Day 21 – Language Arts
Spelling
To practice recognizing and spelling words with beginning and ending blends, my student was given a list of some of this week’s spelling words. His task was to find smaller words inside each. For example, the word plant has the word plan inside. Then, I gave him different spelling words to pair rhyming words together. He read the words aloud, and then decided which two words rhyme. I pointed out that words that share a short vowel sound and ending blend rhyme.Writing
Today, my student published his favorite animal sentences. I showed him the word web and sentence pages. I reminded him that he has worked on his idea for a long time. We reviewed the steps he has completed: making a word web, writing a first set of sentences, proofreading, and writing a second set of sentences. I explained that when writers have a final copy of their work, they publish it. I explained that publishing can also include illustrating the writing, presenting it in a folder, or displaying it on a colored sheet of paper. I worked with my student as he published his writing. Guided Reading
Today, my student read Making a Quilt, a nonfiction article about the process of quilt making during pioneer times. It provided supplementary information for the book The Josefina Story Quilt. We reviewed the difference between fiction and nonfiction. After explaining that the article gives facts and information, my student identified that this piece is nonfiction. We read the article together, first giving my student the opportunity to read it silently. Then, we discussed main idea. I told my student that the main idea is the most important point of a piece of writing. My student choose between several choices of possible main ideas for the article: They had to make their own clothes, this is how the pioneer women made a quilt, or Pioneer women liked to gather for a “quilting bee.” Then, I explained that details give more information about the main idea. So, the main idea of this article is how pioneer women made a quilt. I asked my student to give two or more details about the main idea: steps or ways in which a pioneer woman made a quilt. He used the printout of the article to underline the main idea and details.Read Aloud: Chapter 7 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 21 – Math
My student previously learned to model regrouping in subtraction. In this lesson, he learned to represent subtraction with regrouping on paper, and began to subtract without models.To begin, my student learned about other ways to model subtraction problems (without regrouping). I gathered the place-value chart (hundreds), base-10 blocks, place-value mat, marker, and eraser. I wrote the problem 267-122 on the wipe-off place-value chart. My student modeled 267 with base-10 blocks on the place-value mat by placing 2 hundreds flats in the hundreds column, 6 tens rods in the tens column, and 7 ones cubes in the ones column. We started in the ones column and took away 2. He figured out that there were 5 remaining, so he wrote it on his place-value chart. We subtracted the tens and recorded the answer in the tens column. Then he subtracted the hundreds and recorded the answer in the hundreds column. I pointed out that the modeled answer and the answer on the chart were the same. After practicing a few more problems with the manipulatives, I showed my student how to sketch the flats using a large square, the rods by using a line, and a dot for the ones cubes. Finally, my student practiced more problems using the sketches instead of the blocks.Next, we practiced in the same way as above with regrouping. We started by using the blocks, then my student could see that he had to trade me 1 tens rod for 10 ones cubes in order to have enough to subtract. It took practice, especially when using numbers with 0. But with enough practice, it became easier. Day 21 – History
Today, my student learned that ancient Rome was made up of three different groups of people: patricians (wealthy, land-owning Romans), plebeians (common people such as workers, merchants, and tradesmen), and slaves. We read the story All Roads Lead You to Rome in the online Reading Room. We discussed some of the information that was taught through the story through the following questions: What were wax tablets and styluses used for? What were wealthy, land-owning Romans called? What were the common people of Rome called? What do we call people who were owned by some Romans? To wrap up, my student played an online game called ‘Road to Rome.’ The game reinforced what was learned in today’s story.Day 22 – Language Arts
Spelling: Practicing Words and Writing Sentences
To practice spelling words today, I gave my student the following words to choose from (plant, drift, stock, grunt, and spend). I read groups of words out loud for my student to listen to and choose which word from the word bank matched the short vowel sound. Then, he selected two of the words and wrote a sentence for each. We reviewed capitals and correct punctuation.Grammar: Verbs Show Action; Verbs with One or More
