10/6/14
Ms Kim's House
Reading, Writing, Vocabulary
Tonight I met with PJ for our weekly session. We worked on several worksheets and went over a test he had taken in school. The first thing we worked on was an activity that required us to read a passage and come up with our own ending to the story. The story was about a classroom with students in groups making posters about their favorite animals. The theme for the story was working together and the worksheet asked us to stick to the theme when coming up with our ending. I had PJ read the passage aloud and then we discussed a few ideas that could be possible endings, but it was a challenging activity. Eventually we came up with an ending to the story that encouraged the classroom to work together, PJ wrote the ending down and I read the whole passage again with our new ending aloud and it made sense so we moved on.
The next thing we did was a vocabulary matching activity, similar to ones we had worked on before but this new one was on the theme of working together/cooperation so all the words went along with that theme. I read the words aloud and asked PJ what words were similar to the one I was reading. He matched the synonyms together with little help from me in no time. The last thing we did from this packet was a timed reading exercise which PJ excelled at as well. The worksheet had a 2 page long story and the instructions were to predict what was going to happen, so before we read the story we both made some predictions based on the title and then after every paragraph I would stop and we would make some more predictions. After we had read the story and made predictions the worksheet asked the students to pair up and see how many words and errors each student could read in one minute. This became a fun activity for us, waiting till the second hand got to 12 and then PJ would read the story out loud while I looked on for accuracy. We did this twice. The worksheet had a word count and PJ was able to read about 100 words in a minute with zero errors, I was impressed and told PJ so.
We then switched and went over what I thought was a test or quiz from PJ's school. The first problem had us read another long story and then asked the student to answer 10 comprehension questions. PJ had already corrected his errors except for one that asked which word was a compound word and gave 4 answers to choose from. I had to think about it for a minute but I figured out the answer explained what a compound word was to PJ and asked him if he could come up with some on his own, which he was able to and we discussed.
Tonight I met with PJ for our weekly session. We worked on several worksheets and went over a test he had taken in school. The first thing we worked on was an activity that required us to read a passage and come up with our own ending to the story. The story was about a classroom with students in groups making posters about their favorite animals. The theme for the story was working together and the worksheet asked us to stick to the theme when coming up with our ending. I had PJ read the passage aloud and then we discussed a few ideas that could be possible endings, but it was a challenging activity. Eventually we came up with an ending to the story that encouraged the classroom to work together, PJ wrote the ending down and I read the whole passage again with our new ending aloud and it made sense so we moved on.
The next thing we did was a vocabulary matching activity, similar to ones we had worked on before but this new one was on the theme of working together/cooperation so all the words went along with that theme. I read the words aloud and asked PJ what words were similar to the one I was reading. He matched the synonyms together with little help from me in no time. The last thing we did from this packet was a timed reading exercise which PJ excelled at as well. The worksheet had a 2 page long story and the instructions were to predict what was going to happen, so before we read the story we both made some predictions based on the title and then after every paragraph I would stop and we would make some more predictions. After we had read the story and made predictions the worksheet asked the students to pair up and see how many words and errors each student could read in one minute. This became a fun activity for us, waiting till the second hand got to 12 and then PJ would read the story out loud while I looked on for accuracy. We did this twice. The worksheet had a word count and PJ was able to read about 100 words in a minute with zero errors, I was impressed and told PJ so.
We then switched and went over what I thought was a test or quiz from PJ's school. The first problem had us read another long story and then asked the student to answer 10 comprehension questions. PJ had already corrected his errors except for one that asked which word was a compound word and gave 4 answers to choose from. I had to think about it for a minute but I figured out the answer explained what a compound word was to PJ and asked him if he could come up with some on his own, which he was able to and we discussed.
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