Ben complained that he was still not feeling well but had to come to school. When we got to the section where he was asked to write an entry mimicking the tone and style of the author, he told me he can't do that. He also complained that he needed more help for his dyslexia and dysgraphia.
I told him what I noticed in his Reading Inventory (reading through punctuation and difficulty with words that had affixes), and he agreed. I told him that I ordered a program (Morpheme Magic) for him and that I can administer the WIST spelling test tomorrow to address any difficulty with spelling patterns.

PJ was absent.

Ben struggled with the concepts in the lesson. The font of the Dailies was difficult to read which I thought might be an issue. I read the passage to Ben, and going forward, I will type the passages. Ben was not feeling well during the lesson. He asked if he could share a video regarding the development of the story of Pinocchio for the last 10 minutes, and I agreed.

PJ was engaged in the lesson although he stated that he was not feeling well.

Although the essay was short and lacked editing, PJ covered his choices with thoughtfulness and understanding.

PJ was distracted by his phone but was willing to put it aside during the lesson. He read the inventory quickly but seemed to retain what he read.

Ben was tired, so we postponed the second section of the Reading Inventory. Instead, we completed two pictures using visual strategies and close reading skills from the New York Times postings.

PJ was hesitant at first and indicated he would rather not participate in the evaluation. We discussed the reasons for the evaluation and assured him the results were to guide my instruction.

Ben was tired and needed time to recharge.

Ben was cooperative and open to share personal information.