Cade worked on subtraction with borrowing, plural nouns, vocabulary for his new story, spelling words. and reading comprehension.

Cade completed math activities that helped him understand how to subtract with 2 digit numbers. He used several activities to assist him read his vocabulary words from the story, "A Prairie Guard Dog." He listened to a reading of the story, "A Prairie Guard Dog." He answered comprehension questions pertaining to the story.

Cade worked on 2 digit adding, reading comprehension, character, plot, problem, solution, and writing complete sentences using proper punctuation and capitalization.

I used letter tiles for Cade to practice reading CVC and CVVC words. He read two small books and two Gerald and Piggie books with stuffed animals.

Cade was absent today.

Cade was absent today.

I began with alphabetic awareness (sequencing, syllable definition, building CVC, CV, VC-E syllallbes) followed by auditory, visual and blending drills. For concept review, Cade syllabicated and read two-syllable "rabbit" words (magnet, chipmunk, kitten, subtract, pilgrim, napkin, rabbit, tablet, dentist, happen, sandwich, traffic). For regular spelling practice, I dictated two-syllable compound words: sunset, bobcat, bathtub, upset, whiplash,). Irregular spelling word dictation included: the, is, his, has, your, to, do, her, for, or (all correct). He missed: said, was, want, what, are; we paused to review and re-write each word three times in red pencil. I dictated a sentence for Cade to write and edit using CAPS (That red bobcat cannot get the catfish.) Cade read a decodable book from FlyLeaf Publishing, "Ted Can do Tricks." To conclude, I read aloud from The World According to Humphrey; we paused to discuss the story and practice reading comprehension strategies. I recorded our reading time in Cade's journal.

We began today's session by reviewing the phonological awareness skills taught and practiced in prior lessons. I continue to explicitly demonstrate word attack skills for recognizing sight words and known sounds in decodable words, including listening to self while reading, clearly articulating individual phonemes, blending phonemes into words, and rereading sentences fluently. We read one of the books I took out from the library that was on Cade's recommended reading list. We read 'Chrysanthemum,' a book based on a young girl's experiences dealing with her unique name. Cade was prompted to read aloud during guided reading practice and was asked questions about meaning before, during, and after reading. He will now more readily ask me to explain a word if it is unfamiliar to him. As I've mentioned, he is growing more comfortable, self-confident, and less afraid to make a mistake when reading or responding to queries. We practiced compound words and split them into phonemic units which help in decoding words when subsequently blended together. Cade was also tasked with reading words to which I added new endings - another strategy to facilitate his ability to decode effectively. Prompts have been used beneficially to re-engage his attention when needed, but Cade is responsive to academic intervention and will apply reading strategies that have been suggested to facilitate, promote, and reinforce literacy skills.

We began today's session practicing some blending drills and reviewing closed, open, and silent-e syllables by playing a few rounds of Phonics Dice to help reinforce and consolidate learning. Cade was eager to participate and remained engaged in the activity. We then continued our summer reading of 'The World According to Humphrey.' Cade was prompted to recall the characters and their relationships to one another. He read some sentences aloud during our guided reading exercise but the Lexile level of this particular book is advanced, with high sentence, text complexity, and word frequency so it is rather challenging for him. I will take out 1 or 2 of the recommended summer reading books for his grade level out of the library prior to our next session. Cade was then tasked with a cause and effect exercise. He correctly responded by stating the 'effect' that happened when given a 'cause' from the story. We read pages 25 - 32 in the book, 'The Most important Man in the World,' and Cade recalled many details when queried. He is growing more comfortable engaging in dialogue with me and appears to respond with greater confidence.

We enjoyed an effective and productive session this afternoon. I assessed Cade's understanding of silent-e and we played a few rounds of a closed syllable phonics dice game which included a vowel between two consonants; Cade read four words with ease and won the round. We continued reading the book, 'The World According to Humphrey' and I asked Cade to summarize it for me before reading chapter 3, 'The Two Faces of Mrs Brisbane,' pages 17-24; Cade recorded the time spent reading it in his reading log and participated in guided reading, following along with his finger. I stopped at several points to assess his understanding of words, developments, character analyses, prediction, and inferences. I explained and gave examples of inferences as Cade was unfamiliar with the term, and I described how one can figure things out and form conclusions reached on the basis of evidence and reasoning. We read the chapter in its entirety and I paused periodically to practice comprehension strategies which included summarizing, predicting, and making inferences. Additionally, Cade was provided with a hands-on activity using clay to make a model of Humphrey; he created an excellent facsimile using the book's cover illustration to guide his efforts. When reading, I pointed out several words to assess Cade's understanding, and commented on the irregular spelling of words such as 'gnaw.' Cade picked out the past tense of the word in a subsequent sentence when prompted to do so. He followed directives well and was responsive to intervention, contextual clues, and strategies to facilitate literacy, fluency, and decoding skills. The session went well and yielded productive outcomes.