Using an online practice test, we reviewed the writing portion of the PERT.

Using an online practice test, Ayden studied the reading portion of the PERT. He achieved a 40/60, which is considered a passing score.

Ayden and I reviewed the PERT writing (grammar) portion using a practice test that I found online. Topics included participle phrases, pronoun agreement, homophones, and proper capitalization. Ayden did well.

I prompted Ayden to check his email and follow-up with PBSC regarding the PERT. He is scheduled to take it on December 8 and 9. With my help, Ayden took a practice PERT test, focusing on test-taking strategies.

Given bear patterns, Avery used manipulatives to continue the pattern. She enjoyed a color-by-number (1-6), Halloween activity. Avery made a pumpkin book where each page increased the number of pumpkins by one. Additionally, we played a follow directions game that utilized shapes and colors. Avery was engaged and enthusiastic.

As Bobby has been working throughout the semester on forming and then supporting a topic sentence , I projected reading comprehension and vocabulary exercises that required reading for meaning, identifying the main idea, locating textual support, and identifying tone. We discussed how the exercise was similar to the PSAT and SAT ,and I discussed strategies for choosing the"best "answer. Bobby did very well with the exercises and ,to the extent he had questions , we examined how to eliminate incorrect responses in order to highlight the correct response. With regard to vocabulary, the exercise was again similar to the SAT ,and we reviewed how to determine meaning from context. Bobby also did very well with the vocabulary questions.

Bobby completed the revision of his composition discussing both Shakespeare's life and the Elizabethan theatre. We continued to focus on paragraph formation by combining culled research into coherent paragraphs. We then addressed word choice by substituting precise diction for general terms. Last, we examined punctuation. I noted how Bobby is very astute at addressing both punctuation and word choice when he reads his work aloud. As such, as Bobby read aloud , we discussed the use of commas and the need to have clear antecedents for pronouns. By the end of the session, Bobby had completed a good essay on the topics of Shakespeare's life and the London theatre of Shakespeare's time.

After Bobby completed a rough draft of his composition on Shakespeare and the Elizabethan theatre , he questioned how to better organize his draft. Today, we reviewed all of his notes and his draft and discussed how to combine his material into organized paragraphs. Bobby then reorganized his draft so that all of his material on The Globe Theatre and the Elizabethan production values were contained in a single paragraph after which he eliminated any duplicative ideas or material. We then studied his sentences to remove any redundancies or colloquial expressions . Bobby brings a very receptive attitude to the rewriting process and is able to constructively edit his work with some assistance . We will have this project completed next session.

Bobby was absent today.

Bobby continues to work on the rough draft of his composition discussing both the life of Shakespeare and the Elizabethan Theatre. To supplement his research, we today examined photographs of the London Globe Theatre that is an accurate reproduction of the original Globe. We noted costumes, the open yard construction, the painted design on the ceiling above the actors, as well as the multi -level stage and balcony area. Bobby then supplemented his written work with information about the three theaters that performed Shakespeare's plays in the 1600s including their differences, and their features.His composition further noted how the audience experience in each theatre differed. . As we have been working on rewriting and revising this semester, tomorrow we will begin the editing process for this composition .