Patrick did a wonderful job today. He set out his structure cards in their order and used the words to help him elicit details to add to his story about going to play paintball. Patrick added to the middle of the story and listed the rules that had to abide to during the game. In FF, Patrick continued his program. He did very well, and received a high score in both of his brain games today. Patrick completed two modules in keyboarding (27-88%, 28-97%). Great job, Patrick!
We read a "Lego City" book: En la granja (on the farm). The book introduced and reviewed vocabulary: horse, cow, pig, tractor, truck, work, hay, milk, city. We also played number bingo so Patrick could review his numbers.
Discuss:
-types of crystals
-what is crystalline solid
-the difference between gems like diamond and crystal that you grow
-repeating units/pattern
-safety rules
-read and talk about material and procedure when making the red MAP solution.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
During preparation/instruction for the experiment, Patrick showed great patience.
Patrick and I played an addition race game. We had a lot of fun with this. We reviewed odds and evens and Patrick used the hundred's board to help him skip-count by 2 to 100.Then we practiced skip counting by 2s.
Patrick and I finished reading his non-fiction book about dolphins. We took turns reading and I help Patrick apply decoding skills as he needed them. We talked about the things we learned from the book and the things we already knew. Patrick showed excellent comprehension in non-fiction text. Next we played spelling bingo with words from his repeated reading passage (pug, bug, rug, run, sun, dig, big, hug, mug, bun). First he read the the cards for me to write and then I read the cards for him write. He was mostly successful and seemed to enjoy himself:) Then he chose a familiar chunk (-ouch) to build words with. This was quite challenging for him. I modeled how to use the letters of the alphabet and chunks to build words with the chunk -ug. He then reread his fluency passage showing significant progress from last week. He went from making 16 errors to 7. I explained to him the purpose of repeated reading and he chose to make a personal goal for himself! He made the goal of getting down to 2 errors. Lastly, Patrick wrote a sentence in his journal about his favorite stuffed animal.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Patrick talked about how tired he was today, but he still seemed to work hard. Once again he seemed totally resistant to doing word work, repeated reading and writing. He told me he doesn't want to do the work and did a lot of groaning when asked to do certain things. I asked him why he felt so upset about doing the work. He told me that it is too hard and makes him feel frustrated. He also verbalized (in so many words) that he doesn't like reading and writing because he is afraid of the mistakes he will make and when he makes them having to fix them. He also said that he makes too many mistakes. I hate making him do what he feels uncomfortable doing, but there is no other way I can help him. He did seem encouraged when I showed him the improvement he made with his fluency.
Today Patrick played three brain games in his Fast Forword program. He beat his high score in Magic Rabbit. In this game, Patrick must drag letters to create new words. In keyboarding Patrick did a fantastic job. He completed three modules in Lesson 2. His scores were a 96, 93, 90, and an 85. His efforts today were excellent, as was his stamina. Great work, Patrick.
