I began with a review of the syllable types learned so far (closed, open, silent-e, er/ir/ur). I introduced a new r-controlled syllable, -ar. Eliana read a list of example words. I created a spelling deck of -ar words for Eliana to work on with Ms. Pat. We reviewed all cursive learned so far: i, u, w, r, s, j, p, y, c, o, a, d, g, q, e, h. I introduced a new letter, k. Eliana is enjoying learning cursive and is doing well! I concluded with an oral reading passage from Wilson book 3, "Fun Until Sunset." Eliana read the passage twice to improve her fluency (rate + accuracy).
Assignment
spelling deck, cursive practice, oral reading fluency practice
Reid had IXL assignments to complete. I helped him with the following: math (determining ratios, and greater than/less) and language arts (determining if a sentence is a "run on" sentence). Reid was completely independent with the math work, but benefited from instruction on the run-on sentence assignment.
Reid had IXL assignments from school. I helped him with the following:
spelling (find the spelling errors; most examples were misused homophones and apostrophe errors), math (dividing geometric shapes into specified fractions), and reading (figurative language, such as metaphor and simile). Reid was completely independent with the math assignment, but did benefit from instruction on the language arts portion, particularly the correct use of apostrophes.
Use the facts chart created to begin writing an argumentative essay. Work on the beginning paragraph based on the model read previously to include the counterpoint argument.
Letter recognition, sight words, word families, reading, writing
Lesson Outline
Practice letter sounds and symbol recognition. Review the sight words from the reader we worked on. Build word families for -ug and -ag using magnet letters. Read Clifford book and practice sounding out the words. Write the sight words in the book.
Letter recognition, sight words, word families, reading, writing
Lesson Outline
Practice letter sounds and symbol recognition. Review the sight words from the reader we worked on. Build word families for -ug and -ag using magnet letters. Read Clifford book and practice sounding out the words. Write the sight words in the book.
the environment - vocabulary to give reasons (da/deshalb/aus diesem Grund)
Session Minutes
45
Minutes Student Attended
20
Lesson Comments
Joshua joined late, because the internet connection was weak.
We talked about his trip to Liberty University and briefly about the election results in Germany. I gave him the links to 3 podcasts and recommended that he should try to listen to them to learn about the important issues in Germany and so that we can talk about the elections.
In our lesson, we worked on the first of the exercises I had copied into our shared file, but that Joshua did not get to this weekend.
Joshua practiced using 3 different ways go give a reason.
