Kellan began by working on the bubbling of letters for his name on the answer booklet for his Standardized Test. Kellan listened to the directions for the sample on Word Study. Kellan read the sample and bubbled in the correct answer. Next, Kellan read each question aloud and each answer aloud. He made his best possible choice after understanding the question and doing his best to read the answer choices. Kellan continued with three other subtests testing such skills as finding compound words, matching sounds, and interpreting the meaning of different prefixes and suffixes by choosing the correct vocabulary word. Kellan finished ten minutes before the end of class. During this time, we discussed Killer Bees and began reading the first page in the chapter on the book titled, Killer Bees. Kellan saw the map of the world and we discussed how the phenomenon of Killer Bees is in southern Africa, South America, and Central America.

Kellan was absent today.

Kellan was absent today.

Kellan started his lesson today by practicing sight words using a whiteboard and colorful markers. Kellan practiced the words: does, during, about, under, Mr., Mrs., before, and going. Kellan needed extra practice on the words "during" and "going." Next, Kellan read fifteen words for the charting test. He had difficulty with the words: closeup and escape. Kellan's pronunciation was close, but he did not recognize a word due to a slight misuse of the "s" on closeup as a /z/ and separation of the two syllables in escape, making the word unrecognizable to him. We reviewed these pronunciations. Kellan got 13/15 on this test. Kellan read ten sentences on p. 44 and used a vis-a-vis marker to scoop phrases. Kellan played Quick Drill in Reverse and practiced all the v-e vowels with the correct extension to indicate a long vowel. He would say a-consonant-e, for example. Kellan practiced the consonants and digraphs: b, v, g, s, l, n, p, qu, r, y, and ck. He practiced the welded sounds: ind, olt, ing, unk, onk, and ang. Kellan read the words: shares, rules, and names. He could tell me the baseword and suffix and the vowel syllable type for each of these. Kellan read the 4.2 words: clambake, caveman, manhole, fishline, and escape. Kellan spelled the sight words: Mr., Mrs., during, before, and going. Kellan completed all of his dictation for 4.2. We will work on analysis next week after testing.

Kellan started his lesson by reviewing v-e words by reading from the magnetic tiles: flakes, scales, and dime. Next, Kellan read words from syllable cards: springtime, kingsize, classmate, caveman, and sunrise. Words in lesson 4.2 can also be compound words. This term is used interchangeably while teaching this lesson. Kellan reviewed the vowels and their keywords, both long and short. He reviewed the consonants and digraphs: b, v, l, r, m, k, qu, h, wh, and sh. Kellan reviewed the welded sounds: ang, olt, ind, ing, am, and ost. Kellan played the game Ladder and read thirty words from the 4.2 stack. Kellan discussed the vocabulary words stampede and trombone. Since he did not know the meaning of the word trombone, we listened to the sound of the trombone on youtube, and then listened to a section of trombones from Mahler's 3rd symphony. Kellan showed interest in hearing a symphony play someday.

Kellan started his lesson today by practicing five sight words on the whiteboard. Kellan needed a little extra review on the word "their" and its meaning. Next, Kellan took dictation on three sentences. He is remembering good capitalization and punctuation. Kellan is remembering good letter formation. After the test, Kellan did the analysis of his page. He still needs a model to remind him of the vowel-consonant-e construction. Once he got started, Kellan did a good job of marking v-e on long vowel words, marking up short vowel words, digraphs, blends, digraph- blends, and bonus letters. Next, Kellan read the story, The Cactus Plant. This story had several vocabulary words that were discussed. Kellan learned the meaning of the word "thrive" as it was used in context. He also learned "neglect" and "drapes." Kellan discussed the plot of the story centered around a prank that the son did to his mother by hiding her prize cactus plant behind a drape for several days. The mother had to revive the plant when she found it. We discussed pranks, and also the plant's need for sunshine and water to help it survive. Kellan then listened to the story Because of Winn Dixie. We are on chapter seven. Kellan heard the part of the story where the librarian tells that she once asked her father for a birthday present of owning her own library. As an old lady, she is still enjoying the present she asked for when she was an eleven-year-old girl. One episode that was enjoyed was the part where Miss Block was reading a book in her library when a bear came right up to her desk. She was so busy reading War and Peace that she did not look up to see that it was a bear. When she saw the bear finally, she threw the book at him. The bear left with the book. Miss Block was often teased about the bear still reading War and Peace somewhere in the forest.

