Christopher was absent today.

Kellan was absent today.

I read Bud, Not Buddy to Richard and we discussed it.

Richard took his spelling test and wrote the sentences I dictated. I used letter tiles to review with him words with ou and ow. He read books with words he can read.

Kaitlin took her spelling test. We read 1984 and discussed it.

Quinn responded to a writing prompt in class today. He was eager to begin work and responsive to directions and suggestions. Quinn was afforded the option of selecting one of three options and chose one about sports. He shared very good ideas and was taught how to elaborate his responses and add comlexity to his writing. He explained how to choose different words to add greater variety and interest in his word choices. Quinn had an excllent idea on how to end his writing with a twist to generate excitement and interest. We had an excellent and productive session.

First, Reid reviewed the syllabication of his spelling words. As his words get more difficult (many with three syllables, often with a schwa), Reid needs to attend to the syllables to accurately spell the words. We played a round of Crazy Moose, first carefully reviewing each syllable type. I taught Reid that in addition to the final stage syllable consonant-le represented in the game, there are many other final syllables such as -sion, -tion, -cian, etc. We then reviewed his ten page test review packet for Charlie and the Chocolate Factory. Reid has a masterful knowledge of the details of the book and I am confident he will do well on the test. To conclude, we reviewed his spelling words while playing basketball.

I reviewed the iReady summary in Sasha's school folder. Results indicate that Sasha has tested out on phonological awareness, is at a mid first grade level for phonics, and at an early first grade level for vocabulary and comprehension. Specific skills to master were highlighted; I will address these skills in upcoming sessions. Sasha completed the following from her homework packet: writing her spelling words three times, reading a passage with au/aw words, answering short answer questions about the passage, and editing the sentence upon completion. To conclude, we logged on to her school website, "Razz Kids." Sasha read a comprehension passage entitled "Slow and Slower" and answered the comprehension questions with 100% accuracy. She was thrilled to earn 200 points.

We began with a round of Crazy Moose at Reid's request; this game is a good review of syllable types. Next, Reid wrote his spelling words three times (part of his homework). We co-read two chapters of Charlie and the Chocolate Factory, pausing to summarize and make predictions. I recorded the time in his reading log. To conclude, we practiced his spelling words while playing basketball.

I evaluated Cade's phonological awareness (the ability to hear and manipulate sounds within words) using the PAST assessment. Phonological awareness is highly predictive of reading success. Cade confidently separated compound words but struggled to separate words into syllables. We will begin remediation at that level with a one-minute exercise at the beginning of each session. I administered a visual, auditory, and blending drill to strengthen reading and writing at the phonetic level. We played a game of Phonics Dice with CVC words to reinforce quick and accurate blending. I taught Cade the concept of silent-E (which his school calls "magic e"). He then read words and sentences with silent-E . I dictated words and sentences with silent-e for Cade to write and edit (Recipe for Reading, p. 102) We reviewed the UFLI irregular words list; by the end of session Cade confidently spelled his, you, and said.