"The student completed 3 fraction multiplication problems independently. I modeled solving three different problems; he attentively followed my steps, especially during my demonstration of cross-canceling. I demonstrated simplifying each fraction to lowest terms, then multiplying them. In my discussion, I showed him the advantages of cross-canceling when working with fractions made of larger components and larger fractions that cannot be simplified by a GCF between the numerator and the denominator. He solved four fraction multiplication problems. When attempting to solve the first problem, he multiplied the numbers diagonally and wrote the products as the numerator and denominator of a new fraction. I verbally reminded him that he should multiply numbers horizontally, and cross-cancel diagonally. I allowed him to redo the problem, and he answered correctly. Next, we reviewed fraction division. I reassured him that fraction division is the same as multiplying fraction with one additional rule. I illustrated the meaning of each term with a sample division problem. I will review the terms dividend, divisor, and quotient in future lessons. I gave him a model problem. He completed four fraction division problems; he flipped the divisor correctly in all problems. He followed my advice for the remaining problems and answered the problems correctly. He answered all homework reading comprehension questions correctly; he admitted to not using mapping all the time, though he did write phrases next to each paragraph in his reading. He did answer the multiple choice questions correctly. I watched him silently read a passage, then answer five multiple-choice questions. He did write notes next to each to paragraph, but he wrote notes next to the last paragraph after answering three multiple-choice questions. He did answer the questions correctly, but all the questions were based on factual details in the passage. I told him he must read an entire passage before answering any questions, because certain questions will require him to have an understanding of the entire passage before he answers. Next, he completed two context clue passages; he answered two fill-in-blank questions. He answered the questions correctly. I assigned him a context clue passage to complete for homework, and a separate reading passage so that he could practice mapping. We reviewed his vocabulary words. He said each word aloud, spelled it aloud, verbally defined it, and then verbally created a contextual sentence containing the word. He completed all steps successfully for each word. At the end of the previous lesson, I left him with a visual prompt to write a story from with a beginning, middle, and end. The prompt image was taken from a recent practice exam. I left him a list of specific prompt questions to answer in his next draft. I also left him a model of descriptive writing, along with a list of features that made the writing adequately descriptive. I also corrected his grammar."