design fundamentals. using the "elements" of "line" and "texture", Samantha painted a picture of a cherry blossom tree to show the use of line and texture. she also did a sketch of a fox to show the use of "visual" texture. she will also do an art piece to show the use of "tactical" texture.

The session began with a brief discussion about reading two syllable words. Samantha was asked to read the nonsense words from step 3.1 only. These words are problematic for her because they are unfamiliar. The instructor showed Samantha how to cover each syllable to help her read these words. She is having some difficulty in reading some of these words. Samantha tends to add sounds to a syllable that are not in the word. The instructor is trying to guide her to look at each letter in a syllable and the identify each sound. After reading the word cards Samantha was asked to complete the charting part of the lesson. She was given three lists of real words to read and did a great job on all three lists. One of the sets of words had the schwa sound in one of the syllables. The instructor discussed this sound with Samantha prior to her reading these words. At the next session it is planned to review the words from step 3.1 and have her practice spelling two syllable words using syllable cards. The written part of the lesson will follow the practice session..

Samantha began the session by informing the instructor that she needed to take the Florida Virtual School Math Assessment with paper and pencil. Prior to her answering the questions the instructor read each one to her. She recorded her response on the test form. After answering the first 20 questions she took a break. She and the instructor walked around the interior of the school during this break. Once back in her room Samantha continued to answer each question after it was read to her. Upon completion of this assessment the instructor told Samantha that it would be a good idea to go back over the questions to check her work. It was noticed by the instructor that when answering many of the questions she did not do any written computation, she did it mentally. She informed the instructor that she felt comfortable with all of her responses. She was unable to enter the written responses on the computer so she sent her mother an email regarding this problem.

We read "The Mouse and the Buddha" a story teaching kindness, compassion and love. Our yoga activity was created by Sam. She took the "fortune teller" game and we turned it into a yoga activity. We picked different poses behind the corners of the paper and had to do whatever pose came up. We ended up doing a variety of poses, on the mat and standing. For the last part of class, I brought in veil fans that are used in dance. Samantha choreographed some veil movements and danced with the fans. She seemed to really enjoy class today.

Today Sam finished her LEAP L.A. midtest. She then entered both the Math and L.A. midtests
into her computer.

Sam started class informing me of a Batt School newsletter she would like to begin, gathered a snack and then began testing at 11:11am. She asked me to read aloud but I was not informed of accommodations beyond a printed test so she completed the test independently. I also reminded her she is a phenomenal reader and I know because I listen to her read nearly every day. Sam stopped every ~20 minutes to do a quick lap around the school. At the end of class Sam had two segments with 14 questions total remaining.

Sam informed me that she has started work within FLVS. We scanned an email from her teacher -did not read thoroughly- then previewed objectives and began the first lesson The King in the Kitchen. The portal directed us to a Discovery Ed video on character development. During the video I took notes and reviewed them with her, then asked Sam to provide an example of character development and we added that to the notes sheet.

Samantha began the session with a review of sounds. The rules for syllable division for closed syllable words were presented. Samantha took notes and wrote down examples for each type of syllable division. Word cards were presented for Samantha to read. She had no difficulty reading the real words. When presented with the nonsense words she began to experience some difficulty reading. She was instructed to cover one syllable at a time to read these words. Nonsense words help students learn how to decode unknown words. She charted 15/15 and 14/15 real words. These real words are all familiar to Samantha, she has memorized these words. The next part of the lesson is one of the most important steps for decoding and learning to spell multisyllabic words. Samantha did not want to follow the guidelines that were given. She stated she had her own way of decoding these words so the instructor asked to demonstrate. She stated she just says each syllable in her head. When she did this she did not spell some of the given words correctly. The instructor tried to explain to her that the method being taught is an extremely successful way to learn how to spell and read unknown words. At this point the lesson ended.

The session began with Samantha logging onto the Florida Virtual School Math website. She worked on today's assignment which was a fraction lesson. She had some difficulty with the website allowing her to complete the assessment part of the lesson. Samantha stated that she would have her mother fix this problem. Upon completion of the Virtual School lesson Samantha worked on solving long division problems using the white board.

I subbed for Katie for half of her class. She informed me that she and Sam started to look at the Language Arts course on her virtual school. Sam needs to choose a non fiction literary book to read that she will have assessments on later. We spoke a little bit about this, and then I had her take a look at the LEAP Pretest and Midtest. Since she is working on an iPad, there are restrictions to what she can see for her course work. She needs to have a better computer to work on, an iPad is not enough. However, we were able to make a plan for her next course (after lunch) to work on the Language Arts Midtest.