Today Sophie read a nonfiction piece on sharks. She was fascinated by the different types of sharks and is interested in continuing her reading at home. I will also search for books in our library. She is contemplating writing a short nonfiction book on the types of sharks she finds the most interesting. In addition, Sophie completed an editing exercise on Reading Eggs.
Today Sophie finished up her paragraph on Father's Day. She edited and wrote the final draft. I typed the piece up for her. It is much easier for her to see the editing she needs to do on the computer than when she writes it long hand. When she was finished, she read a brief story on Reading Eggs with me. She summarized each page as we read together.
reading comprehension - finding facts, Father's Day writing activity
Lesson Outline
Today Sophie began our session writing a paragraph about Father's Day. She created a story web with details and then put the details into sequential order. When she was finished, she wrote her rough draft. For the second part of our session, she competed a reading comprehension activity on finding facts. She read the passage and answered the corresponding questions.
Today Sophie worked on two reading passages and the corresponding questions. She was practicing reading for details. She highlighted the text where the answer was found. In addition, she began another paragraph about her weekend.
Sophia will be required to read 15 real words and 15 nonsense words. She may miss 1 real word and 2 nonsense words. For spelling, 15 real words and 5 nonsense words will be dictated. Five mistakes, which have been self-corrected, are allowed. Sophia will be given a list of words. She will have to circle the 3 different suffixes, circle the 2 letters that say, /ik/ at the end of a word, box in the 2 letters that say, /kt/ at the end of a word and divide the basewords into syllables.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Sophia did very well in the post-test. She made one spelling error and missed one word with the /kt/ sound at the end. I will start the next level on Monday. When she read the list of long and short vowel words, the blends and digraphs caused no problems. Sophia continued to have difficulty noticing the difference between a short and long vowel word.
Sophia will be asked to identify the two types of suffixes that have been presented. She'll practice spelling 3 & 4 syllable words and mark them. Before writing each word, she'll tell how many syllables in the word and identify the baseword. Sophia will be asked to read a list of long and short vowel words in order to increase recognition.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
The Post-test for Level 3 will be administered tomorrow. The review went well. Distinguishing between long and short vowel words continues to be problematic. Tomorrow's list will include long and short vowel words that begin or contain blends and digraphs.
Substep 3.5: Introduction of the vowel suffixes, ing & ed/ed/
Lesson Outline
This is the introductory lesson for the vowel suffixes, _ed & _ing. First, the suffixes will be added to short vowel one syllable words. Sophia will then be shown how to mark the baseword and then the suffixes. The next step will be to add the suffixes to multi-syllable words, and to show how to mark these words with the vowel suffixes. The rest of the lesson will follow the normal procedure.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Sophia seemed to easily pick up the concept of the 2 new vowel suffixes. When it came to marking the words, Sophia needs to be guided in the process more than she should. Sophia read another list of long and short vowel words. Her oral reading was better with fewer errors than in the past. We also reviewed distinguishing lowercase b's & d's by playing a short game, which Sophia enjoyed.
Substep 3.4: Read, Write and Mark 3 & 4 Syllable Words
Lesson Outline
Sophia knows her sounds, easily isolates each sound in a word and can spell the words that have been introduced in this substep. In order to move onto the next substep, I will compile a list of fifteen 3 & 4 syllable words that Sophia is familiar with to be read during the Charting section of this lesson. I will also use these words for the spelling and dictation sections of this lesson. We'll play the game, 4 in a Row, to provide practice reading words in the VCE pattern. For the second hour, Sophia will complete the reading and writing work that has been left for her.
Assignment
none
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Sophia did well on her Charting section. She read all 15 words. This allows her to go into the next Substep 3.5. I've noticed over the past several days that Sophia consistently says the word, for, when she sees the word, of. Sophia read a list of long and short vowel words, and continued to have difficulty distinguishing the words in the VCE pattern. More practice is needed. For the second hour that I had Sophia, I had her do the material that was left for her. I could see how her ADHD interfered with her ability to write a short story and her penmanship. When Sophia began a new line, she started further away form the left side as she went down the paper. She was uncooperative during the writing process. I tried to brainstorm some ideas with her but she only gave 1 word answers or said, "I don't know".
Today Sophie began our session with paragraph writing practice. She wrote a paragraph about when she made a mistake and how she handled it. She copied the paragraph format we reviewed last week well and wrote a very good first draft. When she was finished, she read another reading passage and answered the corresponding questions. She also made a true or false chart using details from the passage.
Today Sophie began our session with a reading passage. She read through the passage three times and answered the corresponding questions. When she was finished, she sorted fact and fiction details from the passage into different categories. This forced her to focus on the particulars of the details from the passage.