To begin today’s grammar lesson, we reviewed that a verb is a word that shows action. I wrote sentences on the whiteboard, and then my student identified the verb in each sentence. Next, he read a short story about a playful puppy and circled all the verbs in the passage.In the next segment, my student learned about subject-verb agreement. I wrote this sentence on the board: Lisa looks for a book. My student read the sentence aloud, underlined the subject, and circled the verb. Then I asked: How many people are looking for a book? I explained that when there is only one person, place, or thing in the subject of a sentence, we add –s to the end of the verb. My student underlined the s in looks. Next, I wrote this sentence on the whiteboard: Lisa and Lynn look for a book. Again, my student read the sentence aloud, underlined the subject, and circled the verb. I asked: How many people are looking for a book now? I explained that when there are two or more people, places, or things in the subject of a sentence, we do not add –s to the end of the verb. He was then given an activity page to practice subject-verb agreement.Read Aloud: Chapter 8 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 22 – Math: Subtraction and the Equals Symbol
Today, my student continued to subtract from numbers up through 500 and regroup without the use of models or sketches. He also learned the meaning of the equals symbol.I started out by explaining that my student knows how to subtract with regrouping, and that sometimes he needs to regroup a ten into ones. Likewise, sometimes he needs to regroup a hundred into tens. I gave him a printout of the Place Value Charts for him to work with in today’s lesson. For each problem I gave, my student subtracted, starting with the ones, then the tens, and then the hundreds. When regrouping was necessary for the ones place, he crossed off the tens and wrote 1 fewer ten. Then he crossed off the ones and wrote ten more ones. When he was confused, I demonstrated with the blocks. I reminded him that he simply moved the ten; the number is still the same value. He did the same for the hundreds when necessary. I walked him through several problems using this method.In the next part of the lesson, my student learned the meaning of the equals symbol. I used cubes to demonstrate. On one side of an equals symbol written on an index card, I connected 3 yellow and 7 blue cubes. On the other side, I placed 8 yellow and 2 blue cubes. Together, we wrote a number sentence: 3 + 7 = 8 + 2. My student found the value of each side and stated 10 = 10. We practiced this concept with some similar problems.Day 22 – Science
Our new science unit is called Forces and Motion. In this unit, students will find out how the forces of gravity and friction affect everything in our universe: Gravity causes all things to fall at the same rate. Friction works opposite motion direction. Heavy objects require more force to move than light objects.I began by explaining that my student is starting a new unit on physics. I told him that people who study physics want to know how things move when they are pushed and pulled. They study the forces that can make things move. I defined force as a push or pull that can make something move. I told him that when he pushes someone on a swing, he presses against the person, who then moves away from him. And when he plays a game of tug-of-war, he pulls on the rope as hard as he can, as does the opposite team. We played with pushing and pulling forces with our hands and a drawer. Then, I set up four objects on the table and had my student study them. He closed his eyes and I rearranged two of the objects. When he opened his eyes, he told me what was different. I explained that I applied force on two of the objects in order to make them move. He concluded that I pushed one up and over to the right, while I pulled one down and over to the left in order for the two to trade places. To wrap up, he illustrated two pictures: one of him using a pushing force, and one of him using a pulling force. Day 23 – Language Arts
Spelling: Study, Cover, and Spell – This activity has been explained in previous lessons.
Guided Reading
Today, my student read The California Gold Rush, a nonfiction article about the discovery of gold in California. It provided background for the upcoming book, Chang’s Paper Pony. After looking at the article and noticing that it gives facts and information, my student was able to identify that it is nonfiction. My student read the article silently before he took the lead in reading aloud. We discussed the article with the following questions: Who were the forty-niners? How did the Gold Rush help the state of California grow? What was unusual about the way one shopkeeper got rich during the Gold Rush? Finally, I told my student that when a person explains how to do or make something step-by-step, he or she is talking about steps in a process. We discussed why it’s important to follow steps in order. Then, my student used the article to tell me the steps that were used to find gold.Read Aloud: Chapter 9 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 23 – Math
In this lesson, my student learned that numbers can be broken apart in various ways. We began with an online activity that showed different ways of writing numbers. For example, it showed the number 18 as 12+6, 10+4+4, 5+5+8, 9+3+3+3, etc.Next, we worked with fact family triangles. This was already familiar to my student, so he figured out quickly how to use the triangles to show different ways of breaking apart a number. For example, to the right is a fact family triangle he completed.Day 23 – History: Rome’s War with Carthage
