Samantha began the session by reviewing the closed syllable exceptions. Words were dictated to her and she used the magnetic tiles to spell these words. (This lesson is a continuation from the previous day's session.) The written part of the lesson came next. Samantha spelled 5/5 real words and 3/3 nonsense words correctly. She spelled the sight word receive correctly and did a good job with the sentence dictation. The session concluded with a game of go fish using nonsense words from step 2.
The session began with a game of multiplication war. This game led to a discussion on square numbers and using compatible numbers to solve large equations. Samantha and the instructor used the white board to practice and demonstate using compatible numbers, partial products multiplication, and multiplying with zeros in the ones place. She began taking a unit test, which will be continued over the next couple of sessions.
History of Yoga; reading in "I Love Yoga" book and "Girls Yoga Book"; ball exercises, Scorpion pose
Lesson Outline
Sam wanted to read about the history of yoga, so we read excerpts in both yoga books. We also read about the ancient Indian language of Sanskrit, and the roots of yoga. The Girls Yoga book talked about "our bodies" and how yoga tied together body, mind and spirit. Our active yoga was ball exercises. Sam focused on the Scorpion pose on the ball.
Today, we began a new unit: colors! This is unit that builds on prior knowledge. We began the unit with a review of all the colors that Samantha already knew. Next, we learned additional words that are more advanced (ex: dorado, plateado, etc). We used colored pencils to match the words with the visual color. Last, we discussed the Spanish words for hair colors. We also colored pictures of people with different hair colors at the bottom of our notes. Last, we worked on a word search to help with word recognition.
The session began with a brief review of closed syllables. Samantha was given a column of words -- some were closed syllable words and others were not. She had to highlight the closed syllable words and then read them. Next she read the words from step 2.1, 2.2 and 2.4. She was fluent with the given words -- some were real and some were nonsense. She charted 15/15 on one set and then charted 13/15 on a second set of words from this step. For the written portion of the lesson Samantha spelled 6/6 real words and 4/4 nonsense words correctly. She spelled 2/3 sight words correctly and both of the dictated sentences were written accurately. The session concluded with the introduction of the closed syllable exceptions. Samantha practiced reading several of these exceptions.
Today I subbed with Sam. We watched videos about historic St Augustine. We also saw some cool videos about old historic houses in Florida! She has traveled to St. Augustine and was able to recognize places she had been on the video!
The session began with a division game. Samantha then reviewed some word problems from unit 6. She completed the unit test and did a super job. She earned an A for this test. The instructor read the word problems to her and then Samantha would solve them. Samantha was somewhat more focused this morning.
Sam reviewed the components of a paragraph to begin class. Then I modeled how to complete a graphic organizer for a paragraph. After that she completed a graphic organizer independently for a paragraph. I worked in tandem on the same writing prompt. We then visited the lab and each of us re-viewed the rubric again and typed in our paragraphs, looked at the rubric and scored ourselves. Sam had plenty of opportunities to compare the rubric to the piece and add, take away, or change anything she would like to in her paragraph. She self scored her piece of writing and we will review her scores and compare them to my scores together tomorrow. The first goal here is for her to be comfortable with a topic sentence and supporting sentences and a wrap-up sentence, as well as including the components for a high-quality paragraph. The next goal is for her to be able and comfortable with quickly planning and writing a paragraph. Specific smaller goals are to include a topic sentence, supporting sentences, a wrap-up sentence, as well as including the components for a high-quality paragraph.
Welcome back and Happy New Year! We did lots of musical research - Sam is taking interest in a new musical called "Something Rotten". We also took a look and listen at Alladin "Friend Like Me".
