Quinn was given 3 writing prompts and the opportunity to choose one about which to write. The three choices were as follows: If you could play with any famous person, who would it be? 2) The best gift I ever received was....3) What is the bravest thing you have ever done? Quinn was provided with a clear idea of what he was expected to do and the steps to follow to compose a complete response. He was encouraged to plan and structure his response to give the reader a clear understanding of the progression of events, and decide what details are most important within the writing and which might be distracting to the reader. Ten minutes was allotted for Quinn to plan out and write his response. He was encouraged to re-read his response before submitting it for review. He did not use the time allotted and wrote hastily. He was encouraged to reflect on the question and plan his responses before writing but required considerable supports to help guide his thoughts. He said he had done a lot of writing in school earlier and was reticent to write more. I began the topic sentence of his choice and Quinn was offered supports and encouragement to continue. He needed reminders to write in complete sentences. I explained that a sentence he wrote was called a sentence fragment and was not a complete thought. I pointed out that details could have been added to express his thoughts more clearly. He read me his responses as I had difficulty with his hand-writing. We had planned to finish up the session reading a chapter or two in the novel but Quinn accidentally opened a dry erase marker at the wrong end (the refill end) and it required some attention to clean.

While Sasha put up her animal posters in the tutoring room, I went through her school folder to assess her work for the week. This week's spelling word list includes words with the /oo/ sound: oo, UI, ew, ue, u. Sasha read the words, made flashcards, highlighted the /oo/ sound in each word, and sorted the words into categories by spelling. We completed the spelling worksheet from school, identifying the correct spelling of each word and writing two sentences using two of the words. We went online to Razz Kids, where Sasha chose two reading passages. She read each well and completed comprehension questions. Sasha was thrilled to move up a level in the program. To conclude, Sasha read a reading fluency passage with /oo/ words three times. She began the reading comprehension sentences, but we ran out of time.

This afternoon, Matthew read about some monuments found across the United States. We started to review the meaning of 'monument,' and learned that it is sometimes called a memorial. We read about the monument in NYC called The Oculus and learned that it honors the victims of the terrorist attacks on 9/11/01. Matthew was curious about the 9/11 attacks and we discussed a few basic facts about the attack on American soil. Matthew said he remembered hearing about it and felt it was terrible. He stated it did not make sense and felt very bad for the many lives that were lost.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Began session with various activities to integrate his retained ATNR reflexes with outdoor mat work. Continued in room with various visual processing and ocular motor work to improve visual system. We continued with practicing writing in cursive and in print today. Richard continues to be slightly resistive to writing but is demonstrating slow yet steady gains. Good session

P.J. started the activity left by his teacher.

We continued with properties and applying them to generate equivalent expressions. We started with the distributive property expanding expressions such as 5(2x+3)=10x+6. PJ did great with this concept. Next we considered going in the opposite direction by factoring. This was a bit more challenging. We started with an expression like 3y-9 and PJ had to consider what are both 3y and -9 divisible by. He decided 3. So we factored out the 3 to get 3(y-3). WE did a few examples of these so PJ could get the idea. He had an appointment, so he was picked up from class early.

Today Carson and I worked on a Test review covering Chapter 6: Transformations. We discussed translations, rotations, and reflections. Carson was asked to reflection and then rotate a figure and then determine the coordinates of the new figure. Carson finds this topic easy. Both of us are looking forward to the next chapter.

Matthew had a Test today. We began class by looking through his practice test. He wanted to practice a few problems before he took the test. Then he got started. He did not finish the test during the class time. He will resume tomorrow.

JPaul was absent. The class time was spent updating grades in Veracross.

In his journal, Christopher wrote his spelling words and highlighted letters to remember. He wrote what he knows about Black History. We read about Jackie Robinson and discussed the book.