1. Brain Warm up - "Alpha Toss'
2. Tap Chart 1, 'Teams Chart'. "Point and Say" dictation.
3. Word pattern study- ea = /ě/. Use word cards and phrase cards to play tic-tac-toe game and tongue twister game.
4. Review- This weeks spelling words. high light target patterns (final e, s= /z/, soft c/g), ck

1. Brain Warm Up
2.Sound Dictation- soft c
3.Review- "Magic e" ie: like, hope, cane, tune
New skill- Open vs Closed syllables ie: be > bed, go > got, hi > hid
Dictation of target skill (open/closed syllables)
4. Go over weekly skills page from Cade's class at his school:
Spelling words- (he spelled all but one perfectly)
Vocabulary Strategy - Compound words
Vocabulary- Scared, admires, contribute

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1. Tap Chart 1, and Teams Chart (-ar, -er, -ir, -or)
2.New and Review- Soft C at the begining and end of a word.
Arm tao 6 words with 'Soft C'
Write same words with "See, Say, Spell" (Look at word and Say it out loud, Spell it out loud as writing each
letter, underline the word and say it again)
3. Word Study- Read more words from today's lesson and some that are review from past lessons. > Highlight the part of the word that is the target skill. Today: Soft c says /s/ when followed by 'ı', 'e', or 'y'.
4. Game- Teacher dictates words from lesson. Student and teacher write words with target skill on game board.
Roll the dice and play the game.
5. Tongue Twister activity with target skill words.
6. Sentence with words from lesson is cut into individual words. Student puts together into sentence
that makes sense.
7. Irregular Words- said, does, of
8. Syllable Division - VC/CV, Mark the vowels > Mark the consonants between the vowels > Divide between the consonants. ie: nap/kin

No Lesson, due to cancelation of session.

Warm Up : "Alpha Toss", "b/d Punch"

Visual Drill: Tap Charts- Short Vowel Sounds, Ci, Ce, Cy = /s/, gi, ge, gy = /s/, s= /z/, ck = /ks/, ck= /k/, tch= /ch/, dge= /j/, ing, ang,ong, ung, ink, ank, onk, unk, y= /ī/, y= /ē/

Auditory Drill- Teacher dictates sounds above. Student writes letters learned that represent that sound.

*This is as far as we got in the lesson because Cade didn't feel well. His mom took him home early. If he is well enough on Thursday, we will continue with this lesson.

Warm Up-
> Alpha Toss
> b/d Punch

Visual Drill- Tap Charts (Chart 1- Short vowels, soft 'c' and 'g', -ck, -tch, -dge, ing, ang, ong, ung, ink, and, one, ink, y=/ī/, y=/ē/: Blends Chart- bl, br, cl, cr, dr, fl, ch)

Auditory Drill- Teacher dictates phonemes (sounds) practiced in Visual Drill. Student listens and writes grapheme (letter that represents that sound)

Review- Quick review of VC-e words.

New- Soft c and g sound.

Word Study-
*Word game cards.
Step 1. Example: huge/ hug; race/rack. Student identifies and highlights "silent e" that makes the c and g soft.

Step 2. Example: Word with soft c/g is provided. Student is prompted: "Turn 'wage' into 'wag'. Student writes it on game card. ..."lice"--> "lick"...

*Use list of VC-e and soft c/g words in Tongue Twister game. Student says as fast as can.

Phrase/Sentence work- (carefully crafted to focus on the skills learned in lesson).
>Connect beginnings and endings of sentences.
> Student reads phrases and creates a new beginning or ending to make a sentence.

Play a Game to practice learned skill- "Roll and Read/Capture the Flag"
Student and teacher take turns rolling the dice and reading words on game board. Flags are won and stolen by reading words correctly and answering a question.

Vocabulary - incorporated in above game.

Sight Words- "said" and "does"

Warm Up -
<'Alpha Toss'
<'b/d Punch'

Visual Drill- Chart 1 Tapping -Call and Response: Short Vowels; -ing,-ang, -ong, -ung; -ink,-ank, -onk, -unk; -ck, -tch, -dge; soft C and G; s=/z/; x= /ks/; y=/ē/; y=/ī/

Auditory Drill - Dictation of sounds practiced in Visual Drill

Review/New/Reteach- Syllable division VC/CV; Soft g and soft c sound.

Word Study- Use scissors to cut word cards into syllables.
- highlight the letter 'i' , and 'e' the follows a 'c' or 'g' making it the 'soft' sound.

Play a Game using skills listed above - "Roll and Read-Capture the Flag"

Phrase/Sentence work - Read custom sentence to reinforce skills listed above. Highlight words learned with the soft c and g sound.

Sight words - I call them "Red Words" They are spelled differently then they sound and occur often.

Brain Warm up
> Alpha Toss
> b/d Punch
1. Visual Drill- Chart Tapping (Consonants, short vowels, /ck/, /tch/, /dge/, /ing/, /ang/, /ong/, /ung/, /-y/
2. Auditory Drill - Sound Dictation
3. Review- VC-e
4a. New - Syllable division. (Clap syllables)
4b. Divide VC/CV words into syllables by cutting word cards with sisscors.
4c. Read custom sentences from VC/CV lesson (pg71 in Brain Friendly Reading)
5. Play teacher made board game with custom words from lesson.

1. Kinesthetic Brain Warm-up:
>"Alpha Toss"- Teacher/Student toss ball back and forth saying alphabet in sequence. ie: Teacher says "a" and tosses the student. Student says: "b" ...
>"b/d Punch"- Student uses card board tube to punch letters cards labeled 'b' or 'd' as they are placed on the table. Student says the letter name and sound as punching the card as they are being placed on table.
2. Visual Drill- Chart Tapping ( Consonants, short vowel sounds, and /ck/, /tch/, /dge/)
3. New/Review- VC-e words
4.Word Study- VC-e words, Introduce 'Arm Tapping' (an auditory/kinesthetic activity)
5.Auditory Drill- Student writes dictated words with VC-e Pattern.
6.Phrase/Sentence work- Read sentences chosen specifically for the student and the skill being taught.
7. Play teacher made board game with VC-e pattern.

I evaluated Cade using the following: Woodcock-Johnson Reading Mastery Test-- Word Attack Subtest, the Grey Oral Reading Fluency Test-V (GORT), the Phonological Awareness Screening Test (PAST), the Quick Phonics Screener (QPS), and the Emerging Student Spelling (a diagnostic spelling test developed by Orton-Gillingham Fellow Susie van de Vorst). I wrote up a report summarizing the assessment results. Judie and I met to discuss Cade's assessment.