Nicholas identified lower case letters, in random order. The only letter he "missed" was "v." He remembered the sound for "sh." For the "special sound," "ch," he said "chin." Nicholas read the following sight words and sentences with some of these words: I, is, for, a, at, it, go, to, the, and, in, me, see, can, look, on, up, and an. He stumbled with "up" and "an," both of which he should be able to sound out. I dictated the following and Nicholas printed the question---"Can I go in and look?" Working with "word families," he read "dad," "lag," and "sag." Nicholas reread the sight word readers, "Traffic" and "The Fair." He then read a book sent with his classroom teacher, "I am Quick." Nicholas is inconsistent when counting. Today he counted to 29, whereas he has usually been counting to 39. Back on April 20th, he counted to 69. He identified 1-11. I then asked him to identify 14, 16, 19, 17, and 18. He was able to do this.

I stated a letter and Nicholas printed the lower case form. We will work on "q," "g," and "v." Nicholas remembered the sound for "sh." We are focusing, now, on "ch." Nicholas read his 15 sight words. The only word he stumbled on was, "and," which he should be able to sound out. The new word today was, "up," which can also be sounded out. We continued reading some "-ad family" words (fad bad) and "-ag family" words (nag rag tag wag) Nicholas' dictation sentences incorporate his sight words as well as words that he can attempt to sound out. Today's sentences: *The cat is at home. *It is for mom. Nicholas reread the story "Shhhh" and "Traffic." His new story was, "The Fair" with emphasis on these words: a the see I look at. The text closely matches the print. For example, the word "tickets" is easily read because there is a picture of tickets on the page. Nicholas could also sound out the word "tickets" if the picture was not there. Nicholas is able to count to 39. He identified the numbers 1-11. He was able to form the numbers 1-11, with the number 3 being formed backward. Nicholas is working on identifying 14, 15, 16, 17, 18, and 19.

Nicholas began by identifying all capital letters. He only missed one--V We then worked on "special sounds," "sh" and "ch." I will continue to review Nicholas' sight words, by using them in sentences for him to read. Please practice the words "and," (which can be sounded out), "can," (which can be sounded out), "look." Today's dictation sentence was, "Can you see me run?" Nicholas read "-ap family" words--lap nap rap sap tap yap zap. He also began "-ad family" words--had lad mad pad sad. Nicholas read the sight word reader titled, "Traffic." The focus words were "the" and "see." We had time to work on counting, number identification, and one-to-one correspondence. Nicholas counts to 39 with ease. Nicholas identified numbers 1-11. We are working on the "teen" numbers, 16, 17, 18, 19.

We focused just on Nicholas's right and left hands. We incorporated a metronome at a very slow tempo and started to play two different sets of counts on each hand at the same time. Nicholas played on counts 1, 2, 3, and 4 with his right hand and just on count 3 with his left hand. It would be good if Nicholas had more opportunities at home to work on deliberately using just his right hand sometimes and just his left hand sometimes simply pto get his connection to his "rights" and "lefts' more second nature.

We really concentrated on focusing on using Nicholas's right and left hands and feet independently from one another with the idea of using them together to do different things in the future.

Nicholas printed all letters in the capital form. I said a letter and he printed it. The only letter he forgot was "V." He then told me the sound for "sh." I introduced the sound for "ch." Nicholas read his sight words and only missed "and" and "look." He read--- I is for a at it go to the in me see. His new word today was "can," and he sounded it out. He used words in oral sentences. We used words that he had not yet used in a sentence-- I is for and look. I then dictated two sentences to Nicholas. He did an excellent job printing these sentences. The first was, "I see the dog." We stretched "dog" and I gave Nicholas his words on cards and asked him to find "the." The second sentence was, "Go to the zoo with me." Nicholas read words in the "-am family," many of which were in the take-home book titled "Shhhh!" He read this book after a review of the -"am" words. We then switched to a bit of math with the time we had left. Nicholas counted to 29. He then said, "40." I said, "30." He continued to 69. Using the numbers 1-10, Nicholas was able to identify all except for "7."

Nicholas reviewed all 26 letters and sounds as shown on our alphabet cards. The uppercase and lowercase letters are shown together. He did a superb job! His only error was calling "Bb" a "Dd." I introduced the digraph "sh" and Nicholas read a few words with "sh." He printed his first and last name and identified the letters in each. Nicholas read his sight words. The only word he continues to have difficulty with is "the." He correctly read---I is for a at it go to and in me and see. I introduced the word, "look." Nicholas had been having difficulty using these words in sentences. Today, I did not even ask him to do this, and on his own, he gave me a sentence with all his words! I like Nicholas to practice printing some of his words, especially the ones that he can sound out and listen to each sound as he prints the letter. Nicholas read CVC (consonant-vowel-consonant) words from the "-at family," the -am family," and the "-ap family." He then read his "take-home" book, "Hap Can See." He then read a "sight word reader" titled. "The Playground." The focus word in this story was "the." The pictures in this story closely match the text. Even so, I would ask Nicholas to sound out words such as "jump," and to look at the first letter of a word to make sure it will match the first sound in the picture.

Today, Nicholas began by reading his sight words: I is for a at it in go to the me see The only word Nicholas had difficulty with was "see." He added the new word, "and," by sounding it out. Nicholas attempted oral sentences with the words "to," "the," "at," "go," and "it." We will continue to practice creating sentences with Nicholas' sight words. I asked Nicholas to print the words "at," "in," and "it." We sounded out each word and he printed the letters he heard. We then played the game, "BANG," in order to reinforce all sight words. Nicholas worked on reading "-at family" words--bat cat fat mat pat rat sat hat Some he recognizes instantly. Others he is able to sound out and then say the word. Nicholas reread his sight word reader "The Pet Store," with the focus on the word "the/The." He read a new story, "The Beach," with the focus, again, on the word "the/The." He then reread the reader titled "Cars," with the focus on the words "see" and "the." Nicholas worked on a quick art project, focusing on the letter "Uu." He painted a coffee filter and used that as his umbrella. A pipe cleaner served as the handle to the umbrella. Nicholas then added "raindrops." He then printed "I see the umbrella." He found the sight word card, "the," to check his spelling. He listened to the sounds in"umbrella" as we sounded it out together. Nicholas counted to "39" on his own. I then said, "40," and he continued to "59." We worked on identifying the numbers 1-10. He knew all of these numbers.

Nicholas reviewed the name and sound for all 26 letters using our small "take-home" alphabet cards. He did very well, with only one error. He called a "B" a "D." He then correctly printed all the uppercase letters he had difficulty with during the last assessment: M F G V W B D E U. Nicholas then used the foam letters, matching all uppercase to the lower case. Again, he was successful, making only one error. He called the "W" an "M." Our next activity involved sight words. Nicholas read the following: I, is, for, a, at, it, go, and see. He should practice the words "to,' "the,"
and "me." Nicholas is progressing nicely when it comes to sounding out words. He stretched and read the following words: bat, cat, fat, mat, and rat. He then reread the sight word reader titled "The Pet Store." The new sight word reader that he read today is titled "Cars." The focus is on the words "see" and "the." These are simple stories with only a few words on each page. The text matches the pictures.

We reviewed the counting from the week before. We also incorporated a metronome and played along with it. We also took some time playing different percussion instruments while marching around (stomping our feet on the ground in time).