Eliana was distracted by a stye in her eye; after getting a snack and a warm tea bag to soothe her, we got to work. Every session, I review the syllable types learned; Eliana benefits from continuous reinforcement of skills. Today, we played SLAP with er/ir/ur/ar/or syllables and words, and I dictated example words from the game for Eliana to spell. Next, I did the same with a SLAP deck of ai/ay/ee/ea words and syllables. Eliana syllabicated VCCV words with closed & silent-e syllables and VCCV words with closed and r-controlled syllables. I dictated example words for her to write in both print and cursive. To conclude, she read three oral reading fluency passages (Wilson 2, p. 43, 44, 46)
Eliana arrived with a book she was excited to read, so we began with that. Entitled "Kung Pow Chicken: Let's Get Cracking," it is a graphic novel that (while silly) is precisely on her grade level and of interest. I conducted visual, auditory, and blending drills. We reviewed the ee vowel team, and I taught ea /ē/ as a new concept. Eliana chose examples of words to add to her SLAP vowel team deck. To conclude, we organized her backpack and school notebooks.
To begin, Eliana re-read her oral reading fluency passage assigned for homework (Wilson 2, pg. 43). I conducted visual and auditory drills of the vowel patterns we are working on (er/ir/ur, ar, or, ai, ay). Eliana read a list of example words, and then we played a game of SLAP with all syllable types learned for reinforcement. For spelling, I dictated sentences for Eliana to write and edit (She will bite her sister. She put the tray on the sand. He hit the nail with the hammer. My dad will save the day.) I taught the vowel combination ee as a new concept; Eliana read a list of example words (Recipe for Reading, pg. 127. I had Eliana sort the SLAP game into syllable types; we divided the cards into two games (closed, open, silent-e, r-controlled for game one, vowel combinations for game 2). To conclude, Eliana read an oral reading fluency passage (Wilson 2, pg.. 44).
We began by reviewing all cursive letters; I retaught as necessary. For spelling, we reviewed the days of the week. Eliana seemed overwhelmed; after she syllabicated each word, she recognized that only Wednesday didn't follow the English language rules and was easily spelled syllable by syllable. I created sentences for her to write and edit (On Friday, we will go to the park. On Saturday, Lisa will play golf. On Sunday, they will go to church.) We played a game of SLAP to review all syllable types learned.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Eliana was not feeling well today. At one point, she had her head on the desk and cried. I reassured her as needed.
I reviewed Eliana's homework that I assigned last session and noticed that she continues to misspell words with r-controlled syllables (e.g., she writes "gril" instead of "girl.") I re-taught er/ir/ur, and Eliana read and wrote dictated example words. I dictated sentences for Eliana to write in cursive (The bird can chirp in a tree. Her sister is under the tree. The fur on the cat is black.) She corrected her homework to reinforce the concept. I taught Eliana the uppercase cursive letters M, T, W, F, S, E, and C; she will write the days of the week and her full name in cursive for homework. She re-read an oral reading fluency passage (Wilson 2, p. 42). To conclude, she read a chapter of "Stink" by Meg McDonald.
Eliana and I had a good session. We began by reviewing syllable types learned with a game of SLAP! Next, Eliana practiced dividing. VC/CV with closed and silent-e syllables (Megawords 1, p. 33) and VC/CV with closed and r-controlled syllables (Megawords 1, p. 47). I introduced high-connector letters for cursive (e.g., or). For oral fluency, Eliana re-read the Wilson passages assigned during the last session for homework (Wilson 2, p. 12-13) and read the following passage, "Jim's Bank Job." I prepared work for Eliana to take home for practice over spring break.
I attended Eliana's annual IEP meeting at her school. The goal of the meeting was to assess Eliana's progress and make new goals for fourth grade. Eliana has made progress but remains below grade level. I believe the team in place is doing a good job, and the agreed-upon goals are appropriate. I am happy that Eliana has outside support, including her work with Pat Meyers and me. I do believe she will benefit from the scheduled psychoeducational testing.
Assignment
none
Session Minutes
120
Minutes Student Attended
0
Lesson Comments
Judie, I will talk to you when you get back into town, but in general, I am pleased with the team at The Conservatory School. Eliana is getting small group for reading every day and language therapy with an SLP twice a week. She is pulled from art and PE, so no essential class time is missed. Pat seems frustrated, but Eliana is making progress. As we know, it is difficult for a child with learning disabilities to make a year's worth of progress, and nearly impossible in a traditional school setting to make more than a year's progress in a year. I am happy that you pushed for psychoeducational testing, as the school was not eager to do it at this point. We can push for that through the school district before middle school (i.e,, request it at next years meeting.). I think that Eliana is getting the maximum amount of services available. On another note, the dynamic between Pat Myers and the parents is awkward to observe.
Eliana and I had a productive session. I began with visual, auditory, and blending exercises. I re-introduced the "glued" sounds (-ing, -ang-, -ong, -ink, -ank, -onk, -unk). Eliana read and wrote example words. We reviewed her spelling deck (the days of the week and the irregular words be, they, and want), and I dictated sentences for Eliana to read and edit using the acronym CAPS. We reviewed cursive; Eliana has learned all the letters and is ready to write connected letters. She read a text from Wilson (WSR reader 2, p. 11). I prepared cursive and oral reading fluency work for her to practice at home before the next session. To conclude, I read a chapter of a Junie B. Jones book.
I began with visual, auditory, and blending exercises to strengthen Eliana's reading and spelling skills Next, we reviewed her spelling deck of -ari- words I dictated sentences with the words for Eliana to write and edit We reviewed all cursive letters, re-teaching as necessary We played a game of SLAP to reinforce the syllable types Eliana has learned (closed, open, silent-e, r-controlled). For oral reading fluency practice, Eliana read a decodable passage (Wilson book 3, p. 52) three times; her accuracy and speed improved with each reading. To conclude, Eliana practiced syllabication of unfamiliar three-syllable words.
I began with visual, auditory, and blending exercises to strengthen Eliana's reading and spelling skills Next, we reviewed her spelling deck of -ai- words I dictated sentences with the words for Eliana to write and edit We reviewed all cursive letters, re-teaching as necessary We played a game of SLAP to reinforce the syllable types Eliana has learned (closed, open, silent-e, r-controlled For oral reading fluency practice, Eliana read a decodable passage (Wilson book 3, p. 53) three times; with each reading, her accuracy and speed improved To conclude, Eliana syllabicated unfamiliar three-syllable words.
