- Nicholas practiced spelling his words...
- I read The Magic School Bus in the Time of the Dinosaurs and Meet the Dogs of Bedlam Farm to Nicholas.

- Nicholas made Valentines.
- I read Fred and Ted Go Camping, Biscuit Visits the Doctor, Biscuit's First Beach Day, and Don't Lick the Dog to Nicholas.
- We played the sight word matching game.

Nicholas used his imagination to go on a dinosaur adventure. He used props and came up with interesting twists to the plot.

Nicholas reviewed a story and read aloud for 15 minutes. He sustained good attention to the task at hand and did not grow frustrated if he encountered a word that he found challenging (example: what); he made a concerted effort to sound it out and was pleased when he got it correct. When we later reviewed the word, Nicholas recalled it accurately. Furthermore, when asked questions about the content of the story, Nicholas demonstrated good comprehension and answered correctly. We moved onto his spelling words in preparation for tomorrow's test.On 8 trials, Nicholas achieved an average of 95% accuracy overall. He also self-corrected himself on one trial making his overall average even even higher. Nicholas was then given a pencil and paper and we simulated an actual test. Nicholas obtained 100% on this. We wrote the words on a balloon, which he got to keep for review purposes, and Nicholas was also given 3 others to take home for the excellent work he did. In math, we reviewed place values and greater, less than, and equal concepts. Nicholas demonstrated a good understanding of place values as evidenced by his answers and the accuracy with which he determined whether the ones or tens place value helped him figure out his answers. Nicholas was very pleased with his performance in both subject areas, and he enthusiastically exclaimed, "I actually had a lot fun" before leaving. His mom was shown his spelling test and informed that all his assignments were completed and in his agenda.

Nicholas forgot his math homework at Aftercare, but I made a copy of the page from his Go Math book (p. 143). He was tasked with problem solving and comparing numbers using the concepts of greater and less than. He circled and wrote down the answers where indicated and demonstrated a good understanding of place values. We then worked on spelling words. Nicholas got 3 out of 7 words correct on his last spelling test; however, he was tested before he came home with his list of words to study. I had since written to his teacher, Mrs. Miner, who emailed me the words and saw that Nicholas wrote them in today's agenda; students are responsible for writing the words down every Monday. Nicholas and I worked on the 8 words from today's list. We used finger imprinting and visualization techniques by which to facilitate learning. When we reviewed the words, he did very well and was only challenged by two or three of them. I had him write them on the whiteboard in efforts to consolidate gains, and I then took his picture in front of them to reinforce his learning acquisition. When his parents came to pick him up, I tested him once again in front of them and he achieved 8 out of 10 correct, self-correcting one of the words. Nicholas worked very hard learning the words and was extremely proud that he was able to get so many correct after only studying them with me for roughly half of today's session.

- Nicholas read Go, Dog, Go.
- I read Dinosaurs and Lenore Finds a Friend to Nicholas.
- We looked at videos of the author with his dogs.

Nicholas reviewed algebraic math concepts by completing assigned homework from his Go Math book, pages 141 and 142. He has become familiar with the greater, less than, and equal signs and demonstrated his knowledge by writing >, <, or = answering 14 questions. Nicholas got 13 out of 14 correct, or 93% correct. He completed a few additional problems which demonstrated satisfactory understanding of place values. As Nicholas did not have a list of spelling words in his agenda, I sent an email to his teacher, Mrs. Miner, requesting the words so that he can be helped studying them. I mentioned this to his mother when she arrived to pick Nicholas up at the end of the day, and to Valerie, his reading teacher.

- Nicholas read Let's Have Dinner, Look in the Box, and What Can You Do?
- I read It's a Puppy's Life and Go, Dog, Go to Nicholas.
- We read The Duckling Gets a Cookie together.
- We played a letter game.

Nicholas worked on several homework problems, pages 137 and 138, out of his Go Math workbook. He completed several exercises requiring him to determine which numbers are greater than others and if tens or ones helped him decide, by circling his answer. Nicholas got all the problems, except part of one problem correct, and we reviewed strategies to facilitate his understanding of place values by comparing digits in the different columns. He also completed a lesson check in which the problems were formatted differently, a problem review of addition, and determining which number came next in a series. Nicholas demonstrates a good understanding of math and his confidence has grown exponentially with his competence.

- I read Swimming Giants and Flying Giants to Nicholas.
- We read Go, Dog, Go together.
- Nicholas practiced -en words and -ad words.
- We played a letter game.