B showed up by 6:30 a.m., ready to load his van with all my dry goods that might be affected by the fumigant and made inedible. That was so sweet. Thank you, B.
After Bikram, I stopped by Costco to check my tire pressure. The garage doors were closed—surprise! I assumed the schedule had changed, which was confirmed when I went there after school around 2 p.m.
At home, I worked on packing up the spices, which I had forgotten about. I also called an acoustic insulation company on the mainland to determine the cost of shipping their product to Hawaii. The answer is twice as much. It may still be worth it if it works. I should check if someone here has the product. It may be cheaper because they will be importing it in bulk. Lowe's has an acoustic insulation product, but it's certainly not the same quality as the one I found online.
I showered and went to school. Both classroom teachers had substitutes because they were attending a workshop. A team from a company called Dawson painted rainbows, numbers, and shapes in bright colors on the walkways between the buildings. How long will it take for the paint to look scuffed and dull?
D. of Mrs. B's class showed improvement from yesterday. He acknowledged that he didn't know a word and made fewer wild guesses. This was a considerable improvement. He did a little better with the procedure for decoding multi-syllable words but still needs support. I had him name letters in words in continuous text. He said he did do that on his own at home. He still has to keep this up; otherwise, his brain slips back into reversal mode. He still has trouble using context clues on his own. Still, he can usually identify the correct word when I reread the sentence using his pronunciation. His comprehension skills are good.
K. of Mrs. B.'s class wasn't the soul of cooperation today, but she is doing so much better that I didn't feel like pushing her.
I started with N. in Mrs. D.'s class. His current problem is comprehension. I asked questions about each sentence to show how the parts relate to each other and how sentences connect. At first, he was confused. He would look up as if he could find the answer in his mind when it was on the page. He admitted that he has been having trouble understanding what teachers say. He looks inattentive because he doesn't know what the teacher is saying and wishes he were elsewhere. This exercise and listening to the Quiet Queen audio file on bandcamp.com should make a noticeable difference. He responded well to the work. I only did a paragraph on an early third-grade level. This was hard work for this child.
R. came out next. While I was working with N., she came out and gave me the work she had taken home the night before. She had completed the work on her own. Her memory function is still weak. No change here. With enough repetition and reminding her, I hope it will be just as easy as recognizing her name. I want to anchor her in the physical knowledge of what it means to recall something. She seemed to be using the left side of the brain correctly and brought the information up from long-term memory, but she says she doesn't hear anything. She must, though, because she can recognize some words she has seen in an earlier sentence. Whatever! She is working enthusiastically with the phonetically and word family-based Carpenter material. She will be reading and making some progress doing this alone.
Next was B. His parents were complaining that he was not where he should be in reading. Indeed, the boy does have problems, but his reading log also shows that his parents have not read with him at home. They are not connecting their behavior and their son's reading problems. – Not to say their lack of participation is the only reason for the child's failure. But it would help if they participated. He reads well enough for their help to count. I found his reading was very much better today. Yesterday was the first day he had listened to the Quiet Queen audio file. He said it made a big difference. I guess so.
When I came home, I trimmed one additional bush. Everything had to be cut two feet from the house's perimeter so the tent could be dropped to the ground and weighted down.
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