We began today’s history lesson with a map review. My student located Rome and the Tiber River. He also located two places that today’s lesson will discuss. First, he found Sicily, and then Carthage. I explained to my student that the Romans called the Mediterranean Sea mare nostrum, which is Latin for “our sea.” They considered it to be theirs because they used it for buying and selling goods with other surrounding countries. However, the people of Carthage (the Carthaginians) ruled Sicily, which is an island in the middle of the Mediterranean. But the Romans didn’t like that; they wanted control. Rome and Carthage both wanted the same thing. They argued, and then they fought. And the fighting turned into a war that went on for more than 100 years: the Punic Wars. My student read a famous story about Regulus, who is remembered for his bravery and honesty. (The story of Regulus we read is based on the version in Fifty Famous Stories Retold by James Baldwin, New York: American Book Company, 1896)Day 24 – Language Arts
Spelling: Unit Assessment
Today my student was tested on his spelling words. I dictated two sentences for him to write, and then checked for spelling, capitalization, and punctuation.Guided Reading
To begin our new book, Chang’s Paper Pony by Eleanor Coerr, my student previewed the cover, described the illustration, and predicted what the story would be about. We previewed vocabulary (blacksmith, afford, tightened, weighed), and then my student read silently from pages 6-36. When he finished reading, I checked his comprehension by asking the following questions: Why does Chang want a pony? What country are Chang and Grandpa from? Why did they leave? How was Big Pete different from other miners? What are Big Pete and Chang going to look for in the morning? We discussed the real characters (the miners and Chinese immigrants who came to California during the Gold Rush) and fictional characters (Chang, Grandpa Li, and Big Pete).Finally, I told my student that the setting of a story is where and when the story takes place. Comparing the information in the article The California Gold Rush to Chang’s Paper Pony, my student identified that the story takes place in California during the Gold Rush. He looked through the book for clues that the author gave to help describe the setting.Read Aloud: Chapter 10 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 24 – Math
Today’s lesson taught my student to break numbers apart into hundreds, tens, and ones. He modeled numbers in equivalent forms and wrote numbers in expanded form.My student completed an online activity that gave him several opportunities to practice breaking numbers apart into ones, tens, and hundreds.Next, he completed another online activity that utilized a base-10 block application to model the same number in expanded form in many different ways. For example, one chart displayed 3 hundreds flats, 0 tens rods, and 24 ones and the number sentence 300+24. The next chart displayed 3 hundreds flats, 2 tens rods, and 4 ones and the number sentence 300+20+4. My student analyzed the two charts and came to the conclusion that both charts show the same number. Lastly, we practiced splitting numbers apart by place value in expanded form before completing an activity page to reinforce the learning. Day 24 – History
In today’s history lesson, we learned about Hannibal, a great Carthaginian general who attacked Rome during the Punic Wars. We first located the Pyrenees and the Alps on the map of the Roman Empire, 220-40 B.C. I explained that at the end of the first Punic War, Rome defeated Carthage. But the Carthaginians were a proud, strong people. It didn’t take them long to recover from the war. They worked hard to become strong again – and prepare themselves for another war with Rome. We read Hannibal, the Hero of Carthage in the online Reading Room (a story based on “Hannibal, the Hero of Carthage” from Fifty Famous Stories Retold by James Baldwin, New York: American Book Company, 1896). We read that Hannibal led men, horses, and war elephants over the difficult terrain of the Pyrenees Mountains and the Alps. Even with his determination, Rome defeated Carthage and eventually won the Punic Wars.Finally, we wrapped up by reviewing the contents of my student’s History Record Book. He was assessed on this unit: Ancient Rome.Day 25 – Language Arts
Spelling: Reviewing Words and Practicing Words
Many of this week’s words have appeared on the last five spelling lists and are formed by rules that my student has already learned. I dictated each review word for my student to write on the board. I kept track of the words he misspelled. When he spelled a word incorrectly, I asked him to try again, and then helped if he still didn’t spell it right the second time. We repeated the process with the misspelled words only.To practice this week’s words, my student was given several lists of 3-4 words that he wrote in alphabetical order. We checked his spelling and made corrections where necessary.Grammar: Past Tense Verbs and Present Tense Verbs
In today’s grammar activity, my student identified verbs in the present tense and past tense. I gave him word cards with some past and some present tense words. He arranged them in pairs (i.e. talk and talked). Then we made up sentences together using the pairs of words. He had to decide which verb was present-tense and which was past-tense. My student noticed that the ending ed is added to most present-tense verbs to tell about actions in the past.
