Continue to practice letters m, n, u, h, and vowels. Practice sight words introduced this week. Write a story down that Teddy narrates to me.

Practice recognizing and knowing sounds for letters with two sounds. Use letter blocks to create word families for -at and -ap. Review sight words. Read from novel to Libby.

Introduce vocabulary for passage and do pre-reading exercise pg. 432

Using graphic organizer from last week, use computer to begin typing his opinion paper.

Learn about Abraham Lincoln and Benjamin Franklin

Chris was absent today

I began with a one-minute phonological awareness exercise (Kilpatrick, Level K2#1, p. 205). Next, we reviewed the -dge spelling pattern; Colson has mastered this and we will move on next session. Colson syllabicated difficult words from the short story we read last session (insolently, elaborately, insanely) which provided a vocabulary opportunity. To conclude, Colson answered short answer reading comprehension questions using the annotated text from yesterday.

I began with a phonological awareness exercise, asking Libby to listen to a compound word and drop one syllable. This is difficult for Libby without manipulatives; I used felt squares to represent each syllable and she was able to complete the task. Next, I conducted visual, auditory, and blending drills. These exercises will help Libby voice and write the letters and blend CVC words. For spelling, we revisited Libby's sight word list compiled by Dr. Val. We created a sensory card for "and" using sand and glue for Libby to trace with her finger (sensory input often helps students learn words). To conclude, I read a Mo Willems book, "Waiting is Hard!"

Today, Libby and Teddy played some different tag games.
We started by doing a couple of laps around the field.
We then played a variety of tag games.
We then came back inside and played some different games.

Student was absent