Dillon and I reviewed our skills we worked on Monday. When test-taking, stop while reading the passage and rephrase what you have read to make sure you understand. Then when reading questions, figure out what they are asking, then find the answers within the text. Dillon completed a nonfiction test on his own using these skills.

Dillon reread an FSQ he had previously taken at school, then listened to me read it. He chose the answers, then we discussed the answers and why they were correct or incorrect. Working on reading all answer choices carefully will help him!

Dillon and I worked on his decoding and reading comprehension skills. We talked about changing the focus for future lessons to test prep so he would better understand how to answer FSQs, and next year, questions on the FSA.

We started with a review game of the /th/ sound and /sh/. Then Dillon read part of a decodable book using the /th/ sounds. We read more Captain Underpants, focusing on reading for meaning and reading through the whole word. Self-correcting is a new goal! We ended with the three sounds of -ed. Lots of fun and giggles today:)

Dillon brought his reading homework to do in our session. We chose to read his Captain Underpants book, then write about it. While reading, we worked on decoding skills. After that, we worked on how to write a main idea, instead of listing details.

Dillon and I focused on skills today. We started with digraphs and played a game with the /th/, /ch/ and /sh/ sounds. Then he read and I analyzed his oral reading for errors. He learned about the three kinds of errors- meaning, syntax and visual. He then scored my oral reading and we analyzed the errors. Finished up with Captain Underpants:)

Dillon and I worked on the /th/ sound that gave him trouble last week. He read words in isolation with those sounds, then in sentences. He read a Level I book called "Ruby Bridges" and we focused on self-correcting when reading, and reading all the way through the words. He answered comprehension questions, and was able to answer the multiple choice questions correctly. Extended response question was harder, but we talked through it. Then we ended with the full-color Captain Underpants, taking turns reading Chapter One. He made some progress in making corrections and thinking about what makes sense as he reads.

Today was our first session together. I learned about Dillon's goals for reading- to read more than one book at a time. The future book topics he would like to read about are civil rights and history- with a colorful Captain Underpants book for fun! We found his strengths are in looking at the beginnings of words when decoding unknown words. We are going to work on making corrections as we read so the text makes sense. Dillon was a joy to work with today!

WE started the session with guided reading books "We Go" and "We Sit" reinforcing skills and strategies to figure out unknown words. Nicholas ran his finger under each word as I read them. We would try to figure out the sound of the initial letter of unknown words. We used the pictures to mainly assist in attempts to figure them out. He did a great job recalling information and facts about "We Sit" he was able to predict what would happen next if the circumstance/events were different, and infer why.
Using an alphabet chart Nicholas was able to identify a few more letters than last week. Again he was able to tell me more of the letter sounds if I told him the letter. Nicholas was able to tell me 3 short sentences about the story and traced out the letters that I dashed out for him. He was not able to tell me all the letters in his first name as I wrote his name for him. He could not remember what his last name was, but he knew it began with De.

We started the session with a guided reading book "Dragon at School" (brought to the session by Nicholas) reinforcing skills and strategies to figure out unknown words. Nicholas was encouraged to help by running his finger under each word as I read them. We would try to figure out the sound of the initial letter of unknown words. We used the pictures to mainly assist in attempts to figure them out. Nicholas was able to answer questions about the story and make a few inferences. Using an alphabet chart Nicholas was able to identify very few letters this week. He was able to tell me more of the letter sounds if I told him the letter. He referred to the letters as numbers. When filling in vowels on a short vowel chart Nicholas would know we were writing the letter "a" in each blank, but after a few words, he would forget the name of the letter and the same for e,i,o and u. He had difficulty retaining the names of the letters while working on them. I spread out bean bags with letters on them and asked Nicholas to find "N" the first letter of his name.