- Nicholas practiced words with at, op, and it families
- I read Horton Hatches an Egg to Nicholas, and he responded appropriately to comprehension questions.
- We completed Nicholas' math homework.
- We practiced letter sounds with a game.

- Nicholas worked on the at, op, and it family
- I read to Nicholas.
- We played a sight word game together.

- Xavier did his math and grammar homework. He did not bring his spelling book, so we did not practice the words.
- I read the rest of Turtle in Paradise to Xavier.
- Then he chose a book about Hank Zipzer for me to read.
- The next book will be a different one about the Great Depression.

- I read to Nicholas, Horton Hears a Who, while he acted with the Horton stuffed animal.
- Nicholas read his two Bob Books with more fluency.
- Nicholas and I played a game with letters and sounds.
- I read the book, Peanut Butter and Jelly, while Nicholas played with a plastic sandwich replica.
- I posted these books in his reading log.

Thank you for sharing your concerns with me today. I am sure that working together we can get Dillon back on track. In our session, we reviewed the article he read last week. Next, he read an additional article from Newsela at the lexile level equivalent to the beginning of 3rd grade. Dillon did much better on the comprehension questions today. He was able to find text evidence to support his answers and completed 4 of 5 questions accurately.

- Xavier watched some videos about Disney
- I read more of the book Turtle and discussed for comprehension

- Xavier viewed a video about St. Augustine since he is studying Florida in school
- Xavier did two pages of homework in his spelling book
- Xavier practiced spelling the list by spelling aloud
- Xavier practiced the expanded form in his math.

Trenton reviewed spelling digraphs /sh/, /ch/, /wh/ and /th/. He also practiced spelling some high frequency words on the whiteboard. Next, he read an article from Read Works about president John Adams. He did a great job! He was able to answer all questions with ease and is super knowledgeable and interested about the presidents. Trenton ended the session by brainstorming "favorite places" for a writing piece he will be working on during our next session.

Dillon started the session with an Oral Reading Fluency assessment. He scored at 92 WCPM and read at a smooth rate with few miscues. Next, he read an article from NEWSELA entitled, "It's not so simple when you're 17 and stand 7 feet 7 inches tall". He read the article silently and then determined the main idea and supporting details of each of the sections. Dillon needed to be reminded to use the test taking strategies that he practiced last year. He needs to make sure he reads all possible responses before selecting his answer. We will review these strategies further at our next session.

Nicholas had brought home a book from his school library about Transformers and we attempted to read it aloud. However, the words proved too complex, difficult, and challenging, so this tutor suggested that Nicholas look it over at home later, to which he agreed. We proceeded to the library where this tutor selected five (5) books ranging in level from K- first grade. Nicholas selected The Cat in the Hat, by Dr. Seuss. When he began reading, Nicholas made up his own story. He did not attempt to sound out the words. Through guided practice and prompts, Nicholas was able to sound out some of the smaller words, such as ‘the’, but he frequently looked at the corresponding page and continued to make words up. After this tutor used a pencil to point to each word and Nicholas was prompted to identify the initial letter and the sound it made, were we able to tackle the expectations of the reading exercise. We were able to complete about 18 - 20 minutes of guided work before moving on to another activity which Nicholas was allowed to select for demonstrating sustained attention to the task at hand. It would be beneficial for Nicholas continue to work on beginning sounds and to attempt to sound out words with different blends before proceeding to consonant digraphs such as ch, sh, th, wh and ph., etc. Using the pencil to guide his reading was facilitative to Nicholas’s ability to remain on track and engaged in purposeful activity. It should be noted that Nicholas needed reminders to read pages in order - first the left page and then progress to the right. He was reminded that reading is an exercise that requires effort and concentration necessitating that he sound out and combine the letters to figure out the words that are written on the page – not those created from his imagination. After his work was logged in for his teacher, Nicholas proceeded to assemble a 46 piece puzzle, demonstrating excellent eye-hand coordination, and visual perceptual performance skills. This was communicated to his mother when she arrived to pick Nicholas up at the end of the day.