Today Patrick completed two modules in his keyboarding program. He touch-typed rhyming words today. These words are dictated to him through the program. His ability to type without looking is improving. Patrick continued in FF program. He broke another one of his high scores. Great job, Patrick! In LB, Patrick continued working on Activity 20. He completed a picture and word summary. He also worked on main idea and details. Patrick demonstrated his ability to correctly recall the definitions to the vocabulary from the story. He did so through a matching method. Keep up the great work, Patrick!

Patrick completed a mixed review of all of the math concepts we have covered so far. He answered basic subtraction, basic addition, column addition and adding with regrouping. He missed only one question. He has a hard time adding on sometimes because he struggles with when to stop. The problem he got stuck on was 8 + 5. He said he could do it. Encouraging him to believe in himself, I said, "You have 8 and 5 fingers on your hand." That was all he needed:) We then practiced doubles and make-10 facts on the court for about 10 minutes.

Patrick wanted to read first today, but he asked to go to the computer lab to pick out his own book. I selected a few choices for him. He chose one and then picked his own Level E to try. He said he was nervous to read Level E. He read Level E In the Sea. Level E is the new instructional level we will work on together in class each day. Patrick did come to several words he didn't know right away, but he was very successful using his decoding skills to figure them out. He struggled with sight words does and you. We will target these words. Then we reviewed cause and effect and the signal words. Patrick read be, cause, because, if and then with no assistance. I introduced since as a cause and effect signal word. After that I read from Diary of the Wimpy Kid. As I read we discussed several cause and effect relationships encountered in the read aloud. Then I identified a cause or effect and Patrick determined the connecting cause or effect. He seems to be grasping the concept very well. Tomorrow we will apply this concept to his own reading.

Countdown Warmup, using the alphabet instead of counting, Abs and squats.
Breakfall routine 1: ROlls and side break falls. Stretch

Review C and G7 chords.
Introduce A,E, and D chords - apply in the Happy Birthday song.

Patrick read and spelled multi-syllable words with closed syllables. He also read sentences and practiced phrasing. He is doing so well with the Wilson program!

Patrick and I practiced his doubles in the classroom and on the court. He definitely improved his automaticity by the and of the session. Hopefully, he can continue to practice at home to memorize the facts. After practicing we applied his knowledge of doubles to solving column addition. I modeled how to use doubles and 10s to easily solve column addition problems. Patrick completed 5 problems independently :)

Patrick brought Diary of a Wimpy Kid for a read aloud. After reading we discussed cause and effect relationships and then I referred to several examples from the read aloud. I would identify the effect and Patrick would determine the effect. Next I introduced cause and effect signal words if, then, so and because. Then I had Patrick read these words aloud. Will continue to practice cause and because. We are also still working on the sight word they. Patrick read Little Loon flawlessly (except for the word they). I identified three cause and effect relationships in his story and Patrick successfully determined the cause or effect when asked. We spent the rest of our time together working in his Lacrosse project. Patrick has been very resistant to any type of writing at all. He enjoys researching through pictures, but has a hard time relaying information in writing.

Complete the star experiment using toothpicks.
Create a tooth pick explosion using the properties of adhesion and cohesion.
How does CO2 and mentos interact and why?

Patrick completed several activities where he sorted pictures or written words by first, last, or middle sound. He also practiced listening, reading along, and answering questions about increasingly challenging passages. He practiced vocabulary and answered 'wh-' questions. Finally, he played a game where he chose the correct letters to change one word to another.