Jasmine and I reviewed 3 of the problems from the test that she took over the weekend. We did not review the entire test this time as she still seemed apprehensive about the document.

Jasmine explained to me what they are learned in Class on Monday.

She showed me how she had been working with Money as decimals and was turning fractions of money into decimals.

We discussed how the fast math section at the beginning of her classes can make her a little anxious. We have decided to work on her multiplication a little each time.

We also discussed other ways to help her feel more confident. I told her we may preview in our sessions the items that she will learn in class. She was receptive.

We went over more examples of using long division, and careful decimal placement to turn a fraction into a decimal.

Jasmine showed me another magic trick.

Jasmine let me know that she got a 96% on her most recent Math test which she says was a great improvement from prior tests.

We talked about continuous improvement and looked at the problem that she did not get correct and how to get it correct in the future.

We discussed solving problems with multiple methods.

We reviewed another problem that she guessed on but got the answer correct.

We then moved on to fractions where I showed her how to convert a fraction to a decimal by doing long division while being careful to keep your decimal point in the correct spot at all times.

Jasmine and I co-read the novel for one hour, often pausing to discuss. Questions included: What is the setting? Why is it significant? What do you think is wrong with Charlie's mom? What kind of person is Bertha? What genre is the novel?

Jasmine and I co-read the novel for one hour, frequently pausing to ask questions and make predictions. Jasmine is reading with good expression (and often a North Carolina accent, in keeping with the book's setting!). She seems to comprehend the book. I hope that she is enjoying it.

Jasmine and I worked on improper fractions.

She was very articulate in describing many of the key elements and operations involving fractions. She described herself as needing support with word problems. We worked on word problems generated by myself.
Jasmine was introduced to a new style of recording a remainder. We worked on multiplying fractions and creating fractions for the purpose of multiplication. We discussed how the student may choose between using addition and multiplication to solve the same problem.

Jasmine did a great job during our lesson. We ended the lesson with her showing me a magic trick.

Jasmine and I co-read the novel for 45 minutes. We paused while reading to ask questions and make predictions. We discussed the author's frequent use of figurative language.

I logged on at 4:00 for our session, but Jasmine did not answer. At 4:05 I texted Elise. At 4:10 I called the school and spoke with Delania, who called Jasmine's mother. Jasmine was not available. I logged off at 4:15.

Jasmine and I co-read several chapters of the novel while practicing reading comprehension strategies such as asking questions and making predictions while reading. I am impressed with Jasmine's reading fluency, comprehension, and focus. Great work!

Jasmine and I co-read several chapters of the novel. We discussed the concept of a metaphor ("her troubles were clothes on a clothesline, fluttering in the breeze for all to see") and motif (the main character often makes superstitious wishes (finding a four-leaf clover, seeing a cardinal, blowing an eyelash.) Jasmine is reading and comprehending well. I am impressed with her focus as there is the noise of her brothers in the background.

After verbally summarizing the story, Jasmine and I continued to co-read the novel, Wish. Topics discussed included the author's use of dialect, idioms, and unfamiliar vocabulary (skittish, skeptical, asphalt.). Jasmine read with excellent prosody and comprehension.