I met for the second time with P.J. yesterday evening. We read a book about zoo animals for 40 minutes and then went over the vocabulary (assigned to him by his school) for about 25 minutes. This time, my time management was better! Last week I struggled with quickly getting back on topic when the conversation had deviated a little.
P.J. read well, and when he came upon a word he didn't know, he would still give it his best shot of pronouncing it. The first encounter of a word he was unfamiliar with was "vivid." About 20 minutes through reading through the book, I related the "subtle spots" of a black panther to the "vivid stripes" of a zebra. So when I flipped back and asked him about it, he pronounced it correctly after re-reading. Other than difficulty with pronouncing a couple words like "vivid" and "subtle," P.J. had a good understanding of most of the book. There were some words that he did not know in the book that we then went over. A lion's mane serves as a strong example of that.
After finishing the zoo book right on time, we hopped into the vocab words! He already knew some of them pretty well, but we went over all of them as either a review or a new lesson. I struggled a little bit with explaining the word "clever." I brought up "The Tortoise and the Hare" story to use in explaining several words - lazy, hard-working, win, etc. Funny enough, it turns out he had just read that book earlier in the week, and I had no idea! The vocabulary lesson went pretty well, even though it lasted a few minutes longer than my goal. I feel pretty confident, though, that he has a good understanding of his vocabulary words.
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