Ben continued writing a persuasive essay. He followed the outline he made prior to writing and elaborated with specific details to support his evidence. He then edited the essay for precise and vivid diction.

I began with a phonological awareness exercise, level I #12, followed by a sound deck review with visual, auditory, and blending drills. Ben continues to struggle with ou, y, dge, tch. To practice these graphemes, he read a list of example words for each. For regular spelling, I dictated: imply ruby, deny, July, reply, gypsy. For irregular spelling, I dictated: great, break, thought. I dictated a sentence for Ben to write and edit (You need a long summer break.) Ben syllabicated and read two lists of /ou/ words (three-syllable and unfamiliar). To practice reading comprehension and fluency, we read an article about Ansel Adams and watched a short video about his life and work.

Ben used prewriting strategies to generate his ideas for his essay. He was aware of specific diction that would develop his voice and describe his points explicitly. He rearranged his outline to plan the writing accordingly. He then wrote the first paragraph of his essay. He looked up various quotes to open his essay in order to introduce his topic and catch the reader's interest. He transitioned to his thesis and then stated his main points. He then closed his opening paragraph extremely well.

I began with a phonological awareness exercise followed by a sound deck review with visual and blending drills. For regular spelling, I dictated: brown, crown, drown, crowd, powder, ground, sound, shout, mouth. For irregular spelling, I dictated: honest, honor, says. Finally, I dictated a sentence for Ben to write and edit (To be honest, I hate to be around crowds of people.) Ben syllabicated and read a list of unfamiliar, three-syllable words with the ou grapheme. To practice reading fluency and comprehension, we co-read an article about Georgia O'Keefe and watched a brief video about her life and work; I encouraged Ben to visit the Norton Museum, which has four excellent examples of her work.

Ben worked online. He went over his lines for Matilda. We researched a British accent. We worked on an A-Z improv. We also worked on a show-and-tell improv.

Ben worked on his lines for Matilda. We also worked on improvisation.

In this activity, Ben worked on the mathematics portion of the test and completed this section with the next proctor.

Ben worked on and completed his standardized testing for English.

I administered the listening section of the test, and Ben began the social studies section.

In this activity, Ben again completed an exercise solving linear equations with distributive property, signed numbers and fractions. Ben is showing improvement and improved number sense.