Heroe and I began our session with completing our chapter book, "Pokemon Attack of the Prehistoric Pokemon". Heroe seemed to really enjoy the book. He was able to comprehend what we read through discussion and filling out a story map. Heroe was excited to take this book home and add it to his collection. Heroe then completed his story map, filling in the middle and ending section. We ended our session with a science experiment with Sprite and raisins. Heroe illustrated and dictated, as I wrote, describing physical characteristics of the Sprite and raisins, forming his hypothesis, testing his hypothesis, and collecting and analyzing data while observing the reaction of the raisins being in the soda. Heroe also practiced drawing conclusions, determining if his conclusion was right or wrong. We were able to observe the raisins dance in the Sprite because of the movement of the bubbles.

Heroe and I completed his timeline of his life. I was so proud of Heroe for preparing for his final draft. He worked so hard at home coming up with important events from his life thus far. Heroe transferred events from his rough draft to his final draft. He did a great job. This activity allowed me to get to know him and will prepare him for his timeline of a famous person of his choice. We then spent time reading chapters three and four in the chapter book, "Pokemon Attack of the Prehistoric Pokemon". We reviewed unknown words and will fill out a vocabulary web next time on these words. Heroe then completed the 'beginning' portion in his story map activity. We will continue working on the story map while reading the chapter book. We ended our session with completing a science experiment, creating a lava lamp out of oil, water, food coloring, and alkaline seltzer tablets. We decided to create two - one for him and his sister. He was thrilled and took them both home, as well as some extra tablets to share the reaction of the mixture.

Heroe and I began our session with fifteen minutes of shared reading with the book, "Pokemon Attack of the Prehistoric Pokemon". Heroe was extremely excited to read this Pokemon book. Before we started, while I was getting materials ready, he began reading it on his own - that is how excited he was. He said he cannot wait to finish this one to read the next one. After reading, we began filling out a comprehension story map, discussing characters and the setting thus far. We then began his timeline poster project by thinking of important events that occurred in his life. We both determined that he can discuss this events with parents and we will complete his poster next week. We ended our session with a science experiment, 'Explosive Sandwich bags'. We gathered our materials such as 4 sandwich baggies, tissue to create pockets, vinegar, baking soda, and measuring cups, performed our experiment, and observed the explosion. Lastly, Heroe filled out his lab sheet. Heroe and I had a great session, full of laughter.

What a great first session with Heroe! We began our session with me modeling adding details (descriptive adjectives) to short sentences. We then watched a BrainPOP video, 'Adjectives' which allowed Heroe to see visually adjectives being added to sentences. Heroe then completed adding descriptive adjectives independently. We ended our session with a science activity with baking soda, vinegar, a bottle, and a balloon. Heroe illustrated his prediction of what will happen to the balloon. We observed what happened to the balloon after adding baking soda and vinegar to the bottle. It blew up! We discussed ways that we usually blow balloons up. Heroe then illustrated the result of our experiment.

Heroe was given the following reading assessments and found to be on grade level. On the BAS (Benchmark Assessment System), he scored instructional at level D. He was able to correctly segment 21 out of 22 words on the Yopp-Singer Test of Phonemic Segmentation, indicating strong phonemic awareness skills. Phonemic awareness is important and is a critical skill for future success in both reading and spelling. Heroe also correctly identified 86 sight words on the Word Identification Assessment. A meeting was held with the parents immediately following testing to discuss the results.