Hank was given his clay sculpture, his reference image, and instructed to paint the first layer of black paint over the entire surface.

Hank told me about his spring break. He was upset about how his hockey tournament had ended.

He was hesitant to write. He drew me a diagram of hockey players positions and responsibilities.

We checked on the lizard.

We went outside. He agreed to write a Thank You note in exchange for getting to run some football routes.

Hank then wrote a Thank You note to Judie and delivered it by "air mail."

He was excited for Judie to read his note.

Hank was given some clay and instructed to continue working on the spine of his dragon. After he finished I worked with him to construct, tinfoil, and clay the wings of his dragon.

Hank visited with the school chicks upon his arrival.

Hank had the choice of which story he wanted to work on. He decided to continue on his adventure story.

He was very productive and did a great job writing.

He mentioned how his mother had started reading them a story onetime and that that story had served as a major form of inspiration for his current story.

He finished the session playing on the drums.

In today's reading (chapters 18-22), the author answered several of our earlier questions but challenged us to understand Ada's worsening hostility toward Susan. While some of her behaviors are clearly tied to events in her past, others seem without reason. We are reading closely to understand the world as Ada sees it.

Hank gave a quick recap of chapter 15 before continuing to read chapters 16 and 17. Today's reading allowed us to look closely at Ada's actions to infer her motivation for refusing Ms. Smith's kindness. Hank found three events to support the idea that Ada is not comfortable with Jamie's growing closeness with Ms. Smith.

Hank did well choosing the correct irregular past tense verb to complete given sentences. He confidently rewrote sentences changing the present tense verb to the correct irregular, past tense verb. Hank enjoyed creating titles for short stories we read together. He wrote an outline for a creative story describing the beginning, middle, and ending of the story, along with the problem and solution.

We worked on his current creative piece. After writing a couple more sentences, I let him know that sometimes creative people will pause working on a project and move to something else that inspires them until they are ready to come back to the original project.

He was very excited about that idea. He started to develop a new story about two guys who go on an epic adventure in an “Indiana Jones” style tale.

He caught fire at that point - diving deep into the ideas of his story. He was so enthusiastic, that he chose to keep writing instead of cashing in the 5 minutes of time on the drums that I told him he could have if he did a good job in our session.

I was happy to see him so enthused.

After reviewing previous events, Hank read the next three chapters in "The War That Saved My Life". We focused on using inference to understand what isn't expressly stated. Hank searched for clues the author gave to show that a character is blind and supports the prediction that Ada and Margaret will be friends.

After a quick review of events, Hank read the next three chapters in 'The War That Saved My Life.' While Jamie continues to want to go home, Ada lets slip that she never wants to return to Mam. Ms. Smith and Ada share some moments of connection; Hank thinks this will strengthen their relationship. He is continuously surprised by Ada's sometimes humorous lack of world (and word) knowledge. As the war officially begins, an airfield built across from Butter's pasture will likely play an important role in the story.