- I read Ballet Cat What's Your Favorite Favorite, Ballet Cat Underpants, and What Puppies Do Best.
- We shared the reading of The Cookie Fiasco and Let's Go for a Drive.
- We played a word game.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabbie helped me look at High Noon books, and she is only interested in dog books. I will have to start with those and try to get her interested in others.
Dillon brought homework to work on during our session. He completed a NewsEla passage that focused on asking and answering questions in an informational text. He also worked on describing the purpose of illustrations in narrative text. We used a passage about a family that was moving west to create a farm in the prairie. It was an initial read of a story we are going to use to review story elements.
- I read If You Give a Mouse a Brownie, If You Give a Moose a Muffin, If You Take a Mouse to School, If You Give a Pig a Party, If You Give a Dog a Donut, and If You Give a Pig a Pancake to Gabbie.
- Gabbie read If You Take a Mouse to School, If You Give a Pig a Party, If You Give a Dog a Donut, and If You Give a Pig a Pancake with me.
- Gabbie and I read I Really Like Slop.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabbie refused to read the "easy" books that are on her level. I need to look for High Noon books.
- I read If You Take a Mouse to School, If You Give a Dog a Donut, If You Give a Moose a Muffin, and If You Give a Mouse a Brownie to Nicholas.
- Nicholas read with me If You Take a Mouse to School and If You Give a Dog a Donut.
- Nicholas read Jig and Mag and Mat to me.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas had a hard time focusing today and argued with me when I asked him to do some of the activities. I allowed him to draw at the end of the session if he did his work.
- Nicholas read Mat and Jig and Mag.
- I read Don't Let the Pigeon Drive the Bus, The Pigeon Finds a Hot Dog, The Pigeon Needs a Bath, The Pigeon Wants a Puppy, and Don't Let the Pigeon Stay Up Late to Nicholas.
- We read I Really Like Slop together.
- We played a word game.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas was very cooperative. Even when he didn't want to read, he did choose a book and read it to me.
- I explained contractions with an apostrophe where letters are omitted.
- Gabbie practiced several contractions.
- I read The Pigeon Finds a Hot Dog, Don't Let the Pigeon Stay Up Late, The Pigeon Needs a Bath, The Pigeon Wants a Puppy, Don't Let the Pigeon Drive the Bus, Goldilocks and the Three Dinosaurs, That is Not a Good Idea, and Hurray for Amanda and her Alligator to Gabbie.
- Gabbie read The Fish Wish to me.
- Gabbie and I read the Pigeon books together.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabbie cooperated very well and was very cheerful for her whole session.
Dillon completed session two of a practice FSA assessment today. He read passages and determined academic and domain specific word meanings using context clues. Dillon also answered questions that required text evidence as well as inferential reasoning. Dillon required some support and scaffolding when it came to responding to questions that required the student to explicitly state text evidence from the passage in their response. We will continue to work on this skill in our sessions.
- Nicholas practiced ish words.
- Nicholas read The Fish Wish.
- Nicholas and I read Don't Let the Pigeon Stay Up Late.
- I read The Pigeon Finds a Hot Dog, Don't Let the Pigeon Drive the Bus, Knuffle Bunny, and Goldilocks and the Three Dinosaurs to Nicholas.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas participated very well even though he was not as happy with these books as with the Piggie and Gerald books I have been bringing.
Dillon worked through session two of a practice FSA assessment today. He read passages and determined academic and domain specific word meanings using context clues. Dillon also answered questions that required text evidence as well as inferential reasoning. He did a great job today and is being encouraged to take his time and work carefully on each question. I am happy to hear that he has the extended time accommodation on the FSA, and I feel that it will help him to work more carefully knowing that he does not have a time limit.
