I began with a phonological awareness exercise, deleting one letter of an initial blend (Kilpatrick, p. 200). I reviewed the -dge spelling pattern and dictated the words from Colson's spelling deck. Next, Colson syllabicated three-syllable, unfamiliar words using the strategies taught last session (amnesty, infantry, consensus, incessant, ballistics). I noticed that Colson often adds a syllable. I emphasized that he needs to slow down, use the strategies, and read the syllables. To conclude, we re-read two chapters from Oliver Twist. I showed Colson a few reading comprehension strategies (pausing to summarize, underlining important thoughts in the text while reading). He completed the reading comprehension questions. I prompted him to look to the text for the answers.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Andy asked me to determine if Oliver Twist is the proper reading level for Colson, as he struggles to remember the details. I think that he needs to practice comprehension strategies, but frankly, the book is really boring. It is a very simplified text, and as such nullifies the magic of Dickens. Nonetheless, Colson needs to be able to recall details of texts that he doesn't necessarily enjoy.
I began with a one-minute phonological awareness exercise (Level D1 #1, delete one syllable from a two-syllable word). Phonological awareness is the ability to hearing and manipulate sounds within a word and is highly predictive of reading and spelling success. Next, we worked on alphabetic awareness. With help, Libby sequenced the alphabet and identified the vowels and consonants. I introduced the definition of a syllable (a word or a part of a word with one vowel sound). I conducted visual, auditory and blending drills with all 26 letters. We played a game of Phonics Dice to reinforced Libby's identification of the sounds of the letters. To conclude, I read a Mo Willem's book, "Today I Will Fly."
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
I noticed that Libby is not automatic in her ability to voice the sounds of many letters. She also has very poor phonological awareness (she was unable to drop one syllable of a two-syllable compound work, even with support and modeling). I am not suggesting a diagnosis, but I believe Libby will benefit from Orton-Gillingham tutoring.
We spent much of the session getting to know each other. Libby gave me a tour of her office and we reviewed her binder of work from Dr. Valerie. I took note of the skills learned (lowercase and upper case letters, VCV and VC-e words) and books that Libby particularly enjoyed. Libby picked out a lavender binder on Amazon which should arrive Wednesday. We will get to work next session!