Guided Reading: Session 2: Chang’s Paper Pony
To begin today’s reading lesson, we reviewed what my student read in Chang’s Paper Pony. I asked him to summarize the story so far, looking at illustrations to refresh his memory. We discussed the vocabulary words for Session 2 (blistered, galloped, knelt) before my student read silently to the end of the book. We discussed the following questions to check his comprehension: What were two ways Big Pete and Chang searched for gold? How did Chang find the gold in Big Pete’s cabin? Why did Big Pete buy the pony for Chang? What does the pony’s name mean?I explained that a character is a person or animal in a story. Characters can be real or make-believe. He named and described the main characters in Chang’s Paper Pony. We discussed Chang’s decision to give the gold back to Big Pete. Why did Grandpa Li think Chang should give the gold back to Big Pete? Why did Chang take down the paper pony after he gave the gold to Big Pete? What kind of person is Chang, judging from his behavior?Read Aloud: Chapter 11 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 25 – Math
Today’s lesson allowed my student to practice breaking numbers apart to make them easier to add. He chose from a variety of strategies to solve addition problems.He began with an online activity that demonstrated how to beak numbers apart and move them around to make them easier to add. For example, to add 35+45, the character in the animation broke them up into expanded form: 30+5+40+5, and then rearranged them: 30+40+5+5. It was easier for my student to add the numbers when they were broken apart.Next, a different online activity presented some addition problems that could be solved in different ways. The characters in the animation demonstrated their strategies and encouraged students to think of their own way to solve the addition problems. One strategy that my student found helpful was breaking apart the second addend into expanded form and adding it to the first.Finally, we used a blank number line to add. We started with 25 + 28. I started at 25 and added 10 = 35 + 10 = 45 + 5 = 50 + 3 = 53. We used frog jumps on the number line as we added. We practiced a lot of these types of problems together until my student was comfortable. He completed 2 of them on his own to show understanding.Day 25 – Science
To begin today’s lesson, I reminded my student that we can make an object move by using two forces: pushing and pulling. I explained that we are going to learn about another force called friction. I defined friction as the force that slows down or stops objects from sliding. I explained further that when we push or pull something, friction is always there, working in the opposite direction. Different surfaces have different amounts of friction. I asked if it would be harder to slide across grass or a smooth floor. We brainstormed other surfaces that would have even less friction than a smooth floor. I explained that even a slippery surface like ice has friction. Eventually friction will slow down an ice skater who is gliding across the ice. There are tiny bumps and holes in the ice that cause friction and the ice skater slows down and comes to a stop. I explained that every time two surfaces rub against each other friction happens. Friction is what slows down moving things and keeps them from sliding on forever and ever. We imagined a world without friction. It was fun to come up with scenarios where friction is necessary, like standing upright on the ground!My student investigated friction with two different experiments: ‘Our Soles Keep Us Grounded’ and ‘Air Friction and Water Friction.’ For the first experiment, we tested the amount of force needed to move his shoe across five different surfaces (hardwood, concrete, grass, carpet, and a composite wood deck). We used a spring scale to measure the amount of force in Newtons. First he predicted, and then experimented. He concluded that a rougher surface creates more friction than a smooth surface.The second experiment tested friction through air as opposed to friction through water. I set up a 9x13 pan and a toy car. My student started the car at one end of the pan and gave it a push. We marked how far it went with masking tape. Next, I filled the pan halfway up with water. He completed the experiment the same way and discovered that water has more friction than air. The car didn’t go as far under water as it did through air.To review all that was learned today about friction, my student wrapped up today’s science class by completing a crossword puzzle activity page. Day 26 – Language Arts
Spelling: Working with Plurals; Working with Clues
To begin, I explained to my student that when a word is plural it means more than one. I reminded him that a noun is a person, place, or thing. Most nouns are made plural by adding an s. However, words ending in ch, sh, or x are made plural by adding es. My student wrote the word belt on the whiteboard. I explained that when there is more than one belt, we add the letter s to the end of belts. He then wrote the word wish on the whiteboard. I explained that if there is more than one wish, add the letters es to the end to make it wishes. My student applied this rule to complete a n activity sheet with a combination of words that required s or es at the end.Next, I read words from a word bank and discussed their meaning with my student. Then, he completed a clue-sheet to practice spelling review words. For example, the first clue was: at the end of your arm. The word that matched the riddle was hand. Guided Reading: The Civil War
