Ben took a preassessment for his diagnostic test that will be given this Wednesday. After the test, we discussed his answers and went over any questions that he had. He then wrote a comic strip. We discussed the topic and outline for a persuasive essay he will begin next session.

I began with a phonological awareness exercise, level I #7, followed by a sound deck review with visual and auditory drills. Ben continues to struggle with both the pronunciation and spelling of tch dge, au, and aw spelling patterns; I retaught the concept and dictated words for him to write on the dry erase board and write on paper. For irregular spelling, I dictated: listen and laugh. Ben wrote and spelled out loud both words three times on the dry erase board. To practice reading fluency and comprehension, we co-read an article about Edvard Munch's "The Scream" and watched a short video about the painting's composition.

I began with a phonological awareness exercise, followed by a sound deck with auditory and blending drills. I emphasized the ai grapheme, which continues to confuse Ben, dictating: jail, quail, sprain, slain, snail, drain, chain, plain. I reviewed y /I/, dictating: shy, type, style, why. For irregular spelling, I dictated: often, listen, laugh. I dictated a sentence for Ben to type and edit (You must get bail to keep out of jail). I taught y as /E/ and /i/ as a new concept; I will add the grapheme to next week's sound deck. To practice reading. fluency and comprehension, we co-read an article about Van Gogh's "Starry Night."

Ben was presented with a creative image. He wrote a short story about the image. We discussed any grammar and punctuation errors as we reviewed the writing. I then presented him with sentences where he had to apply the correct usage of ITS and IT's and TO and TOO. We discussed Edgar Allan Poe's short novel and the character development of the novel and the author's purpose. Ben was then given a comic strip with blank bubbles. He wrote an incredible existential story filling in the bubbles.

Ben began the session by reviewing the correct usage of the words THERE, THEIR, THEY"RE. I then presented Ben with a scary image for a creative writing project but asked that he write a short story with a humorous tone. He loved the idea and wrote a great creatively written story. We then continued with the graphic novel that he has been writing. Today he developed one of the minor characters.

I began with the phonological awareness exercise, level I #5, followed by a sound deck review with a visual and auditory drill. Ben struggles to remember the sounds of ea, ai, au, ur. For regular spelling, I dictated -tch and -dge words. After a brief review, he successfully spelled the following: stretch, clutch, blotch, catch, batch, stitch, ledge, grudge, wedge, sludge, smudge, judge, budge, pledge. For irregular spelling, I dictated: put, pull, often (he missed often; we will revisit.). I dictated two sentences for Ben to write and edit (I often forget to put on my mask. I pledge to work out three days a week.) I taught y /ī/ as a new concept and dictated example words. Ben syllabicated and read a list of V/CV and VC/V words. To practice reading fluency and comprehension and fluency, we co-read an article about Picasso's iconic painting, Guernica, followed by a brief video about the painting and the Spanish Civil War.

I began with a phonological awareness exercise, Level I #4; this involves deleting one phoneme of a final blend. I reviewed the sound deck with visual, auditory, and blending drills. For regular spelling, I revisited the SLFZ pattern (chess, glass), drop e (riding hoping, joked, saved), ck, tch, edge (check, stretch, pledge). For irregular spelling, I dictated: put, pull, often. Ben has memorized so many irregular words; he is far ahead of most of my students. I dictated a sentence for Ben to write and edit (I often forget to bring my mask.) I re-taught the ck, tch, dge spelling patterns; Ben read and spelled example words. To practice reading fluency and comprehension, we co-read an article about the Pantheon and watched a short video to complement the article.

Ben spent the session writing a graphic novel. Today he wrote a description for the setting and the protagonist. After writing a draft, he reviewed the writing for descriptive adjectives and vivid details. We discussed the rules of commas while editing the story. He will work on illustrations for what was created today in class.

I began with a phonological awareness exercise, level I #3, followed by a review of the sound deck with visual and auditory drills. Graphemes included igh, eu, oa, ew, ea, ai, aw, au, ay, ph. Ben struggles with ea, au, ay. For regular spelling, I revisited the doubling rule. For irregular spelling, I dictated: brought, eight, push. I dictated a sentence for Ben to write and edit (I brought eight books back to the library.) To practice reading fluency and comprehension, we read an article about the Colosseum and watched a short video. Ben was curious about the Vatican, so we found and read an article about Vatican City.

Ben worked on his lines for Matilda. He was working on memorizing. We also worked on an A-Z improv.