The teacher presented the fruits using flashcards. The student repeated each fruit after the teacher. The student also worked with a set of 18 flashcards showing the fruits in Spanish and English. The teacher then asked the student to identify specific fruits (e.g., sandía), and the student held up the correct card while saying the word aloud. To finish, the student played a memory game with the flashcards, saying each fruit in Spanish when making a match.

This morning, Remington worked on daily review questions and completed the missing numbers in the 400s chart from our lesson earlier this week. Then, we continued to work on understanding how to use known doubles facts to find sums for near doubles facts. Finally, Remington solved a 3-digit addition without regrouping problem on the whiteboard.

This morning, Remington completed the final fast facts check on adding 1 before beginning our lesson on doubles facts. The doubles facts 1 through 10 and their sums were randomly written on the whiteboard, and Remington drew lines to connect them correctly. Then, we made flashcards for the few doubles facts that were not easily recalled. Finally, we discussed how to use doubles facts to find sums for near doubles.

I began with a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate sounds within words and is predictive of reading and spelling success (Kilpatrick, D2, #1). Using alphabet letters, I asked Remington to alphabetize the letters. He refused, so I demonstrated. I identified the initial, final, and median letters. I identified the vowels and consonants and defined a syllable. Next, I conducted visual, auditory, and blending drills with all letters and digraphs. I confirmed that Remington knows the concept of a closed, open, and silent-e syllable. We played a game of Phonics Dice with those three syllable types to reinforce the concepts. I taught Remington how to divide a VCCV word (e.g., rabbit). With support, he divided and read the word Batman. To conclude, I read a chapter of Captain Underpants.

The teacher presented the parts of the face using a PowerPoint. The teacher said each part aloud, and the student repeated after the teacher. Then, the student practiced saying the words independently. The student also created flashcards of the parts of the face and played a riddle game in which the teacher described a part, and the student identified it by showing the correct flashcard.

Remington and I reviewed the layers in soil. Then, we read two books related to the Earth. Remington was able to identify volcanoes, coal, and fossils.

I assessed Remington using the Quick Phonics Screener. He correctly identified 25/26 letter names, misidentifying c as k. He identified 26/26 letter sounds correctly. He read 7/10 consonant-vowel-consonant words accurately. He identified 9/10 common beginning and ending digraphs, missing only /sh/. His reading rate of simple sentences with CVC and CVCC words was accurate but halted and slow. He was able to read 7/10 common beginning and ending blends. He was unable to read any words with silent 'e' endings. In conclusion, Remington has solid alphabetic knowledge and will benefit from OG instruction to become a confident reader.

1. Brain Warm Up
2. Chart Tapping and "Point and Say" dictation.
3.Word Study- Use Vocabulary cards with target skill (Open/Closed/ Silent e syllables)
4.Sentence/Phrase work with target skill words.
5. Hand writing- a,c,o,d,b,e,l,k,h

1. Brain Warm Up
2.Chart 1 tapping
3. Sound Dictation from chart ("Point and say")
4. Word Study- CVC words, Use 'Flip cards' to teach silent 'e' words (cape), Identify and highlight target skill phonemes in yellow.
5. Phrase and sentence work- Read phrases with target skill words
6. Handwriting- Review lower case a, and c

Today's intended lesson continued to focus on understanding counting patterns within 100, progressing to numbers up to 1,000. Remington worked on writing the missing numbers in a chart showing the numbers in the four hundreds, which he will complete tomorrow.