I began the session by asking Cade to identify sentences versus fragments (a sentence has a subject and verb and is a complete thought; a fragment does not make a complete thought.) If a complete sentence, Cade edited it for capitalization, appearance, punctuation, and spelling (CAPS). If a fragment, Cade added to it to make a complete sentence. Next, we co-read a passage from his textbook, "Family Working Together." I modeled taking notes, encouraging Cade to note only the most essential facts (not recount every detail). Writing a paragraph summarizing the article was too challenging for Cade, so he wrote a paragraph about his family instead. We discussed the structure of a paragraph (topic sentence, detail sentences that support the topic sentence, and concluding sentence). I noticed that Cade frequently capitalizes words within a sentence. These are often b/d words, and he capitalizes them because he confuses lowercase b/d. We paused to practice this skill, creating flashcards with a keyword for b and d and doing "b/d" punches on the whiteboard. To conclude, we played several rounds of hangman, focusing on words with two or three syllables to reinforce the concept of syllables (a word or a part of a word with one vowel sound).
Cade and I co-read a chapter from his McGraw-Hill Reading Wonders textbook, "Wild Weather." We paused to summarize, predict, and ask questions. When Cade encountered a word that he could not read, I encouraged him to use the syllable division strategies that he knows to decode the word. After reading, I helped Cade to write a paragraph to summarize the chapter. He edited the sentences using the acronym CAPS (capitalize, appearance, punctuation, spelling). I notice that Cade struggles with summarizing; we will continue to practice this skill.
Cade arrived with a language arts packet that his mother wanted him to complete. We practiced his spelling words (both auditory and on the white board). I was pleased that Cade could easily spell the words. He read a passage about stars and answered the comprehension questions. We went outside for a break, playing pickle ball as we reviewed his spelling words. Back inside, I conducted a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate the sounds within words and is predictive of reading and spelling success. Cade practiced syllabicating unfamiliar VC/CV words; I am pleased that he is confident in using the strategy of identifying the vowels and dividing the words. To conclude, Cade decorated a cover for his session notebook.
Cade began the session syllabicating and then reading a list of unfamiliar, two syllable words. Next, we reviewed last week's new concept, the vowel combination aw /ô/. I re-taught the concept, dictating words for him to spell (law, thaw, straw, squaw, draw). I notice that Cade struggles to hear separate sounds within words (phonological awareness). We will practice this skill. We concluded with a game of Crazy Moose and SLAP to reinforce the session concepts.
First, I will summarize the testing I did session one. The Gray Oral Reading Test-5 evaluates reading fluency (rate and accuracy) and comprehension. Students read paragraphs of increasing difficulty and answer questions. Cade's reading rate is at a 1.7 grade level; his reading accuracy is at a 2.2 reading level, and his reading fluency is at a 2.2 grade level. His reading comprehension is at a 1.2 grade. Next, I evaluated Cade's phonetic skills using the Quick Phonics Screener (QPS). Cade is confident with the following skills: identifying letter names and sounds, decoding consonant-vowel-consonant words, decoding coming beginning and ending consonant digraphs, and consonant-consonant-vowel-consonant words. He continues to misread silent e words, especially when not in the context of a sentence. Cade will benefit from instruction on the following skills: r-controlled syllables, advanced consonant sounds, silent consonants, and consonant digraphs as well as vowel digraphs, diphthongs and advanced vowel sounds. Using this diagnostic information, Cade and I had a productive OG session. I re-taught the vowel combination aw /ô/ which is usually at the end of a word. Cade read and then spelled example words. We played a game of SLAP with example words to reinforce the concept. Cade practiced syllabicating unfamiliar two syllable words. I am pleased with his confidence with this skill and encourage him to use it when he encounters unfamiliar words. To conclude, we co-read a short story from the Wonders textbook he uses at school to practice reading comrprehension strategies.
Cade worked on reviewing his math facts to increase his speed when he is calculating answers to problems. He completed several review activities pertaining to money, time, and word problems.
We began the session with a sentence editing worksheet from Cade's school. Cade marked the capitalization and punctuation and then re-wrote the correct sentences. I noticed that Cade had difficulty identifying a complete sentence. I explained that "a sentence has a subject and a verb and is a complete thought." Next, I evaluated Cade's phonics using the Quick Phonics Screener; I will tally the data and report on it in the next session. We went outside for a quick break, playing ping pong and a card game of SLAP with open closed, and r-controlled syllables.
To conclude, we went back inside to practice syllabication strategies for VCCV and VCV words. We previewed and started from his school textbook, identifying the title and author and illustrating and highlighting vocabulary. We will read the story in the next session. Great work, Cade!
