Chase completed numerous addition and subtraction problems today. Through games, mental math, paper and pencil and whiteboard work he practiced the following: addition and subtraction of money up to $100.00 with and without regrouping/borrowing; estimation to determine cost and change; and single and multi-step word problems.
Chase and I worked on a variety of topics today in mathematics. Through games and paper and pencil work he practiced: word problems, finding key terms to determine operations, skip counting, addition and subtraction on a hundreds chart, addition and subtraction by tens and ones and mental math, place value to the hundred millions, single and double digit addition with and without regrouping, and algebra. During our session I was able to conduct formal and informal assessments of Chase's math skills.
Chase and I completed several activities which allowed him to practice dozens of spelling words. These activities included writing: boy & girl words (his, her, etc), W words (who what, etc), bed words (practicing writing b and d words). Additionally, Chase drew mini figures to write corresponding spelling words (i.e. drawing a person on a bridge, then writing over under across, etc). We also wrote "tricky words" (their, there, they're) and put words through the 'contraction contraption'. Through these activities Chase practiced using correct form in writing (including starting at the top and pulling down when forming letters).
Chase created a flip book of his more than 100 spelling words. We categorized the words by number of letters, 2 letters-9 letters and he wrote his words by corresponding number of letters on each page of the flip book. Through this session I was able to reinforce letter formation, including closing an 'a' and opening a 'u', among other conventions. Additionally, I was able to assess which words he can easily spell and which words he needs to practice in our next session.
Chase and I continued work on his creative writing as he dictated to me as very unique and creative story as I typed it out on the computer. I then created spaces for him in the document so he could handwrite many words in based on his spelling word list. He illustrated one page, added printed pictures to another, and wrote in the necessary words into the story, cloze activity style. We then assembled the book for him to read to his mother. All throughout the session I used short chants and rhymes to guide him in his letter formation processes, and oversaw him use of writing conventions.
Chase and I used his spelling/sight words to create a new story today. First, we looked for pictures of lego sets that sparked his creative interest. Then, we reviewed his spelling words and I modeled for him what sentences would look like as he incorporated many of these words. Next, I asked him to dictate to me sentences that incorporated many spelling words. We collaborated on creating sentences as I typed them into a word document. I created a second document quickly that provided him with blank lines, and we printed both pages. We worked togther to create the book pages, and Chase completed the sentences (cloze activity style) by writing in the missing spelling words. As he did this, I guided his letter formation and we talked about the spelling of the many words. Through this activity he was able to repeatedly read, spell, and write many words. At the end of the session we brainstormed more sentences to extend the story using the spelling words. We will complete the story on Thursday.
Chase and I collaborated on a multi-chapter book entitled, "The Revenge of the Mad Scientist". First we built upon his interests, researching pictures of "crazy lego creations" and printed several that he selected. Next, he put the pictures in order and we brainstormed which imaginative events could be happening from the pictures. I then asked him to dictate to me, while I typed, sentences regarding each picture, to create a comprehensive, sequential story. We printed the pages, and he hand-wrote most of the story. Through this process we worked on phonemic awareness, spelling, grammar, capitalization, punctuation, parts of a story, sequencing, adding exciting words and details, and handwriting. During the handwriting process, I would model for Chase the best way to form letters (i.e. starting from the top or middle) and I recited my own brief rhymes or chants for writing each letter.
