- I read Clifford's First Halloween to Gabbie...
- Gabbie practiced ending sounds for words...
- Gabbie read The Lost Dog...
- Gabbie and I shared reading Sheep Out to Eat...
- I read The Magic School Bus in Outer Space...
- Gabbie did matching words game...
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabby cooperated very well and enjoyed the time together. I need to check her agenda for spelling words and to help her write into her agenda.
- I read Clifford's First Halloween to Nicholas.
- Nicholas read The Lost Dog to me.
- Nicholas practices short vowel words, adding silent e to make long vowel words.
- Nicholas and I read Go, Dog, Go together.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas was cooperative. I sat on my lap for the book we read together and rolled on the floor for the book he read to me.
- Gabbie practiced blend cards.
- Gabbie wrote and read ig and op words.
- Gabbie read The Pig and the Ant.
- I read The Magic School Bus in the Human Body to Gabbie.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabbie is happy and cooperative. She reads isolated words well but has more difficulty reading words in sentences and paragraphs.
- Nicholas practiced blend cards.
- I read Amelia Bedelia to Nicholas.
- Nicholas wrote and read op and ig words.
- Nicholas read The Pig and the Ant to me.
- We examined the wordless picture book of The Lion and the Mouse.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Nicholas participated well as long as he kept moving. He asked me if I brought a friend with me. When I didn't know what he meant, he said, "One of those animals to keep me busy while we work." Fortunately, I still had the Clifford stuffed animal in my bag.
- Xavier found videos about Halloween.
- Xavier read a book about Halloween and marked Florida cities on a map.
- I read Sign of the Beaver to Xavier.
- He selected the next book we will read together.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Xavier was mad today. He did not have school and was not happy about being here. His mother wanted him to work on pages in his math book, and he did not want to do it. He said that he is not allowed to do the page until the teacher presents it in class. Euclid emailed me to get in touch with Xavier's reading teacher at school since Xavier is showing resistance to his work there.
Dillon continued his work on main idea and text evidence. He read an article about the beginnings of baseball and answered questions that required him to look for text evidence to support his responses. Dillon did this successfully with support. He tends to rush and not review all responses and continues to need support to read the question and possible responses very carefully. His oral reading fluency is steadily improving. He ended the session reading an opinion piece article about candy corn. Dillon really enjoyed this humorous article and was very excited about going Trick or Treating after our session!
- I conducted an interest inventory to determine appropriate books for Glen.
- I conducted an Informal Reading Inventory to determine Glen's reading level and skills.
- I read The Magic School Bus and the Ocean to Glen.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
It was a pleasure to meet Glenn. He cooperated very well and did well in his reading.
- Gabbie completed her book report, dictating her answers while I wrote them.
- Gabbie read her book, 101 Dalmatians to me.
- Gabbie completed her math assignment.
- Gabbie practiced at and it words.
- Gabbie read a book with at and it words.
- We played a matching game of words to pictures.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Gabbie participated very well and completed homework before doing some reading activities.
Dillon was very focused today. He read a passage titled, "Peru" and answered 4 comprehension questions that called for close reading of text and the citing of text evidence. He also worked on a short vocabulary assignment for his school homework. Next, he read an article about the invention of potato chips. He answered questions that required him to identify the main idea of certain sections of text and then find information in the text that supported his response. This requires close reading of the question and is something that we continue to work on.
