"The student and I reviewed through science, reading, and spelling. First we began reading through the student's science book and learned about forces; forces that both pull and push. The student and I discussed when a force is being placed on an object, and equal force being placed by the object on the individual. The student and I discussed this concept by discussing the examples of the force placed on a door to push open, on a desk to push, hanging on the monkey bars, and the force we apply to the ground while walking with the force the earth places back onto us. We also discussed how greater force is required to move heavier objects in comparison to lighter forces required to move lighter/ smaller objects. For each concept, the student was able to think of wonderful examples. We next discussed the force of gravity, and its effect on people. We discussed how gravity is found in the earth's atmosphere and will pull anything down to earth's surface which it captures in its atmosphere like meteors. Finally, we discussed how space does not have any pull of gravity, yet other planets as well as the moon do in fact have gravity, but not the same weight of gravity that earth does. For this reason, our weights will be different on the different planets where the gravity is different than earth's. The student really enjoyed learning this section pertaining to forces.
Next, we began reading a story from the student's reading book. The student did a wonderful job reading the story. The student was able to express comprehension of the material he read aloud, and read at a nice steady pace. I am noticing the student's confidence grow each session with his reading. The student was able to read sentences in the quotations in the level of tone in which one would recognize the sentence as a character's "quote", in comparison to a normal sentence. We used the strategy of me reading the passage first prior to the student reading. This method allowed the student to be confident in words that he may have come into contact with for the first time, and read them successfully and with great confidence.
Lastly, we reviewed through the student's spelling words. The student did a great job with his spelling words, the only issues the student showed were: sisters, sister's , sisters'. The student had to first correctly identify which of the words is being used in a sentence, then he can spell it. We reviewed through this several times. I explained to the student when describing something that belongs to someone use " 's ", and when describing something that belongs to a plural group of individuals use "s' ". Finally, when discussing a group/plural just add "s" at the end NO " ' ". The student showed signs of improvement as we worked on this further."