Will had a pretty solid day with fastforword. On the punctuation exercise, I was very pleased with how well he did with commas and proper nouns. He only missed a few comma questions, and recognized when every proper noun needed to be capitalized. In spelling, he did better with the double letters, but continues to have problems with the suffixes "-ence" and "-ents". It appears that he has a lot of trouble hearing the "t" sound when it's followed by an s. He also has a lot of trouble differentiating between a "soft C" and an "s". In the sentence combination, he had a little trouble with the re-ordering of ideas, but for the most part did very well.
Will had a lot of trouble focusing in fastforword today. He had a lot of trouble with the fill in the blank exercise and seems to be stuck on a specific set of words: ascent/accent, thorough/through, moral/mortal...etc. We go over each of the words but he's having a very difficult time remembering them day to day. In reading comprehension, he did will with the passages, but was having a terrible time reading the tables. He missed many more questions than normal.
Patrick completed several games in Fast ForWord which included the following skills: Sight word recognition, left to right visual tracking, decoding skills, vocabulary, categorizing, answering wh-questions, and reading comprehension. These activities included: finding the written word that matches a spoken word, sorting pictures and words into increasingly challenging categories, and listening, reading along, and answering questions about increasingly challenging passages.
Will did very well on the sentence completion drill. Typically, he's had a lot of trouble converting adjectives to adverbs, but today he knocked those questions out of the park with very little help from me. He had a lot of trouble with spelling, not due to any specific spelling rule, but rather the difficulty of words. For some reason, today's words were multi-syllabic and tougher to sound out. He seems to do better with the phonetic approach on shorter words.
WIll had to leave after 15 minutes, so rather than getting into an exercise and not finishing, I just had him work on his typing. He's really improved typing the first 12 letters. I tried to get him to increase the difficulty of the game, but he's hesitant. I think he's gotten used to doing well and doesn't' want to feel like he's not doing well.
WIll had some trouble with the fill in the blank exercises, especially with similarly spelled words: lest/least, thorough/through, ascent/accent…etc. Roughly half the time, he'll stop and really think out what each words mean, but some of them continue to cause him problem. In reading comprehension, he did very well with the questions dealing with the order of events and specific details, but had a lot of of trouble with getting information from tables. But his focus was very good, and I think he made good progress today.
WIll had a very good day today, especially with the combining sentences and spelling. He often has trouble when two ideas get combined with the use of an adjective, but today, he was reading much more carefully, and didn't miss too many. In the spelling, a good portion of it focused on words with double letters. To his credit, Will figured out what they were looking for and got a good number of them correct.
Will got a little stressed out in the reading exercise today. There were a lot of new passages, which always seems to throw him off a little bit. I told him to take the time and re-read the passages each time he had a chance, rather than just assuming he got it the first time. After that, he clearly improved.
Will did very well in the sentence combination exercise. There were a couple of days where he seemed to have trouble, but he was reading much better today. He also did very well on fill in the blank exercise, and is doing a great job with the punctuation we've covered in class.
Will has really improved on the spelling exercise, and has slowed down and tries to sound out the word before he spells it. He had some trouble with the reading comprehension.
