Libby used her spelling words to write question sentences. She changed her calendar from September to October. She read her r-blends, s-blends, and l-blends. She read all her sight words and high frequency words. She learned how and when to use a period, question mark and exclamation mark. She practiced reciting the vowels and the sounds that they make. She read her story, "Nat and Sam," discussing the story sequence and key details.

Today, we worked on how to model taking from a group by using quick pictures or counters. Libby listened to stories, drew pictures to model the problems, circled the part being taken from the group, and wrote the difference. Then, she completed the lesson check question and spiral review problems. Libby finished with fast facts problems on adding 2.

Libby followed step-by-step directions on how to draw a Haunted House. She did an amazing job!

We viewed a short video about the digestive system. We discussed the various parts of the digestive system. Libby created a visual of the digestive system and labeled the various sections.

I began with phonological awareness (Kilpatrick, Level E1#2, p. 136). Libby sequenced the alphabet using alpha-chips and identified the vowels. Using the chips, I built CVC words for Libby to read. I introduced the concept of silent-e, contrasting hid/hide, wid/wide, sid/side, and tid/tide. Libby didn't grasp the idea, but it was a good start. For regular spelling practice, I dictated the following words: mop, bed, six, bag, and rug. Libby was not feeling well, so we went to the office to take her temperature. She was not running a fever, but was clearly tired, so we spent the rest of the session organizing her office.

This morning, Libby worked on the MAP diagnostic test.

Libby finished her painting of her flowers in the vase. She added oil pastel over it. Then she started a landscape painting with trees and mountains. We learned the terms foreground and background. Objects in the foreground are bigger, brighter in color, and more detailed. Objects in the background smaller, duller in color, and fuzzier in detail. Good work, Libby!

Libby completed her interactive calendar. She read all her sight words and high frequency words. She put her spelling words in ABC order. She put her high frequency words in ABC order. She reviewed the sound r-blends, s-blends, and l-blends make. She worked on a reading comprehension activity with sentences.

Proctor Standardized assessment

Libby worked on the math portion of the MAP growth assessment.