I began with phonological awareness (Kilpatrick, p. 211). This skill continues to challenge Colson. For spelling, I re-taught the least common spelling of /shun/, -cian, used with a "person who does something." I made a spelling deck for Colson to review: musician, electrician, etc. I continued with morphology, adding several new Greek and Latin roots to Colson's morphology deck.
To conclude, Colson read aloud an article from the Palm Beach Post. We paused as necessary to syllabicate words that Colson could not read. I am encouraging Colson to use strategies to read words, not to skim over them as this affects his reading comprehension.

Chris left early at 2 pm

Show pictures in the textbook and decide which are past and present. Give reasons why. Tell how they are different and alike. Draw an example of what we learned in the workbook.

PJ was absent from school today

I began with phonological awareness followed by visual, auditory, and blending drills. I dictated the words from the blending drill for regular spelling practice: cut, shut, nut). Irregular words included and, the, has. Libby struggles to retain irregular ("sight" or "red") words that do not follow phonetic rules and must be memorized. I am trying various multi-sensory strategies. Next, Libby read a decodable book from FlyLeaf Publishing, "Cam and Sam." To conclude, I read two chapters from "Mercy Watson Escapes."

Review final 7 spelling words. Use the words to create 10 sentences that have a predicate and subject.

Practice the letter sounds and symbols. Work on decoding short CVC words using the sounds of the letters and then blending. Read the sight words the & a in a short story. Practice writing the letters on white board.

Practice letter sounds and symbols. Read from Frog and Toad are Friends, looking for all sight words and CVC words to decode. Practice writing the word family words for -am and -it. Work on worksheet for sight words.

Review next seven homophones on spelling list. Talk about the makeup of proper sentences: subject and predicate to make them complete.

I began with a one-minute phonological awareness exercise, asking Libby to drop one syllable from a two-syllable word, "say candy, but don't say can." (Kilpatrick, D2#1, p. 132). Libby struggles with this skill. Next, I conducted visual, auditory, and blending drills with the letters and digraphs learned so far. Libby is not automatic with her letter sounds and blending is an emerging skill. For regular spelling, I dictated words from the blending drill: pet, met, set, wet. Irregular words: and, the, has. Libby read two decodable books from FlyLeaf publishing, "C or K" and "I am Sam." To conclude, I read aloud two chapters from the Kate DiCamillo book, "Mercy Watson Escapes," which was a big hit!