I met Josh for the first time. He is very polite. We worked on organizing ideas for writing prompts. First, we used the 5W's graphic organizer to help identify a topic and or write a persuasive draft. He chose to write about his family vacation to Montreal.
He was able to organize his ideas and use examples to persuade his readers to visit Montreal. He is very focused.
We will edit his draft next week.

We covered and did sample problems from Ch. 2-9 Percents, 2-10 Change Expressed as a Percent, 3-1 Inequalities and Their Graphs, 3-2 Solving Inequalities Using Addition or Subtraction, 3-3 Solving Inequalities Using Multiplication or Division, 3-4 Solving Multi-Step Inequalities, 3-5 Working With Sets, and 3-6 Compound Inequalities.

We covered, did sample problems, and tested Ch. 2-3 Solving Multi-Step Equations, 2-4 Solving Equations With Variables on Both Sides, 2-5 Literal Equations and Formulas, 2-6 Ratios, Rates, and Conversions, 2-7 Solving Proportions, and 2-8 Proportions and Similar Figures.

We worked on his essay comparing two poems by the same author. We covered Ch. 1-8 An Introduction to Equations, 2-1 Solving One-Step Equations, 2-2 Solving Two-Step Equations, and 2-3 Solving Multi-Step Equations.

We worked on the percentages problem sheet including calculating discounts, added tax and tips, and percent increase and decrease.

We Ch. 1-1 Variables and Expressions, 1-2 Order of Operations and Evaluating Expressions, 1-3 Real Numbers and the Number Line, 1-4 Properties of Real Numbers, 1-5 Adding and Subtracting Real Numbers, 1-6 Multiplying and Dividing Real Numbers, and 1-7 The Distributive Property. I also quizzed him on the anatomy of the digestive system for his medical class.

We worked on his medicine homework where he had to write a sentence about the items on a matching exercise.

Josh didn't have any math homework so he tried to get into his school district Google Docs, but was unable. We worked on Reading Performance System (RPS) for the remainder of the time. We slowed the reading rate down to 120 WPM and did five of the exercises. After the Column Exercise, he said his eyes were hurting, which means his eyes are working like they haven't for this critical skill.

Josh didn't have any math homework so we focused on reading improvement. We continued the reading comprehension baseline by doing two more reading passages. There were 11 questions of which he got 4 correct for a score of 36.4%. Combined with the score from last time, his overall score was 62%. We logged into Reading Performance System (RPS) and did the Numbers Exercise (NE, peripheral vision and visual span), the Word Search Exercise (WSE, peripheral vision, visual span, letter and word recognition, and random eye movement), and the Column Exercise (CE, eye coordination and stamina). He did reasonably well on the NE and WSE with much room for improvement. Halfway through the CE, he stopped and complained that his eyes were hurting and it was giving him a headache. Bingo! I discussed this with his mother who said they will work using RPS at home for at least 15-20 minutes per day.

Josh didn't have math homework so with his mother's permission, I administered a reading comprehension test as a baseline for using Reading Performance System (RPS) to improve his visual processing of words and increase his reading stamina.