Addition using a ten frame. Making 10 in addition problems. He had a hard time with this concept.

design fundamentals. using the color wheel to study and use "analogous" colors.

Patrick continued in his FF program today. In V/V Patrick read a short story about a kookaburra bird. This was a sentence by sentence activity, where Patrick had to provide a word summary and a picture summary. For the first sentence he used his structure words in order to make his verbalizing flow and provide important details in his own mental picture of the story. For the following sentences he provides a brief word and a picture summary. Then Patrick proceeds to answer questions which will elicit a more clear and accurate picture in his mind, along with higher order thinking questions. Patrick identified the gestalt of the story, but it was tricky for him to provide his own prediction of what could happen next in the story and what it might look like. He is doing a great job and being extremely patient, as this program can be tedious at times because it is has a repetitive nature. He is working towards the goals, learning to verbalize more easily with less teacher support, as compared to when he started. Keep up the good work, Patrick!

Test, chapter 7,Earth's Resources. Four pages test.
Extra time: explore activity. What is in the air? After activity draw a conclusion.

We reviewed days of the week, colored in a "train of the week" and made a calendar.

Computer time and playing chess. Patrick was very cooperative and respective. He responds clearly when spoken to and contributes relative information when conversing.

Today in V/V Patrick completed a sentence by sentence activity. He listened to a three sentence paragraph about an otter. His accomplished today's goals by identifying the gestalt- an otter keeping himself warm. He also produced an image in his mind for each sentence. The first sentence is usually the most important and therefore Patrick used all of his structure words to provide a full description of his image. After expressing how difficult this is for him and some prompting, Patrick was able to describe what he pictured. He answered questions which helped build a more complete visualization of the paragraph in its entirety. Patrick continued his FF program. Please see the email from SciLearn for this week's progress report. I hope you all have a great weekend!

Patrick read welded and closed exception words. He is slowly getting the hand of it. We worked on fluency and comprehension using a story in the Wilson book. He did very well with this.

Review chapter 7, Earth's Resources. Vocabulary: rocks, minerals, oxygen, natural resources, soil. Go over page D34and D34. Watch video/ related to the Earth's resources.

Patrick played short o Bingo with the following word families; ot, op, og, ock, oss, and ond. He did a great job of identifying the short o words as a whole. He took his short o spelling test and many times applied the consonant digraphs and blends we've been working on. While other times, he left them out initially, but went back to self correct after he repeated the word and noticed a missing sound. I gave him an option of using a mystery sentence for his dictation sentence, or if he wanted to come up with his own. He impressed himself when he came up with the sentence containing 4 sight words and 3 of his spelling words, while it making sense. "We will stop at the frog pond." Without prompting, he left off capitalization and punctuation, but when I asked him to "edit" his work, he recalled what to do. He scored 8/10 on his spelling test. The 2 words he missed were floss/toss, in which he left off the "bonus letter s when following a short vowel" both times. In his dictation sentence, he left off the "bonus letter l" in will and the "consonant blend fr" in frog. Those rules will solidify over time. He only needed prompting of, "Something is missing from this word," for him to recognize what it was.