Today, my student read The Civil War, a nonfiction article about slavery in America and events leading to the Civil War. We discussed that the article gives facts and information, therefore, it is nonfiction. My student read the article silently first, and then aloud the second time through. After he finished reading, we used a map of the United States to locate the 11 states that formed the Confederacy (the South): Virginia, Arkansas, Tennessee, North Carolina, South Carolina, Florida, Georgia, Alabama, Mississippi, Louisiana, and Texas. Then, we discussed the following questions: What is a plantation? How would you describe slaves’ lives on a plantation? Were their lives easy or hard? Who was the President of the United States during the Civil War? Who won the Civil War, the North or the South?Read Aloud: Chapter 12 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 26 – Math
In today’s lesson, my student continued breaking apart numbers to make subtraction problems easier to solve.To illustrate this concept, my student completed an interactive online activity. The character in the activity walked my student through the steps of breaking apart a number in order to subtract it from a bigger number. Next, we used cubes and a blank number line. I gave my student the problem 40-16. We broke the 16 apart into 10+6 to make it easier to subtract. My student started with 40 cubes, and set 10 aside, and then 6 aside. On our number line we wrote the number 40 (towards the right so we could froggy hop backwards. It was easy to subtract 10 from 40 = 30, and then we jumped one by one until we got to six. I also showed my student how to check his answer by adding together the two smaller numbers.We started with small numbers, so the next part of the lesson was to use the same strategy with larger numbers. We worked together to complete 219-56 and other similar problems with the method described above, except without the cubes.To wrap up today’s lesson, my student practiced subtraction by breaking apart numbers using a number line on an activity page. Day 26 – History
For our history lesson, my student was introduced to Julius Caesar, one of the most important people in Roman history, through text and video. I began by describing Julius Caesar as smart, determined, and ambitious. He was a military genius who conquered a vast empire for Rome. Besides being a conqueror, he was a leader and a ruler, too. He spent lots of his own money to help poor people and took good care of his soldiers. Together, my student and I read three make-believe letters that Milo, Caesar’s fictional secretary, wrote to his friend about Julius Caesar. It was a creative way to make history come alive.To wrap up today’s lesson, my student created a picture narration. He drew a picture of the part of the lesson that he found most interesting. After he finished drawing, I asked him to describe the picture to me. I wrote it at the top of his picture to keep in his History Record Book. That’s a 3-ring binder where we keep all the activities he completes in history this year.Day 27 – Language Arts
Grammar: Verbs that end with a Silent e; Irregular verbs
In today’s first grammar lesson, my student learned to drop the silent e at the end of a verb before adding ed or ing. I asked my student how a regular present tense verb (one that describes what is happening now) becomes a past tense verb (one that describes what happens in the past). I showed him the verb hike and asked him what would happen if he added ed to make a past tense verb. The word would become hikeed. That wouldn’t make sense! I explained that when words end in a silent e, you drop the e when adding an ending that begins with a vowel. My student practiced adding –ed and ¬–ing to words like hike, dance, joke, use, and invite.Next, I told my student that some verbs do not end with ed when they tell about the past. They have special spellings. Using an activity page, I asked my student to read aloud the sentences that were written, and then circle the verb in each sentence. Then, he told me whether it was past tense or present tense. I instructed him to look at “clue words” in each sentence, such as yesterday, now, last week, and this morning when he needed help. I explained that the letters ed form the past tense in regular verbs. Other verbs, called irregular verbs, do not end in ed They have special spellings. We say, “We swim today,” but we don’t say, “We swimmed yesterday.” We use the word swam. This is an irregular verb.Finally, my student was given a list of words with suffixes. I asked him to write the verb that was used to make the verb with ed or ing. In other words, he had to correctly spell the root word for words such as, moving, blamed, and riding.Guided Reading: Harriet Tubman and the Underground Railroad
Today my student read the poem “Harriet Tubman” and learned about the Underground Railroad. We began by reviewing the information from the article The Civil War. He read a short biography about Harriet Tubmen from the book, Listen, My Children: Poems for Second Graders. I explained that while many men and women helped slaves escape to freedom along the Underground Railroad, Harriet Tubman’s bravery and determination made her one of its leaders. I read the poem to my student, and then had him read it aloud. I would pause after each stanza to let him retell the poem in his own words. Finally, we discussed the poem with the following questions: What words would you use to describe Harriet Tubman. Why do you think the author repeated the last line in the poem? What do you think is the most important thing the author wants us to know about Harriet Tubman?Read Aloud: Chapter 13 ¬¬¬¬from The Lion, the Witch, and the Wardrobe.
