Vocabulary.com 4/10 correct; Vocabulary/suffix study- On Teams, we did a lesson on the suffixes -ous, -tude, and -tion using words from his vocabulary list. First, we talked about the meaning of each suffix. Then, Cameron came up with a definition for each word & used it in a sentence. Words: insidious, ambiguous, conviction, implication, fortitude, amplitude. Phonological Awareness: Cameron completed Kilpatrick drills N1 #7 (7/10 correct) & N1 #8 (8/10 correct) for phoneme reversal.

Adding, Subtracting, Multiplying, and Dividing Real Numbers – We learned that the rules for multiplying and dividing real numbers are related to the properties of real numbers and the definitions of operations. Then we reviewed the distributive property which can be used to simplify the product of a number and a sum or difference. Next we learned that an algebraic expression can be simplified by combining the parts of the expression that are alike.
Assignment: For homework complete assigned problems.

Today was our first World History class and it was a pleasure to meet Cameron! Cameron shared with me that he liked the idea of using both a textbook and an online history program as that's what he has done in the past. We can absolutely do that in our class this year. Today, we focused on an introduction to a bit about the history of Jupiter, Cameron's soon-to-be new home.

Cameron was polite and deferential as we started today's lesson. We began with one-syllable phoneme review - a drill to improve his phonological awareness. Cameron did very well on this exercise and was able to state the reversal blends with 90% accuracy. We then moved on to a Vocabulary exercise, on which Cameron worked independently, followed by a brainstorming activity - based on the poem "Where I'm From," by George Ella Lyons. Cameron shared some of his interests, which include golf, baseball, basketball, and one or two other sports - the first two in which he participates actively. He was encouraged to consider including these interests in his brainstorm document, as well as his summers in Idaho. We finished our session discussing options for a unit novel. He was encouraged to review a few pages in each, and to look up information about each of the books, to see which pique his interest. We enjoyed a productive session. Cameron demonstrated he was a bright, polite young man and an independent learner.

1-2 Solving Linear Equations – We reviewed several problems involving solving linear equations. These problems involved multiplying by the LCD to remove fractions and setting up word problems. Then we reviewed the characteristics of a linear equation.
Assignment: For homework complete assigned problems.

Cameron responded to the passage, "Around the Family Drum." He was 82% accurate in his response. See more detailed assessment information on Teams. We discussed the expectations/plan/structure for English I. Our first unit will be on Identity. Cameron will select our novel for study later this week.

Mini-Lesson/Exercise: Subjects and Predicates. Cameron did a nice job on this review. He was able to correctly identify the subject and predicate in 9/9 opportunities. Writing complete sentences (he wrote 3 creative sentences when given a sentence fragment).
We read "Where I'm From" by George Ella Lyons. We discussed how the author uses the word "from" to represent more than just a specific place, rather, places, experiences, and people who have shaped us to be who we are. We discussed how these influence our personality/identity. Next, Cameron began to brainstorm for his own "Where I'm From" poem. After finishing, he started on his rough draft.

Created a vocabulary.com account and got started on 9th grade list 1 - 40% accuracy
Vocabulary/Spelling focus for the week: suffix -ism
Baseline phoneme assessment: focus on Level 4 phonemic patterns (-gue, -que, -ous, war, etc.)
Phonological Awareness Drills (Kilpatrick) Advanced Levels: G1#1 (consonant substitutions for multisyllabic words) 10/10; J1#15 (vowel substitutions for multisyllabic words) 10/10; N1#1 (phonemic word reversals) 7/10-

We worked on an Algebra Readiness Assessment. It is a sample of some of the types of problems and concepts that a student should be able to do when they take Algebra 1.
Assignment: Homework complete numbers 6-10 on the Algebra Readiness Assessment

Introductions; class structure/expectations. Next, I administered the San Diego Quick Assessment of Readability. This assessment provides insight on a student’s ability to read words that follow patterns/level of difficult that is commonly seen within a specific grade level. Cameron’s results are average for what you would expect from a student at the beginning of 9th grade. His independent reading level is expected to be somewhere between 7th and 8th grade, while his instructional level appears to be right at 9th grade level. Further baseline assessment will point out his strengths and areas where growth is necessary. I will combine all of this information to create a daily plan that is tailored to his exact needs.