Maya reread Level I How Glooskap found Summer and took the comprehension quiz. She referred to the text to help her choose the right answer. She answered 9/11 correctly, but did correct the ones she missed. I notice that Maya likes to make sure she gets the right answer:) Then we drafted and started editing Maya's folktale. Maya did most of the drafting. She was very reluctant to edit. Similar with reading, I am working on encouraging her to accept mistakes and being willing to fix them with help. We also worked on being a team and staying on track as observed in her sessions with Miss Lynne:)

Reading 2 syllable words and identifying the syllable type. Maya worked very hard today!

Practiced syllable division and marking syllables either closed or v-e.

Maya and I began reading our next topic: Children Around the World. She chose to complete her book on France. We read a story about a girl in France, and we created a Venn Diagram comparing and contrasting Maya's life with the life of the girl in France. Maya chose to include the Venn Diagram as a page in her book. She created several other pages as we used the computer to research chateaus, vacation sites, and the Alps. Maya also created a page that included Nice, and she wrote about her upcoming vacation to Nice.

Today in math Maya reviewed her times tables and the practiced the skills she has learned in Topic 10. We corrected her homework on angles, and practiced drawing right, obtuse, and acute angles. Maya learned in 10-5, how to identify different polygons. She knows that line segments create sides of shapes and she can name most polygons. In LB, Maya began an activity about a story about termites. She learned new vocabulary terms from the passage and was able to visualize and describe details from the story. Maya continued her FF program, playing three brain games. In Leaping Lizards she is learning parts of speech. Some verbs are tricky for her. For example, the word "light" can be a noun or a verb, depending on the context of the sentence. Maya demonstrated improvement with practice.

Singing ,finger exercise,review ,learning new pieces

Maya seemed out of sorts today. We played a rhyming game and then organized our pairs into specific sounds. After the game she seemed a little happier and more focused. We continued prewriting her folktale. She did a great job generating ideas for her story. She thought aloud and I recorded her thoughts in the yellow legal pad. I am excited for her to begin drafting her story. She has a lot of elements to create her story about why it snows:)

Today Maya continued in her FF program. She played three different brain games. Maya broke her high score in a game which required listening and reading comprehension. In Lindamood-Bell Maya reviewed her structure cards. We reorganized her room and were short some time due to lunch being a little late.

Maya, Ms. Dee, and I took time during her session to reorganize and clean her room. We sorted through books, papers, and supplies. We labelled all of her shelves and drawers, and created shelving space for each of her subjects. For the remainder of the session, Maya and I previewed our next topic in Social Studies, People Around the World. We also discussed some geography, and created an illustration distinguishing between continents, countries, states/provinces, and cities. Maya correctly identified each of her locations in the aforementioned categories.

This will be our last week of folktales. We reviewed the purpose of folktales and discussed the two folktales we read last week. Maya wanted to read about about Native Americans on RaZ Kids, so she chose to read Level K Friends Around the World. Maya made the connection to native people around the world telling folktales. She read the first few pages independently and asked me to help decode tricky words!!! I am so excited about her willingness to ask and accept help during reading. This is a huge step! She was feeling sick and fatigued early on into reading. She complained of being tired and had visibly watery eyes. I then read Level M The Lost Boy and the Monster. Maya listened attentively, asked questions and made and confirmed predictions throughout the story. She also determined (with a little coaching) the purpose of the folktale...to explain how the cactus came to be. This story piqued her interest in people living in the desert and Native Americans. We did some internet exploring on the topic. She again felt very tired, so I read another folktale to her as she listened attentively and drew the characters and setting. Lastly, we began the writing process of writing our own folktale. Maya listed ideas in her yellow legal pad and chose to create a story about why it snows. We will begin drafting tomorrow.