1) Started chapter eight. We worked on how to use skills to understand the text. For example, how to analyze and evaluate the validity and reliability of information from multiple sources.
2) Continued to work on graphs, charts and maps to help understand text.
3) Worked on spelling and handwriting.
4) Finished composition paper
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh did much better this session referring back to the text to answer the comprehension questions. He worked on on his handwriting, especially forming the letters correctly. We finished his comprehension essay and will go over it next session to correct sentence structure and spelling. At first, Josh had some trouble some of the comprehension questions but when asked to refer to text was able to answer them correctly.
We continued using charts to get information to answer comprehension questions. We started our own dictionary and spelling book, Josh will now put words that he does not know in this book as well as spelling words he spelled incorrectly. We finished our composition story on Dragons. We read the story Yeti and answer comprehension questions.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
We worked hard on keeping Josh focused on all assignments. We went over sentence structure and worked on spelling. Josh enjoyed creating his own dictionary and spelling book. Josh continues to get several comprehension questions wrong because he still does not refer back to the text for help. Josh worked very hard today. Once we reviewed his incorrect answers he understood his mistakes.
Josh started Chapter 7 which reviewed charts that are used in text. We started working on writing using proper sentence structure and worked on his spelling. We read a story where he was required to answer questions by looking back at the text for help.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh did much better finding the answers in the text to answer comprehension questions. He also worked hard on sentence structure. Josh needs to continue to concentrate on his spelling and the rules that will help him spell correctly
1)reviewed line charts, bar charts, diagrams, pie charts, maps, illustrations, photos and keys on maps.
2)read dragon story then answered comprehension questions.
3)wrote a composition using power points as an outline.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh was able to understand and explain how each chart could be used by the end of the session. After reading the Dragon story, Josh was able to answer the comprehension questions with guidance to go back to the text to do so. We then used power points as an outline to help him write a summary of the story. This seemed to help Josh to keep his thought organized. Josh continues to need help with his spelling and punctuation. However, his writing is improving from session to session.
We finished up chapter seven on cause and effect. We read three stories and then answered a number of comprehension questions. We also finished the story of Minotaur.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh did not seem to understand 2 of the 3 passages we read. At one point, he said "The story reads more like a poem and is hard to understand". Josh continues to need to go back to the story and look for the correct answers. Josh worked hard as usual.
1) Worked on cause and effect to help him understand how events happen in a story.
2) Worked on test tactic's to help him find the cause and effect in a story.
3) We learned signal words to help him identify causes.
4) We read stories and then answered cause and effect questions.
5) We read the story King Kong and then answered comprehension questions.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh understood the concept of cause and effect well. Once again he kept using his own life experiences to show me. Josh continues to need the pencil to help him stay on track as he is reading. Josh continues to sometimes omit words or insert words that are not there when reading. His comprehension skills were strong when it came time to answering the questions from the King Kong story.
Finished Medusa and the chapter on comparing and contrasting
Lesson Outline
1) Reviewed his book report from home
2) Read the story of Chief Seattle, Columbus and the Moon and The Styles of Farming
3) Answered questions pertaining to the story
4) Worked on sentence structure
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Josh did well but once again needed help looking back at the story to answer questions. He brought his own knowledge to help him answer the questions. Josh needs to continue to work on forming complete sentences as well as checking his spelling. As usual, he was a hard worker and completed the tasks.
Knowing the Difference - Comparing and Contrasting
Lesson Outline
Making the assessment connection between character, tone, theme, etc.
Also worked on words that single comparison, such as - to, also, etc.
Worked on sentence formation
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
1) Josh was able to know what the difference was comparing and contrasting
2) Josh had a great deal of trouble with spelling, especially using a upper and lower case letters
3) We also used a venn diagram to help compare and contrast which he needed help with
4) We read a story about Medusa. He used his own knowledge to help him answer the questions of the story
5) Josh needs to stay focused while he does his work and still needs his pencil to help him read each sentence and not lose his place
Work on different parts of the story to understand its structure
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
1) Josh used his own life experiences to understand the story
2) Josh had trouble answering questions at first, but when asked to go back was able to answer them
3) Josh needed help with some of the vocabulary words
4) Josh need to use his pencil to keep track of his place in the story
5) Josh still read out loud even though he was asked to read in his head
