September 14.

Read We Are in a Book by Mo Willems and The Monster at the End of This Book by Jon Stone.
Jude and Khamar: Very excited to start reading books and outgoing personalities. I introduced
myself and asked a little about them, then got to reading. They loved the books and liked when
the pig staring back at them, laughed when I said banana and responded to the questions in the
book. Khamar especially loved when the pig did flips. They both thought it was funny when
Grover was upset or tried to put the pages together.
Toby: Introduced myself and asked a little bit about him to start, then read the stories. Was more
on the shyer side, but still enjoyed the books and talked when I asked questions. likes responding
to each of the characters in the book and has conversations with them like they are his friends.
Loves it when I read excitingly.

September 21.
Read Thunder Boy Jr. by Sherman Alexie and Giggle, Giggle, Quack by Doreen Cronin
Jude and Khamar: Both acting a little wild and were not paying as much attention to the story
being read to them. I tried getting them into the pictures and storyline, but both were too excited
to be out of class and talking to one another. They did not know much when I asked them about
the book.
Toby: Still enjoys responding to the characters and making up more lines to their story. Laughed
at the animals eating pizza. He liked telling me how Thunder Boy changed his name and why.

September 28.
Unfortunately, I overslept and had accidentally missed reading to the children this day.

October 5.
Read Where the Wild Things Are by Maurice Sendak and The Rainbow Fish by Marcus Pfister
I introduced a mechanism of using a paper Spider-Man figurine to help them pay attention, as all
three boys loved Spider-Man. I told them whenever Spider-Man is here, that means to pay
attention to the book and to try and not get distracted by the things in the hallway because
Spider-Man wants to hear the story too. They liked having him there.
Jude and Khamar: Both have heard these books before, but still enjoyed reading them. They
liked pointing out the different animals that rainbow fish runs into and guessing what kind of
things Max does on his journey with the wild things. Then did a short rhyming word activity
with them by giving them examples with two words that rhyme or dont rhyme and they would
respond by giving a thumbs up or thumbs down on whether or not the words rhyme. They were
very good at rhyming and understood the concepts right away.
Reese: Toby was absent, but there was a new kid at the school and he joined by group. So, I
introduced myself and got to know him a little bit, then read him the stories. He was a little shy
and seemed like he did not want to be there. However, after reading the stories and interacting
with him a little more he opened up. Then I did the word activity with him and he did well,
knowing certain rhyming words and I asked if he could come up with some of his own and he
could only do a couple, but still did well.

October 12.
Read Its Time for School Stinky Face by Lisa McCourt and If You Give a Mouse a Cookie by
Laura Joffe Numeroff
Jude and Khamar: Both really wild today and not wanting to pay attention today, but I kept
reminding them about Spider-Man and they straigtened up and payed a little more attention.
They thought the mouse was funny and all the crazy situations that Stinky Face went through
was silly. They both responded well to the stories and when I asked about their thoughts and to
retell the story to me they could.
Toby and Reese: They both really liked the story as well and laughed at aliens throwing slime on
the playground in Stinky Faces story. Toby guessed that the mouse would want some milk at the
end of the story to go with his milk. They also responded well and told me about the summary of
the stories.

October 19.
Friday schedule at IWU so no time for Francis Slocum.

October 26.
It was Francis Slocums turn for fall break.