Read to Self: My student selected his own book to read independently.
Day 27 – Math – Decompose to Subtract
To begin today’s math lesson, my student completed an online activity where he learned different strategies for breaking number into smaller parts in order to subtract. We began with the problem 153-62. The number 62 was then broken into 30+30+2, so we counted back from 153 using a number line. This was a review of yesterday’s lesson. Another way a problem was broken apart was 153-41. To make it easier, we added 2 to 41, so the new problem was 153-43. Now, we can break 43 apart into 20+23 so the new problem is 153-(23+20). So, 152-23 = 130 – 20 = 110, then we have to add back in the two extra that we subtracted before, so the final difference is 112.The final strategy was to change the first number in the subtraction sentence. 153-91 was the example that was given. 153-2 = 151. Then we used 151 to subtract 91. The difference was 62, but then we had to add back the extra two that we took at the beginning. These strategies were shown to the student so that he could pick the one that made the most sense. Once again, my student had the opportunity to practice breaking apart numbers and using a number line to solve subtraction problems on an activity page.The final part of the lesson taught my student to write number sentences to show how he breaks apart numbers to subtract. I explained that one way to show how a subtraction is solved is by writing number sentences. A number sentence shows how the numbers were broken apart. I showed a blank number line and marked, towards the right side, the number 112. Then I showed a hop to the left of 3 tens, landing on 82. At the top of each hop, I wrote “-10.” We had 6 more left to subtract, so I hopped to the left and showed 6 ones, landing on 76. Then, we looked at our number line to write a number sentence: 112-10-10-10-6=76. My student was then given the opportunity to practice on an activity sheet the same concept. Day 27 – Science: Groovy Gravity
We started today with a review of forces that he’s learned thus far: pushes, pulls, and friction. Then I explained that there is a force that affects all objects in a way that we can observe all the time, every minute of the day. That force is called gravity. I defined gravity as the force that pulls objects to the Earth. Next, we read a text online called Gravity at Work. This article explained that gravity is everywhere and it gave lots of examples to reinforce understanding.Today’s investigation is called ‘Going Down.’ I introduced this investigation by holding a pencil by its eraser and asked what will happen when I drop it? Then I dropped it and asked which direction it fell. Then, I instructed my student to try to drop (but not toss) the pencil so that it does not fall straight down to the ground. My student realized that it was impossible. I explained that on Earth, gravity will always pull an object straight down, no matter what. I helped my student complete these steps to test the force of gravity:1)Tie one end of a string around the eraser end of a pencil and the other end around the center of the meter stick.
Tie one end of a string around the eraser end of a pencil and the other end around the center of the meter stick. 2)The student places his hands at each end of the meter stick and let the string hang down. Observe what direction the pencil is pointing.
The student places his hands at each end of the meter stick and let the string hang down. Observe what direction the pencil is pointing.3)Now, move the meter stick so that one end is higher than the other. Again, observe what direction the pencil is pointing.
Now, move the meter stick so that one end is higher than the other. Again, observe what direction the pencil is pointing.4)Experiment my moving the meter stick into different positions to see if the pencil will ever point in a different direction.
Experiment my moving the meter stick into different positions to see if the pencil will ever point in a different direction.Once we finished the investigation, we discussed: What force makes things fall back down to the ground? Did the pencil hang in the same direction every time you moved the meter stick? Why?
