I began with visual, auditory, and blending drills. We reviewed the r-controlled syllable type (er, ir, ur, ar, or). Eliana read multiple word lists to practice (Recipe for Reading, pp. 135, 137, 139). Eliana's spelling deck from last session included -ar words; I dictated these words and Eliana has near-mastery of the spelling pattern. I introduced the vowel team -ai, and created a spelling deck of example words. Eliana loves practicing cursive; we reviewed all letters, and I introduced f, m, and n. Eliana is eager to connect letters and attempted a page of two and three connected letters. To conclude, Eliana read several oral passages from Wilson, book 3.

I began with a review of the syllable types learned so far (closed, open, silent-e, er/ir/ur). I introduced a new r-controlled syllable, -ar. Eliana read a list of example words. I created a spelling deck of -ar words for Eliana to work on with Ms. Pat. We reviewed all cursive learned so far: i, u, w, r, s, j, p, y, c, o, a, d, g, q, e, h. I introduced a new letter, k. Eliana is enjoying learning cursive and is doing well! I concluded with an oral reading passage from Wilson book 3, "Fun Until Sunset." Eliana read the passage twice to improve her fluency (rate + accuracy).

Eliana was absent today, despite confirming earlier in the day.

I began with a review of the syllable types that Eliana has learned: closed, open, silent-e and r-controlled. We played a game of SLAP to reinforce the concepts. Eliana sorted approximately 50 syllable types into the above categories. Next, she syllabicated two and three-syllable words with the syllables. Eliana was highly distracted, so we went outside and practiced sequencing the alphabet while bouncing a ball back and forth. Eliana did "b/d" punches on the punching bag as she continues to confuse the two letters. Returning back inside, we reviewed last session's spelling pattern (1-1-1 doubling rule, e.g., words like "hopped"). I also reviewed silent-e words. To conclude, Eliana practiced the cursive letters learned and I taught her two new letters: l and h.

I began with a visual drill, including all letters, digraphs, -all, -dge, and -tch. She syllabicated unfamiliar three-syllable words (compromise, insulate, amputate, advocate, calculate, octopus) using the strategies taught in class. For spelling review, I dictated her spelling deck and sentences to edit. I taught a new spelling pattern (a 1-1-1 rule, doubling a consonant, for example, hop, hopping). To conclude we played a card game called SLAP! with closed, open, silent-e, and er/ir/ur.

I conducted visual, auditory, and blending drills with letters, digraphs and -er, -ir, and -ur. We played a game of Crazy Moose with closed, open, silent-e, and r-controlled syllables (-er, -ir, -ur). Eliana practiced syllabicating VC/CV and V/CV words; I was pleased to see her use syllabication strategies with confidence. We reviewed spelling deck and re-taught a spelling rule she is learning at school (-dge). To conclude, Eliana practiced the cursive letters taught and learned a new letter (g).

Eliana remains below grade level, but her iReady scores have improved 47% (from kindergarten to 2nd grade level). Her PM2 overall is 154 and should be 182 (however the reading portion is at 184). Nonetheless, she will not be retained again. Eliana is utilizing her accommodations (extra time, questions read aloud if needed, verbal encouragement). Teachers express concern over her inattention, language impairment and poor working memory. Suggested to mother that she go to the pediatrician to follow up on these concerns. Her annual IEP meeting should be coming up in April; we would like to attend. In addition, she is due for a pyscho-eduational assessment (last one was three years ago. Follow-up: get copy of psycho-ed, make sure she is scheduled for re-assessment, schedule and attend IEP meeting, get math vocabulary for her to practice in tutoring, and schedule Eliana to talk to school counselor to manage self-esteem.

I began with a review of the three syllable types Eliana has learned: closed (hid), open (hi) and silent-e (hide). We played a game of Phonics Dice to reinforce the concepts. Next, I dictated isolated syllables; Eliana wrote them and then matched the syllables to make real words (human, mistake, neon, inside, dislike, reptile, invent, absent, disgust). To review her spelling deck, I dictated two sentences for Eliana to write and edit. We practiced last session's cursive letters (c, o, a, d) in a larger format which helped Eliana with proper letter formation. To conclude, I introduced a new syllable (r-controlled), specifically -er, -ir, and -ur. We played a round of Crazy Moose (basically, Uno with syllables) to reinforce the new concepts.

I began with a one-minute phonological awareness exercise, followed by alphabetic awareness. We reviewed and practiced syllabication of two and three-syllable words with closed and open syllables (VC/CV and VC/V). After reviewing previous spelling decks with word and sentence dictation, I introduced a new spelling pattern, words with a /ô/ such as all, ball, and walk. We created a spelling deck for Eliana to review. I helped Eliana with a reading passage from school, focusing on the vocabulary. We reviewed all cursive and I taught Eliana three new letters: c, o, a. To conclude, we co-read a chapter from a Junie B. Jones book.

I began with a one-minute phonological awareness exercise, level E4#2 (deleting one syllable from a three-syllable word). Next, Eliana performed several alphabetic awareness exercises: sequencing the alphabet, identifying vowels and consonants, and building three different syllable types. We played a game of Phonics Dice with these syllable types (closed, open, silent-e) to reinforce the concepts. Eliana continues to confuse b/d; we played a game of b/d tic-tac-toe. After reviewing the VC/CV syllable division pattern, I introduced the next pattern, V/CV (aka, "tiger" words). Eliana practiced dividing both patterns on the white board. For spelling, I reviewed her spelling deck (words with final blends, such as "bend") by dictating both words and sentences. Eliana practiced cursive (i, t, u, w, r, s, j, p, y). To conclude, we co-read a chapter from a Junie B. Jones book.