November 2.
Read Cat in the Hat by Dr. Suess and No, David by David Shannon
Jude and Khamar: They said they probably would not like green eggs and ham and thought it
was silly how Sam I Am persisted with his requests. They also kind of related to No, David and
wanted him to get what he wanted in the story. We then did an activity of phonemic blending
and they both struggled understanding the concept. I would say the different sounds of a word
like p-i-g, they would have to try and tell me what word I am trying to say. They could do a
couple, but their level of phonics must not be up there yet, but I set the foundation.
Toby and Reese: Toby really liked Cat in the Hat and got annoyed if Reese distracted from the
story, but they both ended up understanding the stories and could tell me what happened when I
asked them questions of the summary and why certain things occurred. Both of them also
struggled with the phonemic activity, but still tried their best to succeed.
November 9.
Read My Friend is Sad by Mo Willems and Giraffes Cant Dance by Giles Andreae
Jude and Khamar: I asked what they were learning in class recently and they told me about some
of the math they were doing. Then I read the stories and thought it was silly that when pig
dressed up as a cowboy and robot, and did not understand how elephant did not know it was pig.
They also liked when the giraffe danced around. They responded well to the stories, got slightly
side-tracked here and there by telling me stories about their lives or showing me their artwork on
the wall, but still were able to answer questions about the book afterwards.
Reese: Toby was absent today so it was just me and Reese. He was a little more energetic and
talkative, but also very distracted, wanting to go to the bathroom or talk to the people passing in
the hallway. I reminded him about Spider-Man and he began listening again but still slightly out
of it. I told him he could hold Spider-Man if he listened or I would take him away if chose to
keep talking and not paying attention to the story, so he chose to hold Spidey and hear the
stories. He liked piggie when he dressed up and how elephant got louder when he was excited,
also when the giraffe danced as well.

November 16.
Read Naked Mole Rat Gets Dressed and The Duckling Gets a Cookie!? by Mo Willems
Jude and Khamar: They thought the naked mole rat was funny and liked all his oufits. I had them
guess what they thought was going to happen at the end when the Grand-pah came in to make a
proclamation. I also had to explain what a proclamation was and had them repeat it to me so they
could understand more. They both guessed different things, Jude thought that Grand-pah would
be mad and Khamar thought he would like Wilbur and his outfits. Khamar got excited when he
found out he was right, and they also guessed what they thought would happen next once all the
naked mole rats saw Grand-pah and Jude guessed they would be naked still, but Khamar guessed
they would be dressed and it turned out they were both correct. They also both liked when the
pigeon got the cookie from the duckling and then wanted their own cookie. I asked them what
they usually like on their cookies and they both said chocolate chip. I also asked them if they
would give up or share their own cookie with someone else and they said they would half it, they
both even said they would give half their cookies to each other if the other did not have one.
Toby and Reese: They also liked Wilburs cool outfits and thought the story was funny, but did
not understand why Wilbur was wearing clothes and the others werent so I tried explaining that
to them. Also had to define a proclamation to them and had them guess just like Jude and
Khamar and they both thought that Grand-pah would like Wilbur so they were happy when they
were right. Then thought it was nice how duckling gave up his cookie, and I asked them if they
would give up their cookie or treat for someone else and both said no, but I told them that
sharing with others is the nice thing to do.

November 23.
It was IWU thanksgiving break so I was not in town to go to Francis Slocum.
November 30.
Read Edwina, The Dinosaur Who Didnt Know She Was Extinct by Mo Willems
Jude and Khamar: I asked them if they knew what extinct meant and they did not know so I
explained that to them and had them repeat the meaning to me. Then they did not understand
why Edwina had a hat and a necklace on because dinosaurs arent supposed to wear things like
that. However, they liked the story and laughed at Reginald Von Hoobie-Doobies name. They
also liked tthe ending where Edwina made Reginald cookies. Then I had them draw/color me
pictures of dinosaurs but they had to draw on a few things that dinosaurs normally would not
have on, like Edwina and her hat/necklace. Then I asked them to tell me what extinct meant
again.
Toby: Reese was absent today, but Toby loved the story because he really liked dinosaurs and
thought Reginald was silly. I also explained what extinct meant to him and had him repeat it
back. Then let him draw/color a picture of a dinosaur and he did very well, loving creating his
own version of the dinosaur.

December 7.
Read Pete the Cat: Sir Pete the Brave, Pete the Cat: Snow Daze, and Pete the Cat: Scuba-Cat by
James Dean
Jude and Khamar: They liked the Pete the Cat books because they have read/seen them before,
so they enjoyed reading about Petes adventures. I asked them a few questions afterwards about
what Pete did to save Callie and the different animals Pete finds on his scuba dive. Then I gave
them each one of the books and said goodbye.
Reese: Unfortunately, Toby was absent on our last day, but I gave his book to his teacher before
I left to give to him when he was back at school. Then read with Reese and he liked the story
about Pete saving Callie, and how he went to chase the dragon, and I asked him to predict what
he thought was going to happen with Callie and he was excited when she was alright. Then I
gave him the book and said goodbye.