Teddy reviewed his new spelling words and wrote them in ABC order. He read his high frequency words from last week and practiced his new words for this week: school, what, does not, up, down, out, very. He learned how sentences have a proper word order. He completed an activity recognizing which sentences are real and which are not complete. He worked on several word family activities using the endings: at, ap, an, ig. He read his two stories for this week, "Six Kids," and "Go, Pip!"

Basis pasta from scratch ingredient, use of drying rack and cutters

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

Teddy completed the final fast facts on adding 1 and earned the completion award. Then, we applied our recent lessons on addition concepts to using a bar model to show and solve problems. Teddy listened to addition word problems, circled the needed information, determined the question that needed to be answered, filled in a bar model, wrote number sentences, and solved problems.

I gave Teddy watercolor paper, watercolor paints, brushes, and a bucket of water and told him that we were creating a landscape painting. Teddy wanted to create a landscape with the ocean, a sunset, and a tree. He self-discovered that yellow and blue made green on his paper! He is fearless in his approach! He created a beautiful landscape in watercolor that reminded me of a Georgia O'Keeffe landscape. Well done, Teddy!

Teddy reviewed and wrote his new short i spelling words 3xeach. He worked on word families an, at, and ag. He practiced recognizing sentences that needed a capital letter. He recited what makes a sentence. He reread "Sam Can and "Nat and Sam." He read and discussed story details for this week's story, "Six Kids." He practiced reading this week's high frequency words.

The teacher presented the fruits using flashcards. The student repeated each fruit after the teacher. The student also worked with a set of 18 flashcards showing the fruits in Spanish and English. The teacher then asked the student to identify specific fruits (e.g., sandía), and the student held up the correct card while saying the word aloud. To finish, the student played a memory game with the flashcards, saying each fruit in Spanish when making a match.

Teddy began with the daily fast facts on adding 1. Then, he completed today's lesson on how to model putting together. Teddy listened to word problems, identified and circled the important numerical information needed to solve the problem, wrote the corresponding number sentences, and found the sums. Finally, we worked on an enrichment activity on understanding the equal sign and making true equations. Teddy used flashcards with addition expressions, single digits, and an equal sign to create true equations. Then, he checked his work by performing the addition on one side of the equal sign to see if it matched the value on the other side.

Teddy began with daily fast facts on adding 1 and writing 1 through 20 using proper number formation. Then, today's lesson used cubes to model adding to a group while also associating the vocabulary words plus, equal, sum, and addition sentence. Finally, Teddy worked independently on solving problems using tools to model adding to and found the sums.

Teddy took his spelling test and a test over knowledge and understanding of how to write a sentence. He reread both of his stories from Unit 1, "Jack Can" and "Nat and Sam." He completed a reading comprehension activity and wrote written answers to the questions over the story "Dad and I." He worked on several activities learning how to write sentences correctly. He finished an activity pertaining to the (at) family.