We went through Reid's school folder to assess his classwork. Reid made flashcards of his spelling words and syllabicated the words to facilitate memorization. Reid read a passage from his school's program "Daily Reading Ready" entitled "Bill's Big Changes." Reid read with reasonable fluency and comprehension. He read and answered the ten multiple choice comprehension questions as we reviewed vocabulary such as "conclude" and "summary." To conclude, we went outside to practice his spelling words while playing basketball.

We reviewed the important elements of descriptive writing and discussed that some ways to organize writing include: chronological (time), spatial (location), and order of importance. Austin shared his ideas for how he might grab the reader's interest using a "hook." He then worked on an activity sheet that tasked him with correcting errors with pronouns and another activity which tasked him with correcting spelling errors. Austin did well on the activity but requested assistance with one sentence he found challenging and for which I explained the way to approach understanding it better. Austin complained of a sore throat so I read several short chapters in the novel by Louis Sachar, which is about a fifth-grade bully named Bradley whose behavior improves after intervention from a school counselor. Austin has been enjoying the book and recalled several changes in the protagonist's behavior over the course of different events and situations. He correctly recalled terms (leitmotif - a dominant, recurring theme) and figurative language the author used - and was able to explain how it enriched the language and story elements. I explained a writing project I hope to work on with Austin once he finishes the book, and he seemed interested to work on it. We expect to be finished with the novel in the next 2-3 weeks as there are about 50 pages left.

To begin, we co-read a chapter from the book "Who Was Dr. Seuss?" Pierce learned that his first paying job was as an advertiser. He wrote advertisements and illustrated them. I challenged Pierce to pick a product (honest or imagined) and write an ad about it. He chose to write about a game called Geometry Dash World. We brainstormed why someone should play this game and wrote a paragraph outline. Pierce then independently wrote a paragraph. His details and use of transitional phrases were terrific. Great work, Pierce.

Quinn was given a choice of writing prompts and selected the one that most resonated with him. It was "What athlete do you especially admire? Write and editorial persuading readers that the athlete you admire is a good role model for kids. Quin brainstormed his ideas first and then flushed them out in the development process. He initiated good thoughts that were relevant to the topic and asked for help spelling a few words. Quinn was responsive and respectful when corrected or offered suggestions to develop his writing. He was encouraged to think of a good closing sentence and to bear in mind using adjectives to make his writing more descriptive and interesting. Quinn was elated to receive a poster showing three of his favorite athletes in a spirit of camaraderie. I had inserted it in his binder and he was excited to take it home and show his family.

We began with a round of Crazy Moose (all syllable types) at Reid's request. Next, Reid syllabicated his spelling words and wrote them three times (which is part of his homework). Reid will need to pay attention to the syllables as the words get more complex (most of the list was three-syllable words). To conclude, we co-read Chapter 25 of Charlie and the Chocolate Factory. Reid read with excellent fluency and comprehension.

First, I looked through Sasha's folder to assess her work for the week. Her spelling words include words with aw, au, all, all, and alt. Sasha wrote the words three times while I made flashcards. Sasha then highlighted the vowel team in each word, noting where the vowel team occurs in the word, and illustrated the cards. She enjoys this process (and said she got 100% on her last three spelling tests!) She wrote sentences with each word and then edited using the COPS acronym. I notice that Sasha doesn't have the -tch and -dge spelling rule to automaticity; I will work on that skill next session.
To conclude, we logged in to Sasha's school website, RazzKids. She chose a reading passage about birds. She read with reasonable fluency and excellent comprehension. She was thrilled to accrue 150 points for her classroom rewards.

Austin explained that he wrote a lot in class today and was offered help developing his story. He was reminded that one of the main goals is to capture the reader's interest right at the onset of the essay and to whet his appetite and get him to want more. Austin requested to read more chapters in the novel by Louis Sachar. He demonstrated excellent attention to detail, listening skills and expertly explained the changed dynamic between the protagonist and supporting characters. As Austin reads regularly, he is exposed to a rich tapestry of vocabulary, sentence structures, and storytelling techniques. Furthermore, this exposure is like a toolbox for writers as it enriches one's vocabulary repertoire, gives more words to use, different ways to construct sentences, and a better understanding of how stories can be told. The reading component also helps one find one's preferred style of writing. In simple words, sometimes one's genres of the novel become favorite writing styles. Austin was queried about vocabulary and did a good job explaining them in his own words. I will share an idea I have which will combine his love of drawing with writing skills at our session next week.

First, we reviewed Reid's spelling words. He wrote them on the dry-erase board. I helped him complete an assignment using several spelling words in a story. His story was "Cooking at Hell's Chicken," using approximate, submit, and zest. He was very creative, imagining a cooking competition for Gordon Ramsey. We concluded with a spelling test! Reid got 100%

First, we reviewed Sasha's spelling words. She knew 5/10. She made flashcards for the ones that she missed. Next, she read an oral reading fluency passage with oo and ou words (two times). We completed a related school worksheet. To conclude, Sasha read a chapter on Razz kids.

Austin showed me a test he had taken in school and we reviewed the answers that challenged him. Receptive to learning, Austin welcomed the test-taking and reading comprehension strategies afforded him. We then discussed informative writing. We reviewed creating an essay format and the steps to develop and flush out ideas. I explained that informational prompts ask us to inform the reader by explaining, comparing and contrasting, or giving information of a descriptive nature, and that we can give information using facts, details, explanations, and anecdotes. Austin was reminded to explain the information objectively without taking a position. I went on to explain that the first paragraph introduces the general topic and the specific issue of the essay about which he chooses to write. He should then write three paragraphs about three good ideas, with the last paragraph summarizing the essay and giving the reader something to think about and wanting more. Austin was asked to brainstorm ideas on a topic and to get creative in his presentation to make it interesting and grab the readers attention. He was reminded not to persuade but to inform the reader. He mentioned that he did very well on his persuasive essay in class but stated that he could benefit from help with informational essay writing, summarizing, and elaborating. An informational worksheet may assist him in organizing his thoughts and reminding him to elaborate. I hope to help Austin organize the big ideas in different possible ways, such as chronological (as in a biography), topic-by-topic, from most important to least or least important to most, or by similarities then differences; the organization in this respect is up to him. I concluded the session encouraging Austin to add descriptions, explanations, and examples that correspond to his big idea and not to rush the task. Austin read me one of the narrative essays he wrote in school and for which he received an excellent grade. I commended him on his presentation of ideas, and use of descriptive vocabulary and figurative language.