After a snack, we did two alphabet awareness activities: sequencing while bouncing a ball and sequencing with manipulative letters. I conducted visual and auditory drills. I reviewed the letter v and introduced letter g as a new concept. We read a Sesame Street book, "Grover Finds His G." Saskiia practiced tracing the letter G with a pink marker. To conclude, she made a cover for her notebook, practicing writing her name and decorating it with her favorite colors.

After a snack in the lunchroom, we headed outside for a multisensory lesson. First, we sequenced the alphabet while bouncing a ball. Next, Saskiia sequenced the alphabet independently using manipulative letters. I am pleased that she is singing the song less to remember the alphabet and is separating l-m-n-o-p without assistance. She identified the vowels without prompting. I conducted visual and auditory drills, which help with reading and spelling. I taught the letter V as a new concept. We read a book, Ernie and the Vacuum Salesman, "air wrote" the letter v, and wrote the letter v with sidewalk chalk. To conclude, I read a book, Dog and Bear, by Laura Vaccaro Seeger. Saskiia is very interested in rhyming words, an essential precursor for reading.

I picked Saskiia up from preschool, and she had a snack in the lunchroom. At the same time, we watched another student have a cooking lesson. The weather was nice, so we decided to work outside. Using a bouncy ball, we sequenced the alphabet, each of us saying a letter as we passed the ball. I drew an arc on the pavement with chalk. Saskiia sequenced the alphabet using manipulative letters, placing the letters on the arc. I identified the vowels and the consonants. Next, I conducted a visual drill, showing Saskiia approximately 20 letters and asking her to voice the letter sound Then, I conducted an auditory drill, saying five letter sounds (/e/, /p/, /s/, /w/, /j/) and asking Saskii to write the letters. I read a book called A Dog Named Sam by Janice Boland. Saskiia enjoyed the story. We practiced making predictions about what might happen next. To conclude, I drew a hopscotch game with a letter on each square. Saskiia jumped while saying the letter's sound.

I picked Saskiia up from preschool, and she had a snack in the lunchroom. At the same time, we watched another student have a piano lesson After our first session, I realized that Saskiia knew many letters and letter sounds, and that assessment was appropriate for guiding instruction I use the QPS (Quick Phonics Screener, second addition) Saskiia correctly identified 21/26 letter names but she could not identify d, h, g, q, and v. Saskiia correctly voiced the sounds of 16/26 letters was unable to voice /t/, /d/, /r/, /l/, /h/, /n/, /y/, /v/, /qu/ and /x/. Next, we worked on alphabetic awareness. Saskiia sequenced the alphabet (using manipulative letters), and I identified the vowels and consonants. We started a game of Phonics Dice. We found a book about cats, Can a Cat Do That? by Eric Carl. I read the book, and Saskiia answered the comprehension questions at the end of the book.

I picked Saskiia up from her classroom at 11:30. We ate a snack in the lunchroom. Her brother was having a cooking lesson, and it was fun to watch him! We went to my classroom, and I explained that we would be working on letters and letter sounds. I started with alphabetic awareness. Using magnetic letters, Saskiia sequenced the alphabet; I identified the vowels and consonants and explained that every word (or part of a word) has a vowel. I picked "b" as the "letter of the day." We read the "Berestein Bear B Book" and listened for the "b" sound at the beginning of each word. Saskiia traced the lower and uppercase letters in the sand using a sand tray to provide sensory input. We made a tactile letter b with glue and sand, and concluded with writing the lowercase b on paper. In all instances, I emphasized proper letter formation. To conclude, we attended a school-wide activity (a fellow student's speech about the Boston Tea Party).