First, we reviewed Sasha's spelling words. She knew 5/10. She made flashcards for the ones that she missed. Next, she read an oral reading fluency passage with oo and ou words (two times). We completed a related school worksheet. To conclude, Sasha read a chapter on Razz kids.

While Sasha put up her animal posters in the tutoring room, I went through her school folder to assess her work for the week. This week's spelling word list includes words with the /oo/ sound: oo, UI, ew, ue, u. Sasha read the words, made flashcards, highlighted the /oo/ sound in each word, and sorted the words into categories by spelling. We completed the spelling worksheet from school, identifying the correct spelling of each word and writing two sentences using two of the words. We went online to Razz Kids, where Sasha chose two reading passages. She read each well and completed comprehension questions. Sasha was thrilled to move up a level in the program. To conclude, Sasha read a reading fluency passage with /oo/ words three times. She began the reading comprehension sentences, but we ran out of time.

To begin, we went through Sasha's folder. She made flashcards for her spelling words (oy and oi words). Sasha highlighted the vowel team on each card, and we observed that oy is found at the end of a word or syllable, while oi is most often found at the beginning or middle of a word. I helped Sasha finish a worksheet from school on the spelling list. We went to Sasha's school website (Razz Kids) to read a comprehension passage online. Sasha read with reasonable fluency and answered the comprehension questions correctly. Sasha read an oral reading fluency passage to me three times (again, the passage was from school; she is supposed to read it to an adult twelve times over the week). To conclude, we went outside to practice her spelling words while bouncing a ball.

I began with visual and auditory drills, followed by a several nonsense word fluency lists (CVC and VC-e words). Sasha struggles to decode VC-e words. We reviewed the definition of a syllable and Sasha correctly identified closed, open and silent-e syllables. We reviewed Sasha's spelling word list from school (oi and oy words), copied the words, used two words in a sentence, illustrated the sentence, and made flash cards to study at home. Sasha had an incomplete worksheet from school (VC-e and consonant-le words); we completed the work. To conclude, Sasha read a passage from A-Z Razz Kids (a website from school) and successfully answered all comprehension questions.

First, Sasha sequenced the alphabet, identified the vowels, and built closed, open, and consonant-e syllable types. Next, we moved on to the work that she had for school. She copied her list of ten spelling words, picked two to use in a sentence, and illustrated the sentence. We made flashcards for each word and sorted the cards (consonant-le vs consonant-e words). We went outside to practice spelling the words while tossing a ball. To conclude, we read a fluency passage with consonant-le words (three times to ensure mastery and practice fluency.)

First, Sasha sequenced the alphabet, identified the vowels, and built closed, open, and consonant-e syllables. I conducted visual and auditory drills, followed by a word fluency list of CVC and digraph words. Sasha practiced syllabification of CVVC words. To conclude, we co-read a Hanukkah book. Sasha read with reasonable fluency.

First, Sasha sequenced the alphabet, identified the vowels, defined a syllable, and built CVC words with the alpha chips. I conducted a visual and auditory drills (all 26 letters and digraphs). Sasha read a fluency list of nonsense CVC words. We practiced syllabicating VCCV words. Next, Sasha read a passage from Wilson 3. To conclude, we played a game of Crazy Moose to reinforce the concepts of closed, open and silent-e syllable types.

First, Sasha sequenced the alphabet using alpha chips. This remains a challenging exercise; Sasha had to pause several times to sing the alphabet song and regroup. Sasha identified the vowels, I re-taught the definition of a syllable, and she built CVC (closed syllables) to reinforce. I conducted visual and auditory drills, followed by a word fluency list of nonsense words (mixed short vowels and digraphs). I dictated the following spelling words: quit, quip, quiz, has, said. Sasha has the concept of qu /kw/ but continues reversal in letter formation. I dictated a sentence for Sasha to write and edit. Next, we practiced syllabicating two syllable words. Mastering this strategy will help Sasha to decode unfamiliar words. To conclude, I taught the concept of an open syllable (hi, be) and we played Connect Four with open and closed syllables to reinforce. We ran out of time and did not get to reading fluency; I will start with that next session.

First, Sasha sequenced the alphabet using alphachips (2 minutes), identified the vowels, defined a syllable, and built consonant-vowel-consonant (i.e., closed) syllables. Next, I conducted visual and auditory drills with all consonants and digraphs. Sasha read a word fluency list (Wilson 1, pg 12). For spelling practice, we reviewed "qu" words and the irregular words has and said. We are building a spelling deck for weekly review. For the new concept, I introduced syllabication of VCCV (rabbit) words. Application of this strategy will enable Sasha to decode unfamiliar multisyllabic words. To practice reading fluency, Sasha read a passage from Wilson 1, pg 48. To conclude, we played several rounds of Phonics Dice to reinforce CVC decoding.

I began with a phonological awareness exercise; phonological awareness is the ability to hear and manipulate the sounds within words and is predictive of reading success. I conducted a visual drill of letters and digraphs (articulating the sounds) and an auditory exercise (given the sound, writing the letter or digraph). I noticed that Sasha is confused by the digraph qu /kw/. I re-taught the concept, as well as the correct orientation of the letter. Next, Sasha read a fluency list of nonsense words (these are words that are not real but follow the rules of the English language). Using alpha chips, Sasha sequenced the alphabet, identifying the initial, final, and medial letters. Using the alpha chips, Sasha identified the vowels. I explained the concept of a syllable (a word or a part of a word with one vowel sound.) Using the alphachips, we built CVC (or closed) syllables. I emphasized that in a closed syllable, the vowel makes its "short" sound. To conclude, we played a game of Phonics Dice with CVC words.