Libby used paint brushes, writing paper, and rubber stamps to practice writing short vowel words and sight words (and, the, on). I read Jack Prelutsky poems to her. We watched a video about Joanna Cole, author of The Magic School Bus books.
Chris wrote sentences for his spelling words. We read some of the story together. He made a cube and answered questions about that section of the story.
Cade arrived with a language arts packet that his mother wanted him to complete. We practiced his spelling words (both auditory and on the white board). I was pleased that Cade could easily spell the words. He read a passage about stars and answered the comprehension questions. We went outside for a break, playing pickle ball as we reviewed his spelling words. Back inside, I conducted a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate the sounds within words and is predictive of reading and spelling success. Cade practiced syllabicating unfamiliar VC/CV words; I am pleased that he is confident in using the strategy of identifying the vowels and dividing the words. To conclude, Cade decorated a cover for his session notebook.
I began with a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate the letter sounds within words and is highly predictive of reading and spelling ability. Next, we worked on alphabetic awareness. Eliana learned that there are 26 letters, and identified the vowels and the consonants. She sequenced the alphabet in 4 minutes 34 seconds; my goal is that she can accomplish this in one minute or less. I taught her the definition of a syllable (a word or a part of a word with one vowel sound). This will be important as she learns to syllabicate unfamiliar words. I conducted visual, auditory and blending drills with all of the letters and digraphs (sh, ch, th, etc.). These drills require Eliana to both decode and encode (read and spell). I taught silent E as a new concept and dictated sentences for Eliana to write and edit using the acronym CAPS (capitalization, appearance, punctuation, and spelling). It is my goal that Eliana will practice this edit strategy every session until it becomes automatic. To conclude, we co-read several pages of Junie B. Jones. I notice that Eliana is interested in learning cursive. I will incorporate this into our session and send practice pages home with her to practice with Ms. Pat.
Kaniyah, Tyjia and I co-read a short story by Jason Reynolds entitled "First-Day Fly." Told from the point of view of a middle school boy, the story details his preparation for the first day of school, specifically his outfit. I modeled a different note-taking strategy, underlining the text as we read and writing important details in the margins. We paused as we read to answer comprehension questions. I taught the concepts of figurative language, specifically metaphor and simile. The girls were engaged with the story and did good work.
Kaniyah, Tyjia and I co-read a short story by Jason Reynolds entitled "First-Day Fly." Told from the point of view of a middle school boy, the story details his preparation for the first day of school, specifically his outfit. I modeled a different note-taking strategy, underlining the text as we read and writing important details in the margins. We paused as we read to answer comprehension questions. I taught the concepts of figurative language, specifically metaphor and simile. The girls were engaged with the story and did good work.
Excited to have Lucas back for basketball. We worked out and started ball handling to start. We worked on our short and mid range jumpers and finished with pull up shots.
Ben and I discussed changing social and economic policy from FDRs New Deal. We discussed government impact on citizens prior to that change in policy and how it works today.
