Working off a Summer Bingo Challenge activity sheet, Sasha chose to 'Read a Book Featuring a Dog.' Coincidentally, her book selection not only checked off the dog category/square, but also contained poems, so we were able to check off two squares on the Bingo Board. Sasha read well, and made an effort to sound out unfamiliar words using decoding skills. I suggested strategies to break up compound words and Sasha was receptive to intervention. Sasha also identified several rhyming words after I pointed out that the last words in alternating sentences rhymed. We also worked figurative language into the lesson as Sasha correctly noted several alliterative words. We reviewed similes and metaphors and created some of our own to end our session. It was a productive and fun session, interspersed with us singing some of the poems featured, such as "On top of Spaghetti." Sasha is a delightfully engaging and active learner whose enthusiasm is both invigorating and infectious.

Sasha arrived today with her summer reading assignment, "Reading Bingo," which is comprised of 25 reading challenges to be completed over the summer. We glued the card to the front of a pocket folder, and put a reading log inside so that Sasha can easily keep track of what she reads. We then read one non-fiction book and started a fantasy graphic novel, effectively checking off two squares! Great work, Sasha. I hope that you have a great summer!

I re-tested Sasha with the QPS-6 (Quick Phonics Screener). I am pleased with the progress that she made, particularly in her automaticity of decoding. I showed Sasha the comparison of her October and May testing. With time remaining we read several short stories from her RazKids site for school credit.

Sasha and I worked on reading comprehension today. First, she read a short story, "Armadillo's Song." As she read, we discussed homonyms, homographs, and the author's use of onomatopoeia. Sasha answered the comprehension questions accurately, using good test-taking strategies. Next, she read a fable, "The Lion and the Mouse." We discussed the definition of a fable and setting and practiced sequencing the story's events.

After going through Sasha's weekly folder, I noticed that her math homework was reading intensive (many geometry word problems). I helped her read the problems and translate the information into a math problem. She seemed to gain confidence with each program. To conclude, she read a short story on RazKids and answered the comprehension questions. Sasha demonstrates good recall for details and test-taking strategies.

After reviewing Sasha's school work for the week, we tackled the phonics portion of her homework packet. Her spelling words this week include word "families" with different suffixes (act, action, acting). Sasha wrote the spelling words, wrote two sentences with example words, and read an oral reading fluency passage with the words, and answered related reading comprehension questions. Next, we practiced for the upcoming FAST test using a resource I found online. To conclude, Sasha read a Razz Kids passage from her school website about owls. I am pleased with Sasha's reading fluency.

First, I reviewed Sasha's school folder. She did not have a new spelling list. There was a letter indicating that the FAST testing is scheduled for 4/17. I thought it would be helpful for Sasha to be familiar with the test. I found sample tests online and together we completed 29 questions. Many of the questions focus on reading comprehension using academic vocabulary (main idea, main character, setting, antonym, synonym, etc.) Other topics include identifying sentences with correct punctuation and capitalization. We will continue to review for the FAST next session.

We began the session reviewing Sasha's school packet and assessing her work for the week. She wrote her spelling words three times and wrote and illustrated a sentence using two of the words. Next, she read an oral reading fluency passage (including many of the spelling words) three times. I was pleased at her improvement in accuracy and fluency with each read. To conclude, Sasha logged into her Razz Kids account; she completed a comprehension test on a text about birds that we read last week and began a new text about karate. She was thrilled to earn 150 points for the completion of the tasks.

I reviewed the iReady summary in Sasha's school folder. Results indicate that Sasha has tested out on phonological awareness, is at a mid first grade level for phonics, and at an early first grade level for vocabulary and comprehension. Specific skills to master were highlighted; I will address these skills in upcoming sessions. Sasha completed the following from her homework packet: writing her spelling words three times, reading a passage with au/aw words, answering short answer questions about the passage, and editing the sentence upon completion. To conclude, we logged on to her school website, "Razz Kids." Sasha read a comprehension passage entitled "Slow and Slower" and answered the comprehension questions with 100% accuracy. She was thrilled to earn 200 points.

First, I looked through Sasha's folder to assess her work for the week. Her spelling words include words with aw, au, all, all, and alt. Sasha wrote the words three times while I made flashcards. Sasha then highlighted the vowel team in each word, noting where the vowel team occurs in the word, and illustrated the cards. She enjoys this process (and said she got 100% on her last three spelling tests!) She wrote sentences with each word and then edited using the COPS acronym. I notice that Sasha doesn't have the -tch and -dge spelling rule to automaticity; I will work on that skill next session.
To conclude, we logged in to Sasha's school website, RazzKids. She chose a reading passage about birds. She read with reasonable fluency and excellent comprehension. She was thrilled to accrue 150 points for her classroom rewards.