I begin each session with a review of letters and sounds that Nicholas and I have studied. I use large alphabet cards to complete this. I then use smaller "take-home" cards, which Nicholas matches to the larger cards. This also gives him a second chance to identify letters and sounds. On the back of each "take-home" card are words that describe the picture on the front of the card. For example---Ss---picture of a snowman---on the back of the card "silly snowman" This gives Nicholas a chance to reinforce the sound by saying, "sssssilly sssssnowman." Nicholas did well identifying letters and sounds. As our time together continued, he showed inconsistency. One example-- identifying "Ff" was difficult, whereas he had no difficulty with this when using our large and small alphabet cards at the start of the lesson. He also mistakes "W" for "M." We are working on these sight words: I is for a at Nicholas read these words, stretching "at," (aaaaattttt aaaatttt aaattt at) in order to read it. This is a strategy I am working on with Nicholas, as he knows enough letters and sounds to begin "sounding out" words. We added the word "it," today. Nicholas stretched this word. Nicholas printed his first name and identified all the letters. I then printed his last name. He identified all the letters and then copied my model. He asked if he could turn the paper over and try himself! We concluded the lesson by having Nicholas stretch the CVC word, "pit." I printed each letter in a box. I then said, "If p-i-t spells "pit," then p-i-n spells --------." Each letter was printed in its own square.