In this activity, Ben continued to solve linear equations using inverse operations. These were multi step equations with distributive property and fractions.

I began with a phonological awareness exercise, level I #10, followed by a sound deck review with auditory and visual drills. For regular spelling, I revisited the SLFZ, drop e, ck, tch, dge spelling patterns, dictating: stress, gliding, hiding, sliding, peck, stretch, itch, scratch, pledge. I find that Ben benefits from a regular review of spelling rules. For regular spelling, I dictated: bear, tear, wear. I dictated a sentence for Ben to write and edit (The bear destroyed the inside of the car.) To practice reading fluency and comprehension, we co-read an article about the abstract painter Piet Mondrian and watched a brief video produced by the Tate Museum about his work and career.

Ben did standardized testing for the session time.

In this activity, Ben solved linear equations that were multi step using signed numbers and the distributive property. Ben is a focused student with most important grit. He is making steady progress.

Ben discussed and continued writing his outline for his persuasive essay. Ben understood the reasons for organizing an essay and the intersection between a thesis statement, an outline, and the various stages of writing. Then he learned and understood two rules set out on thesis statement writing: Debatable and Scope. Then Ben brainstormed and listed all the ideas that he wants to include in his paper:
Organize: Group related ideas together.
Order: Arrange material in a logical order appropriate to your topic
Label: Create main and subheadings
He will begin writing next session.

I began with a phonological awareness exercise, followed by a review of the sound deck with visual and auditory drills. I added the graphemes oi and oy to the sound deck. I dictated oi and oy words (toil, soil, poison, turmoil, choice, boy, destroy, enjoy, decoy, oyster.) For irregular spelling, I dictated: laugh, move, pretty. I dictated a sentence for Ben to write and edit (The pretty girl laughed at my joke.). I re-taught the six syllable types; Ben did a syllable sort and syllabicated a list of three-syllable words. We watched a short video about the sculptor Henry Moore and read an article about his work and career.

Ben worked on his lines for Matilda. He worked on an A-Z improv. He worked on creating a bruise effect with makeup.

Ben rehearsed lines for Matilda. We talked about the rehearsal process.

I began with a phonological awareness exercise, level I#8, followed by a sound deck review with visual and auditory drills. I revisited y as a vowel, asking Ben to read and spell example words (fry, style, funny, symbol, gypsy, tricky). Irregular spelling was as follows: listen, laugh. I re-taught the six syllable types, and Ben did a "syllable sort" to ensure that he could identify each type independently. After reviewing syllable division, he syllabicated a list of unfamiliar three-syllable words. I taught oi and oy as new concepts; Ben read a list of example words (toil, soil, poison, turmoil, choice, toy, destroy, enjoy, decoy, oyster.). To practice reading fluency and comprehension, we co-read an article about Jackson Pollock and watched a short video about his life and unique artistic methods.

Ben began writing a persuasive essay. He created the outline. We discussed the elements the outline must-have for preparing a high-level essay. He discussed the details for the supports and decided if they were broad enough for the support paragraphs.