For a change of pace, I decided to practice oral reading fluency exclusively today. Kellan and I began a novel called The Secret Staircase by Bob Wright, a decodable reader published by High Noon Publishers, which focuses on high-interest yet decodable books. Kellan seemed to enjoy the mystery and read with excellent fluency (rate and accuracy.)

I enjoyed getting to know Tristan as a reader today; he was engaged and attentive throughout our session. We began with a read-aloud titled 'The Pigeon HAS to Go to School.' Tristan was familiar with the Pigeon character and actively participated in the reading. Next, we looked at 20 books and sorted them into sets of fiction and nonfiction after discussing both genres. Tristan used labels as references for "fiction/nonfiction" rather than using "real and not real."
Interestingly, he selected the same book his brother read for guided reading. We used the photos to help determine the record each animal held. Finally, we played the sound-changing game 'Quick Erase' using CVC words. Tristan was able to use rhyme to help him change beginning sounds; vowel changes were trickier.

I enjoyed meeting and reading with Spencer today. He was very attentive and engaged throughout our session. We began with a read-aloud titled 'A Tiger's Tail' about an unusual girl's first school day. Spencer noticed how the illustrations showed us details that the text did not. We also talked about the lesson in the story. After that, we sorted a set of books into groups of fiction and nonfiction. Spencer chose a nonfiction book, 'Guinness World Records, Daring Dogs' for guided reading. He was very adept at using context clues and pictures to help him read unfamiliar words. Next, we played a game called 'Quick Erase' to make words by changing one sound at a time, beginning with CVC words and moving to CCVC.

Hudson was supposed to come in for his last session for his summer work.

Hudson began his nonfiction novel today. He read, discussed, and analyzed the first four chapters. He took notes on the setting and character traits.

Hudson completed two critical perspectives from two characters from the novel Diary of a Wimpy Kid Cabin Fever. He completed this assignment to fulfill partial requirements for his summer English assignment.

Hudson completed the fiction novel Diary of a Wimpy Kid Cabin Fever for part of his summer reading project. He then wrote the first paper for the assignment. He wrote from the perspective of the main character Greg Heffley.

Hudson continued reading Diary of a Wimpy Kid: Cabin Fever. This is the fiction novel Hudson is reading for his summer fiction assignment. He is analyzing three characters as he is reading in preparation for the culminating written assignment.

Hudson reviewed the summer book report requirements for his school, We discussed the nonfiction and fiction details and he chose his fiction book, The Diary of a Wimpy Kid Cabin Fever. He read the first 80 pages. He took notes on the three characters that he chose to detail in his diary entries for the assigned report.

Hudson read a 10th-grade level short story The Monkey's Paw. As Hudson read he pointed out examples of the theme Danger of Wishing. He also discussed the changing mood of the piece and specifics in the context that supported the changes. He also discussed fate vs free will as seen through the three main cgaracters. Hudson's analysis of the short story was excellent.