Kaitlin did not meet with me today.

Libby used paint brushes, magic change color markers, and writing paper to practice short u words and sight words (the, and, on, off, with, has). She did a practice page with short a words. I read a Christmas book to her and discussed it.

Chris wrote his spelling words in syllables. He read about immigration and discussed it. He looked at the map to find where some of the children originated. He examined a pie chart about immigration.

Kaitlin was not here today.

Kaitlin took her biology test.

Cade and I co-read a chapter from his McGraw-Hill Reading Wonders textbook, "Wild Weather." We paused to summarize, predict, and ask questions. When Cade encountered a word that he could not read, I encouraged him to use the syllable division strategies that he knows to decode the word. After reading, I helped Cade to write a paragraph to summarize the chapter. He edited the sentences using the acronym CAPS (capitalize, appearance, punctuation, spelling). I notice that Cade struggles with summarizing; we will continue to practice this skill.

Libby used magnetic letters, Twistables, and writing paper to practice words with short vowels, and sight words (has, with, off).

Chris read about some immigrants in his textbook and worked on a map to locate where the immigrants came from.

Kaitlin looked up information to help her write her essay for the geography class.

Chris wrote his spelling words in his journal. We discussed the purposes and components of informational text.