* took K out to feed the chickens, and found an egg
* wrote the first draft of a letter to Nanny Frog. I explained that we were going to do a draft/edit/copy process and that perfect spelling was not the object of the first draft, which freed her up to write and not constantly ask me for spellings. She wrote half a page, quite a respectable amount I think. I was interested to note that she used -ck endings a lot, for words like “snake” and “thank”. I will be interested to see if that’s because we’ve practised a lot with ‘ck so she has it set as a sort of default, or whether she still finds it hard to hear the difference even after we’ve looked at the other word families in more depth. Wot she wrote:

Hallowe Nenny Frog Thack you for the snack. ofr hir we haved sum wid wethar it snod then it wos sticking hot & I hated it. me & ded tock zebedee (ur dog) to the dog day at.

* looked through the new book Kitchen Science for ideas – I said we could do an experiment later if we get through everything else first
* making a mini scrapbook with stickers and stamps
* reading aloud: The Journal of Watkin Stench
* 11:00-12:30 Pottery lesson
* played with K and the gorgeous vintage toy cooker I found at Aussie Junk (squee!), while I made lunch. She is complaining of being tired a lot, I think she may be coming down with something…
* I read the rest of The Journal of Watkin Stench, then a couple of pages from The Spread of Settlement which covered the first few years of the colony and talked about the attempts to farm in Sydney Cove and Rose Hill, then the crossing of the Blue Mountains to the interior, to give some context
* visual memory
* reading aloud: another couple of pages from “Goldilocks”, plus “There Was A Crooked Man” from the same book. B is increasingly confident in applying sounding out strategies without prompting (eg. she got “lumpy” entirely without assistance by chunking the word). She has a tendency to sound out words like “felt” as “flet” or “dark” as “drak”, so I am reinforcing that she needs to look at whether the consonant is before or after the vowel. She encountered the sound “-igh”
* drawing: we discovered that K had quietly spent our reading time pulling the bumwipes out of the dispenser and making a huge bumwipe mountain on the floor (scrublet!), so after I picked them all up and put them in a spare box, I let B have one to play with and she is drawing with textas. We talked about whether the colours separate into their constituents as the colours bleed (yes)
* tutoring with Dennis – he had to bring her home earlier than expected because apparently she breezed through all the material at top speed *g*