During our session, Hank and I completed his body paragraph 1 in his informational writing piece about salamanders. Hank completed his transition word and topic sentence in his body paragraph 2. While finishing up his body paragraph 1, he referred to his text, "Salamanders." We will continue his informational writing on Wednesday.
Session Minutes
60
Minutes Student Attended
20
Lesson Comments
Hank attended a hockey tournament over the weekend. He was late and attended my session for 20 minutes.
Parts of speech, informational writing, creative writing
Lesson Outline
Hank and I began our session with two MadLibs, "Crazy Tutor" and "Favorite TV Show," learning parts of speech. Hank completed a creative writing prompt in his writing journal- "What are you good at?" He seemed to enjoy this writing prompt. He rolled a die to choose this prompt. Hank then read aloud an informational text about salamanders. After reading, we discussed a salamanders appearance because his first body paragraph is about a salamanders appearance. Hank then wrote his body paragraph one. We will add more detail to this during our next session. We finished our session with a MadLibs with his brother, Ben.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Hank seemed like he enjoyed his session with me today. He is doing extremely well with his informational writing on his animal, the salamander.
Hank continued reading 'Wonder' from Justin's perspective, which creates challenges because it is written without capitals and quotation marks. He summarized the differences between Justin's family and Auggie's family. We reread when the meaning became fuzzy due to the unmarked conversation. After reading, Hank practiced identifying types of figurative language within 8 passages with 80% accuracy.
Hank was given some clay to flatten so that we could create the hat for his sculpture. I created the base of the hat, Hank covered the hat with tinfoil and clay. Hank checked to make sure that it fit, it did, and he constructed the top of the hat.
Hank and I began our session with discussing how his break was. We started our session with a MadLib, "Going on an Airplane!" Hank really enjoys these. He asks if we can work on these throughout our whole session! :) We discussed what he would be interested in writing about. He stated a salamander. This was cool! We are going to take a pause on our opinion writing and began informational writing about a salamander. Hank will do research and write about a salamander's appearance, diet, and habitat. After finishing our writing piece, Hank will create a habitat for his salamander with me and will make a salamander out of clay with Mr. Marcus. Hank completed his introduction today. He did extremely well with this. We will continue his informational writing piece on Wednesday.
Assignment
In the next two weeks, gather a shoebox and habitat items for the salamander's habitat.
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Hank was hesitant to come in today. His mother and I had a discussion about Hank stating that the work is too easy. However, when teaching him writing, he does not want to write. I assist him in brainstorming ideas. We have been working on an opinion writing piece for about 2 weeks and we are on body paragraph 2. I suggested to Hank that if he wanted to he can type his writing piece. His mom and I discussed with Hank what he wants to write about. He stated a hockey player and then decided that he did not want to write about him and stated that he wanted to write about, "nothing." I was able to get Hank in by stating that we were going to do a MadLib. We took a pause on our opinion writing and we discussed what some things he would like to write about. He stated that he wants to write about a salamander. He seems to be extremely excited about this. I even stated that we can make a habitat after finishing our writing and he can make a salamander out of clay with Mr. Marcus.
Hank reviewed the figurative language types we have been working on and completed a Venn Diagram identifying one or more uses in a set of sentences. He read the next several chapters in 'Wonder' from Jack's viewpoint. We learned more about the "war" between Jack and most of the other 5th grade boys. As Julian seeks to separate Jack and Auggie, their friendship just grows stronger. Hank read the first chapter of the story told from Justin's perspective; he immediately noticed how the writing style changed to reflect this new character.
Creative/descriptive Thanksgiving writing, parts of a paragraph, opinion writing
Lesson Outline
We began our session with a Madlibs, "Class Field Trip." Hank was very tired so we completed this to get him warmed up. We then worked on our his acrostic poem. However, it was difficult to find something for "K" in the word, turkey. Thus, we moved onto a descriptive, Thanksgiving writing prompt. Hank was able to choose between two, what is one Thanksgiving dish that you hate? Describe the way it looks, tastes, and smells. Use as much detail as you can or write a descriptive paragraph about a Thanksgiving dish you love. Use sensory details. I then reviewed our paragraph sandwich notes, reflecting on what is in a paragraph. I read aloud what Hank wrote for his opinion essay thus far. On Monday, Hank will continue his body paragraph 2.
