Kayla and I explored the Purdue Owl website as she began learning the MLA format. We discussed the concepts of plagiarism, reasons for and how to create in text citations, and she practiced creating a references page with proper citations from her current health and wellness research project.

Kayla finished her writing project from earlier, and we discussed my feedback. We worked together on organization patterns in writing, rearranging sentences for flow, and using sources to corroborate other sources in terms of supporting ideas in research. She began a short research project on health and wellness, and she practiced brainstorming and expanding on ideas as a part of the writing process.

Kayla and I collaborated on decoding and understanding the meanings of numerous SAT vocabulary through the use of an interactive website. Kayla also engaged in a writing activity in which she used rich, descriptive language, generated metaphors, and elaborated on ideas.

Kayla continued researching for her essay on psychoanalysis. We worked on how to skim/scan, and how to follow leads in research, making determinations on what search results/websites/information fits in with the topic; in doing so Kayla is practicing how to balance going broad with research and staying focused on a given topic. We identified a web page which included much new vocabulary for her, so we followed her needs in defining vocabulary. We also used part of our time on a vocabulary cartoons activity, which helps her quickly assimilate and remember SAT vocabulary through pictures and related key words. Finally, we touched on test taking strategies.

Kayla was out of school for the majority of our session. When she returned I asked her to complete a free writing activity to help her practice writing for an extended period of time on a self-selected topic. From this activity, we will be collaborating on revising and rewriting her work for clarity, organization, and proper writing conventions.

Kayla and I built on her existing project by researching elements of her brainstormed web. She created a reference page, practiced identifying reliable sources of information on the internet, practiced using descriptors to narrow her search, and we collaborated on setting up a simple to manage organizational system for keeping her records for the project.

Kayla started class practicing writing complex sentences. She then edited sentences containing improper parallelism and comma splice, to review mini lessons covered lately. Next, she completed the SAT Question of the Day on Collegeboard.com then we moved into writing essays. Kayla reviewed her student-friendly rubric and discussed components and quickly went over essay structure. Then we set the timer and wrote an actual SAT essay in the allotted 25 minutes, the prompt was from Collegeboard's site. Then we scored our essays. Kayla's was nearly a 3, needed more topic and detail development, contentions are weak, and lacking organization. Her focus was on point, and she demonstrated critical thinking skills and pulled in supporting examples from her life as well as a movie to tie together and make her point. This essay will be used as a baseline, and allow us to pinpoint exactly what is needed for improvement. I guided Kayla through Identifying Sentence Errors on actual SAT questions, this is an area that needs improvement as well. Kayla left early for an appointment.

Kayla began with Open Sky writing, then daily SAT practice questions and quizlet study cards and games. Then we researched some information on AD/HD and Kayla took a self-test, then we read an article on how an ADHD diagnosis can hinder one's ability to enter the US Military. Next, we became familiar with Khan Academy's SAT prep site and found more sample tests. Kayla then completed Section 10 of SAT practice: Writing/sentence structure. She rushed through a bit quicker than her normal speed on grammar practice and ended up with 6/14. She answered the level 1 and 2 (difficulty levels 1-5) questions beautifully and half of level 3, then missed all level 4 and 5. That data was to be expected and falls within range for a pre-test being taken by a 10th grader. We will use this as baseline data for explicit grammar instruction and further practice. Next, we scored more essays using her rewritten rubric and Kayla scored all three properly. Last, she began creating an crossword puzzle using her current 10 SAT focus words. Kayla left school early today.

Kayla began class writing her daily assignment. She then researched more facts on SAT and how it corresponds with college entrance requirements. To begin our Scoring Session today, Kayla rewrote the 6-point SAT rubric into her own words. Then scored a set of sample essays and was on point with all scores. Kayla and I then worked to create a checklist for the essay, including the rubric info and the overall structure of the essay. While scoring, Kayla identifies the components (Focus/Posiiton, Organization, Support, Language, Conventions) in each essay by noting the actual text. After rewriting the rubric and outlining the structure, Kayla was able to score essays with ease and precision. Next she worked on Step 1 of writing and SAT essay, turning the prompt into a thesis statement with strong stance/topic presentation. Kayla worked on her vocabulary using Quizlet. Grammar work today consisted of a mini lesson on parallelism, as that is the most common error Kayla makes on ACT practice assignments. She ended up with 8/9 on the quiz at the end of our lesson. Kayla wrapped up the day practicing SAT question of the day from today and previous examples.

Today Kayla and I planned for her course though dialog, assessments, and exercises. We collaboratively completed a Wiifm (What's in it for me) exercise to help her understand the impact of her success with writing, including aspects of brain research/function, communication, relationship building, and real-world occupational success. She then completed an observation exercise which was meaningful for many reasons including noticing details, using descriptive language, and expression (verbal and written). Finally, she began a writing prompt, choosing her own idea (becoming a psychoanalyst) and she engaged in a self-directed brainstorming session, followed by scaffolding from me on how to expand her ideas in brainstorming. As brainstorming (generating and organizing ideas) is the foundation for writing, this exercise will be incorporated in every writing session, and it will help her to extend her thinking and practice organizing her thoughts, particularly as she will be writing many three page papers.