Monday, January 25, 2016
12:30 - 1:30; 60 min.
Science:
Virtual school - weather -
Samantha listened to the summary, and watched the video (same one she watched last week) all part of Lessons in chapter 7 of her text, in virtual school. We completed the activity. She took the test and declared she was done. She had difficulty concentrating on the topic as I asked questions about the lesson. She then remembered to give me the teacher ancillary reading material. I examined the book, and found a worksheet related to the day’s assignment. I asked her to compete the worksheet and noticed that there were vocabulary words she had not included in her work, and she did not know the lesson. It became clear she had skipped large portions of the class, primarily the reading section. She had closed the session so I could not see the prompt and time ran out before we could address this problem.

The session began with a review of consonant, digraph, welded, and short vowel sounds. Nonsense word cards were practiced. It was stressed to look at each word carefully and divide it into two closed syllables. She did a pretty good job reading the nonsense words. She charted a page of nonsense words containing two closed syllables. Again she was guided to read each word one syllable at a time, she was also encouraged to mark each syllable so she would be more accurate reading these words. She did a great job on her charting assignment. The instructor had her practice spelling words by first having her match syllables. Then the instructor had her orally spell two syllable words using teacher made syllable cards. Samantha did a good job spelling the words with the syllable cards. For the written part of the lesson Samantha spelled 4/8 real words correctly and 2/4 nonsense words correctly. All of the misspelled words were discussed and corrected. Again, she needs to remember to spell each word one syllable at a time, when she does this she is more accurate. For the two dictated sentences, she wrote one without any errors. She had three sight words dictated and spelled two of them correctly.

Samantha began the lesson by completing the incomplete assignment from the previous session. She completed the quiz from the previous assignment at home with her dad, and scored a 90%.
Samantha began the next Florida Virtual School lesson. She was working on-line completing page 29 when time was over for the session. She is to complete this assignment before moving on with today's session. Steps 3 through 5 need to be completed either at home or for the next in class time slot.

design fundamentals...We did a social studies lesson with Samantha for part of the class time, then we worked more on her art lesson for lines and textures. Her social studies lesson dealt with the Great Lakes.

Sam completed previously assigned work from Lessons 1 and 2. Workbook pages 69-71, questions 2-4 at the end of the play, and pages 152 and half of 153. SHe also used my modeled Elaboration worksheet from yesterday to complete her own today. While she worked, to gain accountability and more of a visual for her to see daily, I printed the entire unit and wrote large boxes by each product that will be necessary to create, workbook page, or activity. This way, Sam can see the Steps 1-5 each day and boxes where things need to be completed. I advise teachers to have her physically make the check in the box as actives are completed, I also have had success with a timer. Today, when she knew she was being timed, she is more focused.

Sam did not complete assigned work. Daily, she clicks through the lesson (all activities with an average of 5 written assignments necessary per day) and takes the final 5 question quiz then believes she is done because a green checkmark appears. We still have workbook pages to complete from before the curricula arrived. I modeled lessons and activities and she still refused to do work. I spoke with Jackie and Judie about creating more of a checklist or incentive program. FLVS takes a lot of will and drive to complete, she will need a plan. Also, the amount of work in each daily lesson takes more than 60 minutes to complete.

We worked with the Florida virtual school in Samantha's room. I am happy to help with this and hopefully, after this transition smooths out, we'll have an agreeable time doing virtual school instead of voice together. Samantha seemed surprised that this was our new course of business together and it took some convincing to make the switch. But I'm confident in my abilities to help her and in her abilities to remain flexible :)

Today Sam worked on FL Virtual School.

Samantha began the session with a presentation on equivalent fractions. She was taught to use the fraction strip to identify equivalent fractions. Next she was taught to either multiply or divide the numerator and denominator by the same number to find an equivalent fraction. This took some time as Samantha was having some difficulty grasping this concept. The instructor used the white board to help guide Samantha with this concept. The concept of equivalent fractions requires a recall of basic multiplication/division facts. This takes some time for Samantha to process. The instructor worked with Samantha to complete the first part of the assignment in the text. The next part of the assignment was independent practice. the instructor would guide only as Samantha asked for guidance. She was unable to complete the assigned problems in the text so this was given as homework. This lesson requires more processing time than the Florida Virtual School allots. She did not go through all of the assigned work for this lesson.

The session began with a syllable matching exercise. Samantha had to match syllables and then read and write the words. She did a great job on this task. The written part of the lesson was next. She spelled 7/8 real words and 4/4 nonsense words correctly. Samantha did a good job on the sentence dictation. The final part of the lesson was spent on sight words. Samantha read a list of sight words she should know at this point of Wilson Language instruction. She had difficulty spelling four words. Word cards were made for these words and then practiced. When she was asked to spell these words both orally and in writing she did a perfect job.