Saskiia completed her interactive calendar, read and wrote her spelling words, finished her calendar talk and calendar writing activity, worked on her phonics activities, put together her daily sentence puzzle, played some rhyming word games, and practiced reading CVC words.

Baby Lincoln Substitute Lesson Plan: Reading Chapters 3,4 and 5 of "Where Are You Going Baby Lincoln?" along with various questions for the student to answer from each Chapter. Student was instructed to color all illustrations which appeared within each chapter.

Colson and I alternated reading the story "The Hitchhiker". We paused between passages, he summarized the plot, made predictions and circled unfamiliar vocabulary.

Map testing for student this morning.

Saskiia completed her interactive calendar, read her vocabulary and spelling words, finished her calendar talk activity, put together her daily sentence puzzle, and worked on her phonics activity.

Today's lesson involved reading and writing. First, Nico completed an assignment requiring that he respond to open-ended questions about a reading passage. He also had to chose the best word to complete sentences. Nico was afforded prompts to assist him and facilitate sustained attention. He was encouraged to elaborate, reminded about capitalizations for proper nouns, and his spelling errors were pointed out. I then began reading the first 3 pages in a book I thought might pique his interest. I suggest Nico should be encouraged to select some books to read over the summer, choosing topics of interest that might whet his his appetite and encourage more reading.

Saskiia wrote her ABC's, practiced writing her numbers 1-30, wrote her numbers counting by 2's, sounded out all her letters, learned how to do her calendar talk activity.

Nico was assigned to read a passage about the official Olympic sport of curling. He got right to task reading the 5th grade passage after we accessed prior knowledge about the sport. Nico responded to questions and wrote his answers on paper. Nico's responses indicate that he understands the information relayed but needs support to communicate his responses effectively We reviewed his responses and I pointed out grammar corrections (e.g., capitalizing the first latter in sentences, spelling errors, and following directions (e.g., he did not provide two reasons as specified in the questions). Nico listened as I explained expectations and noted the corrections pointed out.

We reviewed the work on the reading passage Nico completed yesterday and discussed how to begin writing a response to the persuasive essay, indicating our opinion and rationale for it.

Nico read a persuasive text non-fiction article suitable for upper elementary and middle-schoolers. He then responded to questions that consisted of open-ended/short answer, multiple choice, and opinion-based. I chose an article addressing a topic that I thought would interest Nico titled "Are Sports Too Risky for Young Kids?" Nico got off to a slow start this morning, requesting to go outside and play ping pong (a request that was denied), but although Nico required prompts to begin the activity, once engaged and encouraged, he answered correctly and intelligibly; his opinion was that sports are not too risky for young kids "kids will get fat." We revised his answer more appropriately by restating the opinion in the article as follows: " sports help children stay active and healthy. Nico answered al the 5 multiple choice questions correctly. When prompted to remain focused and if sufficiently engaged, Nico demonstrates excellent integration, analysis, and synthesis of material; his motivation, however, has a tendency to vacillate necessitating prompts to initiate, facilitate, and sustain his on-task performance.