She read a story about a cat named Jack and answered comprehension questions about the story. She is learning to recognize the story details in a story. She worked on word families.