Day 28 – Language Arts
Spelling: Fill in the Vowel; Study, Cover, and Spell
My student completed an activity page where he identified vowel sounds that were missing from this week’s words. He had to fill in the vowel sound to practice recognizing short vowel sounds. Once he finished, I checked his answers and discussed a couple of items that were challenging to him. Finally, to prepare for the spelling test, my student did the Study, Cover, and Spell activity.Guided Reading: Young Abe Lincoln
Today, my student read Young Abe Lincoln, a nonfiction article about President Abraham Lincoln’s boyhood. I showed him the article and asked if it looks like a made-up story or one that has facts and information. Then, my student read it silently before he read it aloud to me. We discussed the article with the following questions: Why didn’t Abe spend much time in school? What did Abe love to do after his chores were done? What was Abe’s nickname? What is the main idea of the last paragraph? What is the main idea of the article? Tell me two details that support the main idea.Read Aloud: Chapter 14 ¬¬¬¬from The Lion, the Witch, and the Wardrobe by C.S. Lewis.
Read to Self: My student selected his own book to read independently.
Day 28 – Math – Choose Friendly Numbers
Today’s math lesson was an opportunity for my student to continue practicing decomposing numbers. All the activities in today’s lesson were online interactive animations that prompted my student to think about different ways of decomposing numbers. For example, he walked through the steps to solve problems such as 213-12 = 200+13-12. He practiced the strategies that were taught in previous lessons, and then completed a lesson assessment to check for understanding.Day 28 – History: Crossing the Rubicon
Today was a fun lesson to act out. My student learned about Pompey, a Roman leader who was jealous of Julius Caesar’s popularity. I explained that Caesar and his army had successfully taken control of much of the land that surrounded the Mediterranean Sea. The Senate did not want Caesar to become Consul. Together, Pompey and some members of the Senate plotted against him. When Caesar brought some soldiers back to Rome, it scared Pompey so much that he fled to Germany with some of the Senate.We read the text first. Next, my student pretended like he was victorious Caesar while I pretended like I was scheming against him. We created a river (the Rubicon) with a blue scarf, and when ‘Caesar’ and his army crossed over it, I ran away, frightened. To wrap up the lesson, I gave my student an activity page with the story out of order:
•Caesar and his army broke the law and crossed the Rubicon.
Caesar and his army broke the law and crossed the Rubicon. •Pompey didn’t like Caesar. He convinced the Roman Senate to send a message to Caesar. The message said, “Leave your army behind and come at once to Rome.”
Pompey didn’t like Caesar. He convinced the Roman Senate to send a message to Caesar. The message said, “Leave your army behind and come at once to Rome.”•Julius Caesar, a man of wonderful courage and energy, took a large army to conquer Gaul, the country we now call France.
Julius Caesar, a man of wonderful courage and energy, took a large army to conquer Gaul, the country we now call France.•Caesar knew the Senate’s message was a trap. So Caesar called together his favorite soldiers, and they declared they would not leave him.
Caesar knew the Senate’s message was a trap. So Caesar called together his favorite soldiers, and they declared they would not leave him.•Caesar and his army moved on to fight Germany and Britain.
Caesar and his army moved on to fight Germany and Britain.His task was to put the events back in order to demonstrate understanding.
Day 29 – Language Arts
Spelling: Unit Assessment
Today my student was tested on his spelling words. I dictated two sentences for him to write, and then checked for spelling, capitalization, and punctuation.Guided Reading
Today we read a poem together about Abraham Lincoln’s boyhood and character. First, we reviewed what my student read in The Civil War and Young Abe Lincoln. He was allowed to look back at the articles to refresh his memory. I asked the following questions: What was Abraham Lincoln’s nickname? What other words describe Abraham Lincoln? During what war was Abraham Lincoln President of the United States? Is a civil war a time when people in the same country fight each other or when people in two different countries fight each other? Did President Lincoln want Americans to keep slaves or free the slaves? I read the poem to my student, and then had him read it aloud to me. I had him read it aloud a second time, pausing after each verse to explain the story in his own words. To wrap up, I had my student write the rhyming words on a sheet of paper at the end of each line, using crayons of the same color to group the rhyming words. I asked him what two sets of lines rhyme in each stanza and which line does not have a rhyming partner. Read Aloud: Chapter 15 ¬¬¬¬from The Lion, the Witch, and the Wardrobe by C.S. Lewis.
Read to Self: My student selected his own book to read independently.
