Patrick played "Hot Dots" math facts where he read an addition sentence, generated an answer, and checked by pressing the hot dot pen on his answer. He enjoyed this.

Patrick used letter magnets to spell out the alphabet. Occasionally, he missed a letter. The magnets were color coordinated by vowel and consonant. We sang "Which 5 letters are the Vowels" to the tune of "Old McDonald." We made the short vowel sound as we approached each vowel. (Ex: With an "ah, ah" here, and an "ah, ah" there" etc.) He learned that any letter that isn't a vowel is a consonant, and correctly gave me 5 examples, showing understanding. We went on a short a hunt around the school for items containing the short a sound in the beginning or middle of the word. With assistance, Patrick found happy, apple, laugh, ice pack, napkin, etc. This became easier for him to hear the vowel sound as we found more examples. He recorded his answers in list formation in his angry bird notebook he brought. :) He was excited to meet the assignment requirement, as well as meet the challenge of finding two bonus words. He reread Go Animals Go, and highlighted his sight words in the text. He wrote those sight words on index cards which will be posted in his room on a word wall/jail wall. We talked about the sight words that followed the rules and sound the way they look, and identified which ones did not which we refer to as "jail words." He had fun with this approach and can't wait to make his "jail wall."

Guitar parts and holding technique. Pick holding technique and basic strumming technique. Open string notes (E A D G B E).
First chord: D Major

closed syllables short vowel sounds L,F,S bonus letters

Patrick continues to work on his program.

Patrick continued to work on his typing program. He has reviewed hand placement and practiced resetting his hands without looking. He knows how to feel for the bump on the f and j keys when his fingers get misplaced. He practiced the homerow keys including keys g and h. I am proud of his hard work and his success at resisting peeking at the keyboard.

Patrick is working on the Picture to Picture stage of V/V. He is verbalizing more details now, since he has been introduced to all 12 structure words. Great work, Patrick!

introduced digraphs 2 consonants 1 sound. Add to rule book.

Patrick was introduced to vocabulary words that he would see in context by matching the word card to my verbal definition from another card. He used those words to create an analogy. This was very challenging in the beginning, but he began to improve. He had to determine the relationship between the first set of words and come up with the missing word for the second set of words based on the relationship. (Ex: plane is to air, as bike is to land.) He read Level B: Go Animals Go! and completed an online comprehension quiz. He looked at picture cards and displayed them onto a graphic organizer based on if they portrayed a fantasy or realty. He enjoyed using those larger words in his speech. We He learned how to spell his middle and last name. I scrambled up letter magnets on the board with each name. He had to reorganize them, based on the beginning and ending sound, followed by working out the middle sounds. Once it was spelled on the board with magnets, while his eyes were closed, I would remove a letter. He was responsible for identifying which letter/sound was missing. He made an occasional error, but by the end of the lesson, is able to fluently spell his middle and last name verbally and written. He is thrilled!

Patrick continued today with his program. He worked on Picture to Picture. Patrick has now been introduced to all structure words and will continue to practice visualizing and verbalizing in order to describe andimage throughly. This routine will take place daily, as he gets acclimated to using all of the new "structure words". He is doing very well.