I began with a phonological awareness exercise, level E#4. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words. Spelling review: dictation of words with initial blends and irregular words. Eliana found spelling the initial blends "easy" but continues to struggle with irregular words. I dictated sentences for her to write and edit. We reviewed b/d. For cursive, we reviewed the letters learned (I, t, u, w, , j, r, s) and I taught the letters p and y. To conclude we co-read a chapter from a Junie B. Jones book.

I began with a phonological awareness exercise, level E#2. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words (tonsil, traffic, happen, Atlantic, fantastic). Spelling review: dictation of silent-e and irregular words. Eliana struggles to retain this knowledge, frequently adding extra letters to a silent-e word, or spelling an irregular word phonetically. Repeated exposure will lead to mastery. I dictated sentences for her to write and edit. We reviewed b/d as Eliana persists in confusing these letters. For cursive, we reviewed the letters learned (I, t, u, w, , j) and I taught the letters r and s. Eliana seems to enjoy cursive! To conclude we co-read a chapter from a Flat Stanley book.

Eliana was 30 minutes late for our session. I began by reviewing Eliana's spelling ring. She requires prodding (and confidence) to remember the spelling rule (FLSZ) and to "hear" the sounds in words. Once reminded and encouraged, she is able to spell most of the words. Practice during the week will lead to mastery. Next, Eliana did "b/d punches" to discern the difference between the letters. She sequenced the alphabet, identified the vowels, and read open, closed, and silent-e syllables. I conducted a one-minute phonological awareness exercise, asking Eliana to drop one syllable in a three-syllable word. She did well, but we will stay on this level until she achieves automaticity. To conclude, Eliana practiced cursive letters learned (I, t, u, w) and I taught her three new letters (r, s, j). I sent Eliana home with cursive and spelling sentence pages.

Eliana and I had a productive session. I began with phonological awareness (dropping a syllable in a three syllable word). Eliana did well and will move up a level next session. Next, she sequenced the alphabet. I noticed that she continues to confuse b and d, so we paused for several activities to address this skill (b/d "punches" and creating cards with key words to help her distinguish between the two). Eliana then built closed, open and silent-e syllables and we played a game of Phonics Dice to reinforce the concepts. We moved on to cursive, reviewing the letters learned (I, u, w, t) and Eliana learned to write words connecting the letters (it, wit, tut). For spelling, I dictated sentences for Eliana to write and edit (I can yell or buzz the bell. She will quit the game. She made a huge mess.) Eliana is close to mastery on the spelling of FLSZ and silent-e words. I taught Eliana to syllabicate words with closed syllables. She picked up the concept quickly and was able to divide and then read unfamiliar two and three syllable words. To conclude, I read a few pages of Junie B. Jones.

I repeated the lesson plan from last week: phonological awareness, alphabetic awareness, and syllable identification. Repetition for mastery is an important component of Orton-Gillingham. We reviewed the cursive letters from last session (i, u) and I introduced w and t. Eliana enjoys cursive and I believe she will learn the alphabet quickly. For spelling, we reviewed the sight words from last week (does and said) and silent-E words with dictation of words and sentences. Eliana needed to be re-taught the word does. I taught the FLSZ spelling rule (single syllable words ending in FLSZ double the letter at the end of the word). I made a spelling deck with the following words: mess, stuff, smell, jazz, stove, cake. To conclude, I read a chapter of June B. Jones to Eliana. I could tell that her energy was waning and she didn't feel like reading.

I began with a one-minute phonological awareness exercise, followed by alphabetic awareness. Eliana correctly identified the number of letters, vowels, consonants and sequenced the letters in just over a minute (a big improvement over last session, four minutes). We discussed the concept of a syllable (a word or a part of a word with one vowel sound). Eliana correctly built closed, open, and silent-E syllables. This will be important when Eliana learns to syllabicate multi-syllable, unfamiliar words. I conducted visual, auditory, and blending drills with all letters and digraphs. I reviewed last session's new concept, silent-E, dictating example words and sentences. I introduced two "sight" words, does and said. We made a spelling deck for Eliana to review with Ms. Pat. Eliana began cursive, learning the letters i and u. I sent pages home for her to practice. To conclude, we co-read a chapter of a Junie B. Jones book which Eliana seemed to enjoy.

I began with a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate the letter sounds within words and is highly predictive of reading and spelling ability. Next, we worked on alphabetic awareness. Eliana learned that there are 26 letters, and identified the vowels and the consonants. She sequenced the alphabet in 4 minutes 34 seconds; my goal is that she can accomplish this in one minute or less. I taught her the definition of a syllable (a word or a part of a word with one vowel sound). This will be important as she learns to syllabicate unfamiliar words. I conducted visual, auditory and blending drills with all of the letters and digraphs (sh, ch, th, etc.). These drills require Eliana to both decode and encode (read and spell). I taught silent E as a new concept and dictated sentences for Eliana to write and edit using the acronym CAPS (capitalization, appearance, punctuation, and spelling). It is my goal that Eliana will practice this edit strategy every session until it becomes automatic. To conclude, we co-read several pages of Junie B. Jones. I notice that Eliana is interested in learning cursive. I will incorporate this into our session and send practice pages home with her to practice with Ms. Pat.

Today I completed my evaluation. I assessed Eliana's phonics knowledge using the Quick Phonics Screener (QPS). Eliana can identify all letter names, although she demonstrates b/d reversal (which is not uncommon). She can identify almost all of the letter sounds (including the long and short vowel sounds) but identified the letter g with a /j/ sound. She struggled to read nonsense consonant-vowel-consonant words, but when presented with real words, she decoded CVC with ease. She read digraphs well (sh, th, ck, ch, th). Eliana struggled to read nonsense words with blends (cl, tr, sn) but when presented with real words in sentences she was able to decode them. Eliana was unable to read nonsense and real silent e words; I will begin my phonic instruction there. To conclude, I dictated a diagnostic spelling test which echoed my finding on the QPS. Eliania will benefit from explicit, direct phonics instruction which is the backbone of the Orton-Gillingham method. I look forward to working with Eliana.

First, I evaluated Eliana with the Woodcock Johnson Reading Mastery test (Word Attack), in which nonsense words are used to measure a student's ability to analyze the form and sound of unknown words and pronounce them. Eliana scored a 5/30, putting her at a 1.6 grade level. Next, I assessed Eliana's reading fluency and comprehension using the Gray Oral Reading Test- V (GORT). Her reading rate is at a 1.7 grade level; her reading accuracy is at a 2.0 grade level. Rate and accuracy are combined for a reading fluency level of 1.7 grade level. Eliana's comprehension came in higher at a 2.4 grade level. I will complete her testing next session.

Judie and I met with Pat Myers and Michelle from Holy Ground PBC, a charity interested in sponsoring a child for tutoring. We discussed the student, Eliana Coney, who is in second grade but lagging behind her classmates. I explained the Orton-Gillingham method. We agreed upon two days of tutoring per week, subject to Holy Ground board approval. I wrote a letter to the board explaining the scope of services.