Using our alphabet cards, Nicholas stated the name and sound of the letters we have studied...Ll Aa Ff Kk Hh Ss Pp Tt Cc Mm Vv Nn...Nicholas did well, having difficulty only with the sound for /n/. He then matched his small take-home alphabet cards to the large alphabet cards, affording him an extra opportunity to identify letters and sounds. I handed Nicholas a strip of capital foam letters and asked him to "punch out" the uppercase "V." He then did the same with the lowercase foam letters. Nicholas reviewed all of the "environmental print" cards. Each one begins with "------- (the letter is in this blank space) is for ------. For example, "C is for cupcake (picture of a cupcake)." I then printed "is" and "for" on index cards. These will be sight words for Nicholas. I then read a book, focusing on the letter "Vv" and the sound /v/. The title of the book is "My V Sound Box." The story focused on Valentine's Day. It used a picture, as well as the word, for all the words in the story beginning with "Vv." Nicholas "read" each word that was accompanied by a picture. I introduced the letter "Ii" and the short vowel sound, /i/. Our alphabet card has a picture of an "iguana" on it. Nicholas "stretched" the /i/ sound in "iguana." I explained that "Ii" can be called the "smiley sound" because our mouth makes a smile when we stretch the sound. The small take-home card has a picture of an inchworm and we are calling it the "iiiiitty-bitty iiiiinchworm." Nicholas watched a short video focusing on the letter "Ii" and the short vowel sound /i/. He then continued working on his "Vv" activity...making a volcano using construction paper, tissue paper, paint, and cotton balls.