Day 29 – Math – Unit Review
Today’s math lesson was a unit review. Once again, this was a very individualized lesson that was catered to the needs of my student. We had the opportunity to review previous activities in this unit. Together, my student and I went through all the practice pages he had completed in order to refresh his memory, and then he completed a practice test. I could see from his practice test which areas needed more practice. The online activities were accessible so we could go back and redo the areas as necessary.Day 29 – Caesar Meets Cleopatra
We began today’s history lesson by reviewing what my student has learned about Julius Caesar. We picked up where we left off after Caesar crossed the Rubicon. I explained that he returned to Rome, but was concerned that Pompey may make trouble in Egypt. He decided to continue on to Egypt so he could throw Pompey in jail. Then he could live in peace. I also explained the troubles that the Egyptians were having. They had two rulers, a 15-year-old pharaoh and his 21-year-old sister, a queen named Cleopatra. I explained that the pharaoh had his guards throw her out of Egypt, and then he declared that she was no longer queen. Cleopatra thought and schemed as to how she could become queen again.Both Cleopatra and her brother heard that Julius Caesar was headed for Egypt. The Pharaoh was terrified, so he decided to kill Caesar’s enemy, Pompey, to gain favor with Caesar. But when Caesar arrived in Egypt and heard the news, he was displeased. As he marched to the Egyptian palace to talk to the pharaoh, Cleopatra arranged to meet Caesar alone. She had on her best jewels and luxurious robes. She spoke to Caesar to convince him to destroy her brother so she could rule Egypt as queen again. She said that she would share Egypt’s treasures with Caesar in return. This lesson will be continued next time. My student predicted what Caesar will do, and was disappointed to find out that we’ll get the rest of the story later. To wrap up, my student completed a Venn Diagram, comparing and contrasting Caesar and Cleopatra.Day 30 – Language Arts
Spelling: Short Vowel Words Ending in f, l, s, and Sometimes z
To begin, I helped my student read over his spelling list this week. I explained that when a one-syllable word with only one vowel ends in f, l, s (and sometimes z), we double the last letter. The doubled letters only make one sound. Then, I told him that to make a word ending in double s plural, add es as in passes and dresses.We used colored pencils on his spelling list to sort the words according to the word endings of ff, ll, ss, and zz. Grammar: Doubling Consonants
I wrote the word stop on the whiteboard and asked my student: How many syllables does the word stop have? How many vowels are in the word stop? How many consonants follow the vowel in stop? I pointed out that all of his answers were ONE. Next, I had my student look at the words stopped and stopping. I reminded my student that in small words like stop, we double the consonant at the end of the word before adding an ending like ed or ing. I said the rule and then had him repeat it: When a word has one syllable, one vowel, and one consonant at the end, we double the consonant before adding ed or ing. We practiced this rule on an activity page. Read Aloud: Chapter 16 ¬¬¬¬from The Lion, the Witch, and the Wardrobe by C.S. Lewis.
Read to Self: My student selected his own book to read independently.
Day 30 – Math – Unit Assessment
Today’s my student was given the opportunity to demonstrate mastery of this unit: add, subtract, number composition in an assessment. He began with an online assessment that checked his understanding of the equals sign, adding and subtracting, as well as breaking numbers apart. The last part of the assessment was pencil/paper. He answered questions about what the equals sign means, different ways to break numbers apart, and adding and subtracting 2- and 3-digit numbers up to 500. Day 30 – Science: Isaac Newton
Today, we began our science lesson by reading an article about Isaac Newton. We learned about his great discoveries of gravity and friction. We reviewed that all objects fall to Earth at the same rate. As a mini experiment, I had my student drop a pencil and a piece of paper from the same height at the same time. He noticed that the pencil hit the floor before the paper did. We discussed why friction slows down the piece of paper more than the pencil. To continue the experiment, my student rolled the piece of paper into a thin tube and taped it closed on both sides. Then, he dropped the pencil and paper again. This time, they hit the ground at the same time. I explained that with the paper unrolled it was wider and flatter than the pencil. It had to push more air out of the way on its way down. It had a larger surface area for the air to push against it. When we changed the shape of the paper, it did not experience as much friction on the way down. Because its surface area was smaller, it did not have to push as much air out of the way. To wrap up today’s lesson, I had my student draw an apple falling from a tree. He drew an arrow to show gravity pulling down and an arrow to show friction pushing up. Then, he explained the concept that friction words opposite the force of gravity and opposite the direction of all motion. 