Friday, January 8, 2016
10:00 - 11:00; 60 min.
Science:
Systems of the body -
We continued our study with the ‘paper girl’. As we drew bones in the girl, we discussed the skeletal system and Samantha was tasked with repeating the names of some important bones (the femur, the humerus, the ribs, vertebra, and skull). We talked at length about how the ribs and skull protect important organs associated with two other systems of the body. She was quick to identify the heart protected by the rib cage, and the brain protected by the skull. Homework: Study the list of vocabulary words.
Thursday, January 7, 2016
10:00 - 11:00; 60 min.
Science:
Systems of the body -
Today we started an new unit in her science text. We are now examining the systems of the body. We started by making a life sized two-dimensional girl, by outlining Sam on a piece of butcher paper. We added yellow yarn for her hair, and tinted the ends to match her own tresses. We then discussed the largest organ of he body, which is the skin. We talked about how the skin protects the body from foreign substances, but also how it helps us to cool down when we are hot, or the reverse when we are cold. Homework: Study the list of vocabulary words.
Sam and I met for the first time today, as I was her substitute teacher for social studies. We read Week 25 "Florida's Major Cities" in Studies Weekly. She learned about Tampa, Jacksonville, St. Augustine, Pensacola, Tallahassee, Miami, etc. I also added mini lessons on Weeki Wachee Springs State Park and the Anhinga (bird), which were mentioned in the handout. We incorporated geography, science, and even math in our session today. We had a great time.
The session began with a discussion about compatible numbers. Sam practiced several problems on the white board using compatible numbers. She then continued to work on her unit 7 test.
design fundamentals. currently working on a painting of a peacock to show the use of "complementary" colors. She also started a new project of making and designing her own pillow. she chose to use the "Aladdin" theme.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
good class time. working very nicely on all her assignments.
Sam started class with an informal comma assessment, checking commas between independent clauses and the results show this is an area we will now focus on. Then, she logged into Raz-Kids and we checked her placement (V, mid/end of grade 4) and on this one informal assessment (where I listen and she reads aloud) her comprehension was 5/5 (on a quiz with low difficulty, not comparable to FCAT or FSA type tests) and word recognition and decoding showed slight struggles, not enough to move her down a level. She was unable to decode 4 words, and self corrected another 3. Her fluency is strong and she reads aloud beautifully, stopping at appropriate places and using inflection at or above grade level. After the Raz-Kids informal assessment, where she confirmed Level V. She moved onto a short reading activity to enhance basic knowledge of Greek Mythology. Learning terms like the Midas Touch. Last, she worked ten minutes on SumDog for reading skills practice.
Sam stated class with a quick informal assessment on using commas in a series where she did very well, with a few during-activity support help moments. Next, Sam and I worked in tandem on an activity focused on building better sentences (evidence that this is necessary can be found in her two one- paragraph writing samples). After the multiple sentence activity we worked together to revise her paragraph about why students should attend Batt School, so draft 2 is written. We looked line by line at the rubric to make the necessary changes.
