Moving on to a new decodable book I opened the lesson with words in the new story. Without reading or discussing the words I asked Patrick to sort them into 5 groups. Patrick successfully group the set of mixed words by their ending patterns. We then took turns playing bingo withe new words to prepare him for his fluency reading. He set a new goal of one mistake and asked to be timed. In 2 minutes 25 seconds Patrick made 7 errors and 2 self-corrects. We both agreed that was awesome for his first read!

Patrick typed in his keyboarding program, TTRS. He completed 2 modules. He worked side by side to Yanuell, a classmate. They each took turns, as Patrick served as a role model to show Yanuell how to hold his hands and body properly. Patrick completed an activity where he read a short passage and answered questions that follow. Patrick played two braingames in FF. He did very well. I think that Patrick should try the next level, next week. We will give it a go, and see if it is too challenging.

Patrick and I read several books on ocean animals as we continued research on his project. He decoded several new words and recognized many sight words. He then used the MAC computer to conduct internet searches for ocean animals. He easily navigated Safari, opening and closing new tabs, using the print function, etc. Finally Patrick completed a Fast ForWord game which required him to read and complete sentences, decoding new words and recognizing sight words.

Patrick practiced spelling multi syllable words. He did OK with this skill but needs to work on spelling one syllable at a time and not trying to spell the whole words together.

Reading and spelling multi syllable words with suffix endings ed and ing. Patrick needs more practice with this skill before we move to test on step 3.

Patrick was very focused and motivated throughout our session today. To support decoding skills Patrick continued to work on building and reading words with the -ug and -un chunks. He is definitely working with more ease now:) We still need to focus on applying these skills during reading, but he is doing well working with these words in isolation. Next Patrick reread his repeated reading passage to reach his goal of 2 mistakes or less. He did it in the first read of the day!!! He went from 22 errors and 2 self-corrects to 4 self-corrects and 2 errors. He immediately wanted to share his success with Miss Judie:) After that we read from his new Easter book. Because is it above his independent we successfully choral read the first chapter. Lastly, we worked in Patrick's journal. We edited his sentence from yesterday. I asked him to circle all of the words he spelled wrong and he identified every word. We applied decoding skills to correct the spelling mistakes. We also discussed to use words already written to aid spelling. Then Patrick added another sentence to his prompt.

We began our math session on the court practicing counting by 2's, 5's and 10's. In the classroom we played a speed game of doubles and making tens. Patrick also counted 3 groups of change. Next we focused on solving word problems using simple pictures and numbers. When I read the problem Patrick was very successful. We will continue working on word problems and data tables focusing specifically on number patterns to help us determine the answer.

Play 3 Little Birds to practice the A, D, and E chords; Introduce G and Cadd9 chords.

Sub for Miss Jennifer. Today Patrick completed three brain games. He did a great job. He was able to read and complete the blanks, with little support in Bedtime Beasties. In Magic Rabbit, Patrick was able to decode words and make new words by switching letters. In Bear Bags, he identified and matched words to words with the same long vowel sounds. In the extra few minutes we went over the meaning of a narrative text and added a few sentences to his narrative writing piece.

Today Patrick did a picture to picture activity. It was a picture of a man selling popcorn from a cart in the sidewalk. This was a review to develop his ability to verbalize from a given picture, and to increase the length and complexity of Patrick's expressive language. He placed all of the structure cards before him and used them to help elicit details to verbalize. He described the gestalt in pieces. After asking him to combine his statements he expressed an accurate picture summary. After, I read an example of a third grader's narrative writing piece to Patrick. We dissected it to list all of the different describing words she used in order to enable us to picture her story in our minds. Patrick did a great job determining the words or phrases she used to create imagery. For example, she wrote the waves were "towering". Patrick knew that towering was a great word to use to provide imagery. Great work!