Jase perfectly retold the key events from chapter 7 of ‘My Father's Dragon.’ After that, he read chapter 8 and the first two pages of chapter 9. While reading, we worked on using syntax to help monitor and self-correct. We also focused on reading accurately, noticing when words were omitted or substituted. Jase made reasonable predictions as he read.

Subbed for student. Student was to read and make a content map about the Tulsa Massacre article.

Ben was absent this morning.

Kellan watched a 6-minute video entitled "The Unlikely Story behind the "'Diary of a Wimpy Kid.'" We then read a news article about the author, Jeff Kinney. Kellan was engaged and noted that his favorite book was the very first 'Diary of a Wimpy Kid.' After we collaboratively reading the article, Kellan reviewed the answers to 4 questions pertaining to the article and was tasked with locating the answers. Kellan demonstrated good comprehension of the material as evidenced by his responses to inquiries and ability to locate the answers.

Chris watched a video on the Evolution of Nintendo (1889 - 2022). He was familiar with many of the developments mentioned in the video. We then collaboratively read a news article about Nintendo and the development of a robotic hand. Chris reviewed 4 questions at the end of the article and highlighted where he found the answers.

Cabo read several chapters in the novel, 'Educated,' by Sara Westover. When queried, Cabo was able to summarize the main theme of the novel, using excellent word choices and ability to encapsulate the information by offering significant, succinct details. We discussed the challenges faced growing up in a Mormon family as experienced by the author in her memoir, and that assertions in the work are considered factual as a memoir is an example of nonfiction narrative writing. Cabo characterized the author's father as "a paranoid conspiracy theorist. One of the major themes appears to be about power and independence as Westover traces power struggles within her family, especially between her and her father. Cabo sustained interest as he neared the end of the book and when he finished it, he said “it was a good book and it must have been torture growing up in that family;” he agreed to refer to it as compelling.

Kaniyah practiced breaking vcv words into syllables identifying open and closed syllables. She also read another passage about The Badlands from ReadWorks.org. We used this passage and its questions to practice using test-taking strategies.

He read two books on his own. We read 4 books together discussing story details and characters.

This morning, we worked on exercises in rhyming and opposites. We read words in the word bank together and Richard understood expectations, once outlined, and got all the examples correct on each of the four exercises he completed. He was very proud of his accomplishment and shared his grade with his other teachers.

Kaniyah read an article about the Badlands and answered 10 comprehension questions. We identified the keywords in the question and then restated it. After that, she used the article to formulate her own answer. She read each of the four provided answers, looking for one that matched hers. In each set of answers, she looked for choices that could be easily eliminated and reread the remaining two choices. For word work, we practiced identifying open and closed syllables and breaking words into syllables.