With twistables, magnetic letters, and writing paper, Libby practiced her sight words (and, the, on, off, with, has) and short vowel words. She wrote a story in her journal. I read a Christmas book to her.
Libby used rubber letters, boogie board, and writing paper to practice her sight words (and, the, on, off, with, has) and short vowel words. She did another story for her journal. I read a Christmas story to her.
Libby used glitter pens, dry erase board, and writing paper to practice sight words (and, on, the, with, off, has) and short vowel words. Libby did a new story in her journal. She dictates sentences to me, and I write them for her to copy into her journal. I read a Christmas story to Libby.
I began the session by asking Cade to identify sentences versus fragments (a sentence has a subject and verb and is a complete thought; a fragment does not make a complete thought.) If a complete sentence, Cade edited it for capitalization, appearance, punctuation, and spelling (CAPS). If a fragment, Cade added to it to make a complete sentence. Next, we co-read a passage from his textbook, "Family Working Together." I modeled taking notes, encouraging Cade to note only the most essential facts (not recount every detail). Writing a paragraph summarizing the article was too challenging for Cade, so he wrote a paragraph about his family instead. We discussed the structure of a paragraph (topic sentence, detail sentences that support the topic sentence, and concluding sentence). I noticed that Cade frequently capitalizes words within a sentence. These are often b/d words, and he capitalizes them because he confuses lowercase b/d. We paused to practice this skill, creating flashcards with a keyword for b and d and doing "b/d" punches on the whiteboard. To conclude, we played several rounds of hangman, focusing on words with two or three syllables to reinforce the concept of syllables (a word or a part of a word with one vowel sound).
