PJ got 100% on his assessment.

PJ was engaged in the lesson but spent 10+ in the bathroom. He seems to be overly attached to his phone and the videos online.

PJ continued to be resistant to writing. He finished his character sketch and produced an excellent description of the character. I did not require him to edit the piece and relayed his work to Christine. I plan to continue with morphology work and a program that addresses reading in writing through short student generated passages until he is placed in an alternative class.

PJ was resistant to writing and asked to walk before he began. He lapped the playground several times. We then talked about alternative ways to complete the assignment. He decided on a computer version of his character.

PJ did not want to do the work and complained about having to write. I gave him the option of writing a summary rather than the visualization piece. He wrote a paragraph on the book. His paragraph was well-crafted, but he did not include any plot or character details. He also included information that was not in the text. I gave the writing sample to his Language Arts teacher since I will not be teaching Intensive Rading to PJ once a new class is scheduled.

PJ was very distracted and kept returning to his computer.

Ben was working on Legos when I entered and showed no interest in doing any work. When I began going over what was past due, he ignored me. The morpheme book was missing. I gave him a copy of the assessment to retake.

Ben said he needed time to wake up his brain. He did not attempt any work. He chose to work on his legos. As mentioned before (Judy, Jordy, and Megan), I do not think I am best serving Ben's needs.

PJ was on task and engaged.

PJ has solid comprehension skills. As mentioned, I do not believe he needs to be in Intensive Reading. HIs ELA skills should be taught as a unit within the Language Arts curriculum.