As an effort to obtain many new skills, Patrick represented our 3 days of school so far using coins, minutes on a manipulative clock, and straws to build the ones, tens, and hundreds place value. He learned that a decimal divides dollars from cents, and a colon divides hours from minutes. We practiced math facts with +2. I taught him the trick to count on from the largest number. (2+9) 9, 10, 11. He did much better once he used that strategy. He takes pride in what he is able to do, and felt confident that he mastered the set for today. He doesn't have them memorized, but he is able to act out the operation.

I used a Reading Running Record to assess Patrick's specific reading level, and need for instruction. Based on a scale of A-Z (increasing in difficulty) Patrick is an independent level A reader, and is in need of instruction at Level B. (mid year Kindergarten reader) He is a strong phonetic reader, and often makes sense of a word using that strategy. Based on the results of his RRR, his accuracy rate was expressed on the rating scale as "instructional level" largely due to using his "Makes Sense" cue (which is good that skill is in place) and less "Makes Sense" or "Visual" cues, which is where instruction will be driven from.

Fast Forward

Define science. Talk about matter. Define matter and write it in notebook. Draw picture of different objects, different kind of matter. Using flash cards review more words/vocabulary in science.

Discussion about science notebook and how and when to use it. Introduction to science equipment and material that will be used during the experiments. Debate, "what is science and what do we study in science".

Patrick continued his program by completing the RPI (Report Progress Indicator) from yesterday. Tomorrow he will follow by beginning his assigned program.

Today Patrick reviewed the climate of the program. Then he proceeded to look at a picture (todays was a pig standing in a grassy area staring at a corn on the cob) This is called picture to picture in the Lindamood-Bell program. It sets the foundation for all of the lessons in the future. The goal is to get Patrick to understand the gestalt, beginning with pictures with limited details. He did a nice job describing a picture that I did not see (ostensibly). After his first verbalization, I asked questions with choice and contrast to develop and refine verbalizing. Today he was introduced to a few of the "structure" words" we will be using. The first one being the most important, "WHAT". After his first image description, I describe the image he has created in my head and then using the structure cards, we add more details. Patrick is a hardworker and I am very proud of his efforts, thus far.

Patrick started his keyboarding program today. He did a super job! He was introduced to the homerow keys and practiced keeping the correct fingers on the keys. He did several key drills and is working on Level 1. Keep up the good work, Patrick!

practiced addition facts, fact families and skip counting

Started a rules notebook, went over short vowel sounds