Today I completed my evaluation. I assessed Eliana's phonics knowledge using the Quick Phonics Screener (QPS). Eliana can identify all letter names, although she demonstrates b/d reversal (which is not uncommon). She can identify almost all of the letter sounds (including the long and short vowel sounds) but identified the letter g with a /j/ sound. She struggled to read nonsense consonant-vowel-consonant words, but when presented with real words, she decoded CVC with ease. She read digraphs well (sh, th, ck, ch, th). Eliana struggled to read nonsense words with blends (cl, tr, sn) but when presented with real words in sentences she was able to decode them. Eliana was unable to read nonsense and real silent e words; I will begin my phonic instruction there. To conclude, I dictated a diagnostic spelling test which echoed my finding on the QPS. Eliania will benefit from explicit, direct phonics instruction which is the backbone of the Orton-Gillingham method. I look forward to working with Eliana.

First, I evaluated Eliana with the Woodcock Johnson Reading Mastery test (Word Attack), in which nonsense words are used to measure a student's ability to analyze the form and sound of unknown words and pronounce them. Eliana scored a 5/30, putting her at a 1.6 grade level. Next, I assessed Eliana's reading fluency and comprehension using the Gray Oral Reading Test- V (GORT). Her reading rate is at a 1.7 grade level; her reading accuracy is at a 2.0 grade level. Rate and accuracy are combined for a reading fluency level of 1.7 grade level. Eliana's comprehension came in higher at a 2.4 grade level. I will complete her testing next session.

Judie and I met with Pat Myers and Michelle from Holy Ground PBC, a charity interested in sponsoring a child for tutoring. We discussed the student, Eliana Coney, who is in second grade but lagging behind her classmates. I explained the Orton-Gillingham method. We agreed upon two days of tutoring per week, subject to Holy Ground board approval. I wrote a letter to the board explaining the scope of services.

Jason and I used puppets to act out stories and then used pieces from the doll house for drama.

We continued to read Act III in 'The Crucible,' and discussed the motivations of those individuals accusing the other townspeople of being witches. We noted that jealousy, envy, greed, and lust were amongst the primary motivations of the accusations, and identified the characters with whom these were associated. Ben was reminded to bring in his homework tomorrow and to take home the play.

We continued to read Act III in 'The Crucible,' and discussed the motivations of those accusing the other townspeople of being witches. We noted that jealousy, envy, greed, and lust were amongst the primary motivations and identified the characters with whom these were associated. Ben was reminded to bring in his homework tomorrow.

Kaitlin was not here for this class.

Libby used glitter pens, and writing paper to practice writing her sight words (and, on, the) and short vowel words. With the dry erase board, she practiced reading the words I wrote for her. I read another Magic School Bus book and Jack Prelutsky poems.

Chris wrote his spelling words in his dictionary. We looked at his story to create sentences with punctuation. He continued writing his story.

I read The Magic School Bus books to Libby and discussed the author and illustrator. Libby practiced short A words on a worksheet and read a book with short A words. She used Play Doh and letter cookie cutters to spell "at" words.