Patrick was introduced to words containing l blends. He used letter magnets to build words with s blends. (sl, fl, gl, pl, bl) He would hear a word, identify it, create it, and then manipulate phonemes to create a new word containing one or more common spelling patterns. (Ex: slick---slump, black---slack) He was successful with hearing mildly pronounced sounds like the -m in blimp, as well as identifying what stays the same and what changes. I notice he forgets the word sometimes, or uses a different pattern. (If the word was slick and I ask him to change it to slip, he will remove the letters and go back to slick) This could just be due to having a three step set of directions to perform. Overall, he is doing fabulous in spelling! Patrick was introduced to new sight words--where & my, and reviewed the other -wh words he recently learned. (who, what, when, why) He isn't able to identify them by looking at and reading them in isolation yet, but is able to recognize them if I ask him which one is......? For homework tonight, please practice reading all 30 sight words provided on study cards. Patrick read "Where?" We talked about "where" the setting was, and brainstormed examples of settings that you find fun, boring, (Home Depot ;) dangerous, etc. This story contained numerous quotations for Patrick to have an opportunity to read with expression. After reading, he completed a grammar sheet where he read sentences from the story and determined if they were asking or telling sentences with(without) emotion. He scored 7/8. He is becoming much better at understanding the meaning of the sentence (comprehension) and is better deciding if he is being asked or told something. He is excellent at recognizing words that entail emotion. (etc: I am lost!)