Libby used chalk markers, Play Doh, and writing paper to practice her sight words (and, on, the, with, off, has) and short vowel words. We started a book of stories. I read a Christmas book to her.

Kaitlin did not meet with me today.

Eliana was 30 minutes late for our session. I began by reviewing Eliana's spelling ring. She requires prodding (and confidence) to remember the spelling rule (FLSZ) and to "hear" the sounds in words. Once reminded and encouraged, she is able to spell most of the words. Practice during the week will lead to mastery. Next, Eliana did "b/d punches" to discern the difference between the letters. She sequenced the alphabet, identified the vowels, and read open, closed, and silent-e syllables. I conducted a one-minute phonological awareness exercise, asking Eliana to drop one syllable in a three-syllable word. She did well, but we will stay on this level until she achieves automaticity. To conclude, Eliana practiced cursive letters learned (I, t, u, w) and I taught her three new letters (r, s, j). I sent Eliana home with cursive and spelling sentence pages.

Reid and I co-read the science fiction short story "All Summer in a Day" by Ray Bradbury. The story is rich with figurative language; we paused to identify and discuss the similes and metaphors in the text. Next, Reid answered five comprehension questions. He learned to refer to the text to find the answers, write in complete sentences and properly quote and cite text in his answers. As a reward for good work, we went outside and played basketball for the last five minutes.

Eliana and I had a productive session. I began with phonological awareness (dropping a syllable in a three syllable word). Eliana did well and will move up a level next session. Next, she sequenced the alphabet. I noticed that she continues to confuse b and d, so we paused for several activities to address this skill (b/d "punches" and creating cards with key words to help her distinguish between the two). Eliana then built closed, open and silent-e syllables and we played a game of Phonics Dice to reinforce the concepts. We moved on to cursive, reviewing the letters learned (I, u, w, t) and Eliana learned to write words connecting the letters (it, wit, tut). For spelling, I dictated sentences for Eliana to write and edit (I can yell or buzz the bell. She will quit the game. She made a huge mess.) Eliana is close to mastery on the spelling of FLSZ and silent-e words. I taught Eliana to syllabicate words with closed syllables. She picked up the concept quickly and was able to divide and then read unfamiliar two and three syllable words. To conclude, I read a few pages of Junie B. Jones.

Libby used paint markers, rubber stamps, and writing paper to practice her sight words (the, and, on, off, with, has) and short vowel words. I read a Christmas book to her.

Chris took his spelling test. We finished reading about the immigrant children and answered the questions. Chris worked on his story that he is typing.

Kaitlin did not meet with me today.

Chris wrote sentences for his spelling words. We read more of the informational text about immigrant children and discussed it.
Chris analyzed the bar graph. Chris worked on the story he is typing.

We played Bingo with short vowel words. Libby used the sand tray and writing paper to practice sight words (and, the, on, off, with, has) and short o words. I read a Christmas story to her.