I began with alphabetic knowledge: Luna sequenced the alphabet and identified the vowels and the consonant. We reviewed the definition of a syllable (a word or a part of a word with one vowel sound). I conducted a visual, auditory, and blending drill with all letters and digraphs. We played a game of Phonics Dice to practice CVC decoding. Luna read a word fluency list of compound words. I taught her how to syllabicate VCCV words. She caught on quickly and even syllabicated a few three-syllable words (fantastic, Atlantic, hobgoblin). To conclude, Luna read three decodable books from FlyLeaf publishing: "Pam Likes to Nap", "Can I See Tom, " and "We Can't Stop!"

I began with alphabetic knowledge: Luna sequenced the alphabet and identified the vowels and the consonant. We reviewed the definition of a syllable (a word or a part of a word with one vowel sound). I explained that with a an understanding of all of the syllable types and syllable division patterns, she will be able to read any word! I conducted a visual, auditory, and blending drill with all letters and digraphs. We played a game of Phonics Dice to practice CVC decoding. I dictated CVC words for Luna to write: mad, got, Tim, hug, fed. Sentence dictation included: Mom got mad at the cat. The log got hot. Luna edited her sentences using the CAPS acronym (capitalization, appearance, punctuation, spelling). To conclude, Luna read two decodable books from FlyLeaf Publishing: "Ann Can" and "Can You See Three?"