First, Reid reviewed the syllabication of his spelling words. As his words get more difficult (many with three syllables, often with a schwa), Reid needs to attend to the syllables to accurately spell the words. We played a round of Crazy Moose, first carefully reviewing each syllable type. I taught Reid that in addition to the final stage syllable consonant-le represented in the game, there are many other final syllables such as -sion, -tion, -cian, etc. We then reviewed his ten page test review packet for Charlie and the Chocolate Factory. Reid has a masterful knowledge of the details of the book and I am confident he will do well on the test. To conclude, we reviewed his spelling words while playing basketball.

We began with a round of Crazy Moose at Reid's request; this game is a good review of syllable types. Next, Reid wrote his spelling words three times (part of his homework). We co-read two chapters of Charlie and the Chocolate Factory, pausing to summarize and make predictions. I recorded the time in his reading log. To conclude, we practiced his spelling words while playing basketball.

We went through Reid's school folder to assess his classwork. Reid made flashcards of his spelling words and syllabicated the words to facilitate memorization. Reid read a passage from his school's program "Daily Reading Ready" entitled "Bill's Big Changes." Reid read with reasonable fluency and comprehension. He read and answered the ten multiple choice comprehension questions as we reviewed vocabulary such as "conclude" and "summary." To conclude, we went outside to practice his spelling words while playing basketball.

We began with a round of Crazy Moose (all syllable types) at Reid's request. Next, Reid syllabicated his spelling words and wrote them three times (which is part of his homework). Reid will need to pay attention to the syllables as the words get more complex (most of the list was three-syllable words). To conclude, we co-read Chapter 25 of Charlie and the Chocolate Factory. Reid read with excellent fluency and comprehension.

First, we reviewed Reid's spelling words. He wrote them on the dry-erase board. I helped him complete an assignment using several spelling words in a story. His story was "Cooking at Hell's Chicken," using approximate, submit, and zest. He was very creative, imagining a cooking competition for Gordon Ramsey. We concluded with a spelling test! Reid got 100%

I reviewed Reid's folder; we went over his spelling words (including definitions) and made flashcards for review. Next, Reid completed reading comprehension questions for chapters 15-17 of Charlie and the Chocolate Factory, requiring him to refer to the text. Reid also had unfinished work for the Louis Sachar book completed last week; I am unsure if he is supposed to finish this work in class. To conclude, we went outside to practice his spelling words and play Crazy Moose.

Reid wrote the spelling words three times as required for school. The words are challenging this week; I asked Reid to syllabicate each word on his flashcards so that he can more easily recognize the syllables. Next, we completed a science homework packet about earthquakes, which required reading comprehension strategies such as referring to the text. When answering comprehension questions, I encouraged Reid to use the writing strategies that I taught last week, using different sentence types to make his writing more attractive to the reader. To conclude, we practiced his spelling words outside.

I looked through Reid's folder and assessed his work for the week. We went over his spelling words, defined them, and made flashcards. Turning to reading comprehension, Reid read a passage from Daily Reading Ready, "A Short Two Weeks." He read with reasonable fluency and answered the multiple-choice questions. I taught Reid the suffix -ly and how it "turns an adjective into an adverb." He brainstormed examples. Next, I taught Reid the term antonym and again brainstormed examples. To conclude, we went outside to practice his spelling words while playing basketball.

First, I reviewed Reid's school folder. He wrote his spelling words for practice. Next, I taught a brief lesson on the four sentence types: statement, question, exclamation, and command. Reid brainstormed examples with the prompt "Sentences about the Super Bowl." I explained that good writers vary their sentence types to make their writing more interesting. Reid read his new book from the Scholastic Book Fair for ten minutes, and we recorded the time in his reading log. To conclude, we went outside to practice his spelling words while playing basketball.

First, we reviewed Reid's school folder. Reid made flashcards for his spelling list; the words are increasingly difficult (spelling and definitions), so we spent time ensuring that Reid understood the pronunciation and meaning of each word. Next, we completed a reading comprehension exercise from school about Chapters 19-21 of "The Wayside School Gets a Little Stranger" by Lois Sachar. One of the questions asked Reid to sequence four events from a chapter; we reviewed transitional words such as first, second, subsequent, and finally to accomplish this task. Reid edited his work using CAPS. We reviewed the FLSZ spelling rule (doubling the consonants listed at the end of a short word) and discussed the author's use of a quirky idiom ("rub a monkey's tummy"). To conclude, we went outside to practice his spelling words while playing basketball; Reid was allowed one shot per correctly spelled word.