To begin, Reid and I went through his school folder and determined what was "to do," what was to "stay at home," and what was "to return to school." Once organized, we tackled a worksheet about chapters 7 and 8 of Stuart Little by E.B. White. Reid wrote the titles of the chapters, summarized each chapter, and recounted his favorite moment from the text. He wrote five vocabulary words that he learned and drew a picture to depict a moment from what he read. Next, we co-read two chapters from his free reading book and recorded the pages on his reading log. We reviewed his spelling words and made flashcards to attach to his backpack. To conclude, we went outside and practiced his spelling words while tossing a football.

I was happy to reconnect with Reid after the summer break. After catching up on his adventures and the new school year, we picked a book from the Batt School library and co-read it for 15 minutes to fulfill his reading log assignment. Reid filled out the reading log with my assistance. Next, we reviewed his spelling words, made flashcards, and went outside to practice the words. Reid works well when active; we alternated punching the exercise bag and kicking a soccer ball while spelling. Reid benefits from first syllabicating and then spelling each word. The list is challenging, and I encouraged Reid to study his flashcards every day in the car on the way to school (the flashcards are on a ring attached to his backpack).

Reid finished the last page and cover page of his comic book. He read a Black Lagoon book for inspiration. It was about the first day of school, and he said he could write about the last day of school.

Reid practiced his spelling words. Then he worked from the story he wrote last time, writing a short segment of his story on a page and making a picture to go with it. This was his first comic book.

Reid separated his story into segments for different pages. He wrote words and made a picture on one page. This will continue for the comic book he is making.

I helped Reid practice his spelling words by highlighting letters that he needs to remember and using letter tiles. He read a Black Lagoon book and looked at its characteristics.

Reid began reading Who Was Pele? for Hispanic Heritage. We discussed what was happening in the story. He wrote a story about himself as Homer Simpson and drew a picture.

I did more assessment of sight words to create a spelling list. We played a game to practice CVC words with blends or digraphs. We finished the Black Lagoon book.

Reid read a Black Lagoon book using a bookmark to keep his place. He played a game to practice CVVC words. I did an assessment on sight words to determine words to practice spelling

I did an informal reading inventory to determine Reid's word recognition and comprehension. I conducted an interest inventory to determine what books would be good for Reid to read with me. I had Reid write a short paragraph.