Review/write Pronouns -
Write examples of Pronouns/practice -

Read/audio: Bridge to Terabithia: Chapter 10.
Complete comprehension questions # 5-10.
Write/read summary: Chapter 10.

Read/Audio: Chapter 10: Bridge to Terabithia.
Answer comprehension questions # 1-5.
Journal writing practice # 14.

Lena chose a writing prompt from several options. She wrote about the best time she ever had, which was receiving Amazon gift cards. Lena was reminded to include the verb in her sentence to more clearly communicate, elaborate, and expand upon her thoughts. Lena also completed a review on the material she's read in "Bridge to Terabithia," answering 5 multiple choice questions with ease and accuracy. Lena also shared her memory of certain characters in the book, demonstrating good recall and retrieval skills. When we reconvened, Lena answered 15 additional questions based on content in the book by Paterson. We also found the word, 'Bang,' on page 3 in the first chapter after revisiting the question on the review sheet. Lena was able to distinguish between the two word choices and answer the question correctly today. We ended our session with a brief review of pronouns.

Lena was tasked with writing in her journal. She was given a list of writing prompts from which to choose. Lena selected the prompt: "I feel best when I..." and began by sharing her thoughts. I encouraged her to explain, define, and expand her use of the noun 'stuff,' and Lena went on to explain, verbally and in writing, what she meant in greater detail. Next, Lena reviewed chapters 2-4 in "Bridge to Terabithia," by Katherine Paterson. She also took a quiz consisting of 5 multiple choice questions. When I asked her to find the exclamation, "Bam" that she selected in her answer to question 4, (chapter 1), Lena did not wish to answer. I pointed out that she verbally answered the question by saying "Bang," but circled the word "Bam." As it was just about time for her break, Lena was permitted to take a short break before we moved on. Next, she read "A Song a Day' and we discussed cause and effect in the text structure; specifically listing some of the ways listening to music can reduce stress and enhance relaxation activities. Then, Lena demonstrated some warm up exercises she's learned, which proved beneficial to practice during her break.

Lena and I collaboratively read Act II from 'A Midsummer Night's Dream,' by William Shakespeare. Lena read with excellent inflection, articulation, and added dramatic flair for getting into character; she assumed the role of the Fairy in the play. We discussed the setting, place, main characters and events. We also discussed famous quotes from the book. Lena was offered concrete examples to better help her understand the meanings of the quotes as they represented more abstract concepts. The three quotes analyzed were: 'Though she be but little, she is fierce;" "The course of true love never did run smooth;" and "Lord, what fools these mortals be." Today's vocabulary included the terms, mortal and obstacles, the latter of which Lena connected to an obstacle course. Lena also read Chapter 10 in the novel, 'Bridge to Terabithia.' (Pages 141 - 154). She read fluently and with a great deal of expression. We discussed the main theme of Paterson's book, friendship, and reviewed vocabulary. Lena and I shared an interesting and productive session.

Lena summarized the book she is reading, "Bridge to Terabithia, by Katherine Paterson. She explained the imaginary world of Terabithia to me and read chapter 10, 'The Perfect Day.' Lena reads with fluency and expression. We discussed the action of the chapter, the main characters in the chapter, their character traits, and reviewed vocabulary. Lena took a picture of our work from the whiteboard. After reading the story, Lena identified the text structure and demonstrated good understanding of the story's content. We finished the session reading a short story about the history of 3-D movies, which Lena selected from several options. We reviewed the vocabulary terms that were written in bold print in the story and used examples from real life to concretize the words, make them more relatable, and facilitate Lena's connection to the vocabulary (i.e., 'ushered').

Lena elected to read 'A Midsummer Night's Dream,' by William Shakespeare, from the school library. We researched a few facts about the author, the book, and the genre - and reviewed setting, place, and characters. Lena wrote the facts down in her journal. We alternated reading the different characters and attempted to understand the relationships between them.

I subbed for Andy today. Nina worked on vocabulary from The Scarlet Letter. I addressed questions she had during her vocabulary study. We discussed the concept of patriarchy, and how it was much more prevalent during the 1500-1600s in New England than it is today.

Review summary characters/setting/chapter.
Video: Brain-pop Text Structure for reading non-fiction.