Kellan started his lesson by spelling five sight words using the whiteboard and colorful markers. Kellan knew the words: have and your. He had difficulty with our and out. Kellan worked on a mini-lesson to help him learn the homonyms: there, their, and they're. Kellan heard the words used in sentences. He practiced writing each of the spellings for the homonyms. Kellan played a game where he heard a sentence and had to choose the correct spelling of there, their, and they're. Next, Kellan read the words: prune and Steve from the whiteboard. These were review words. Kellan marked up the words with v-e, and underlined blends correctly. Kellan then read ten sentences on page 18. Kellan had difficulty with the word, "band". He sometimes sees an "r" when it is not there. Next, Kellan played Quick Drill in Reverse. His new challenge is to hear the long sound of a vowel and remember to tell me that it is "a-consonant-e." This is the indicator that the vowel is long and says its own name. Kellan practiced the consonants and digraphs: g, f, r,s, ck, sh, qu, and v. Kellan practiced the welded sounds: am ang, old, ost, ind, olt, ing, and unk. He used the magnetic tiles to build the words: strikes, flakes, and tribe. Remembering to put the silent "e" at the end of the word is still not second nature. Kellan worked through much correction today to remember to add the silent "e" at the end of a long vowel-consonant-e word. Kellan built the real and nonsense words: glute, smule, waves, prunes, and whines. Kellan reviewed the use of "wh" in the words that means "to howl" or "whine." Next, Kellan started dictation. He learned how to take the sound test where he must remember to write v-e after the vowel that he writes. Kellan was given a model to assist his memory for this task. Kellan successfully wrote five real words, five nonsense words, and five sight words. Kellan will complete the dictation on Wednesday.

Kellan started his lesson by taking dictation for the last two sentences in his test. Kellan then worked on the analysis of the test. He spelled all the real words, nonsense words, and sight words correctly. Kellan did all the markups on the sentences, including marking up the vowel-consonant-e words. For this activity, I gave him a model to refer to while he is getting used to this new syllable type. Then, Kellan read the story, Fun with Dad. Kellan discussed the plot with me about a dad that plays hide and go seek with his tots. Kellan could imagine that the tots were frightened when the dad hid wearing a mask and jumped out at the children. They cried and ran to their mother.
Next, Kellan started a new lesson on 4.1 nonsense words. Kellan practiced all the long and short sounds of the vowels with guide words. He practiced the consonants and digraphs: b, g,s, z, k, wh, ck, sh, and ch. Kellan practiced the welded sounds: ang, ank olt, ind, ing, unk, and am. Kellan read the words: shave, broke and game to review the vowel-consonant-e syllables. Then he read the nonsense words made with magnetic tiles: vime, dreve, scobe, spive, and draze. Today we reviewed the lesson that when an "s" is between two vowels, it has a /z/ sound. Kellan played ladder to practice a large stack of 4.1 words. Next, Kellan took the charting test on p. 14. Although Kellan had a little trouble on the words: prune and Steve, he made the correction himself and got 15/15 on the test.

Kellan started his lesson by writing four vocabulary words from his new unit using vowel consonant e. Kellan wrote whine, slope, flute, and quake. We worked on the meaning of slope. A definition for "slope" was entered into Kellan's dictionary. A sentence was added about biking down a slope. Kellan did a diagram of a boy on a bicycle riding down a slope. For the word "flute" we looked up a picture of a flute and discussed how the note that is heard is produced by blowing air over a hole in the pipe and how the air column is lengthened or shortened by pressing the valves. Kellan then watched a short video of a lady playing Joyful, Joyful on the flute. Kellan discussed the meaning of the word "whine" and we compared it to the homonym "wine." Kellan used the vowel chart to help him spell the word "tune." Kellan could see that the guide word for "tune" is "rule." Here the "u" sound is not long like in "mule" but abbreviated as in the word, "rule." Next, Kellan read a word list from 4.1. He got 15/15, making a few corrections on his own as he went along. Kellan read ten sentences successfully. Kellan played Quick Drill in Reverse. He is learning to think of the vowels as having a short or a long sound. Kellan practiced consonants, digraphs, and welded sounds. Next, Kellan wrote the words scrape, slope, mule, throne, and prize. He is having some confusion on homonyms, so we are working that into the lesson, for examle: throne and thrown. Kellan was also introduced to the concept that an "s" between two vowels, sometimes says: /z/ as in the word "wise." Kellan practiced spelling the sight words: done, are, come, gone, and one. We discussed the use of the verb "gone" as being the past participle for the verb "to go." We discussed the conjugation of the verb "to go" in the present tense, the past tense, and the past perfect tense, "had gone." Kellan practiced marking up the new vowel consonant e words and learned to put a long sign over the vowel to make it sound like its own name. Kellan successfully wrote five real words, five nonsense words, and five sight words. He wrote one sentence. Kellan is adjusting to the new complexity of his Wilson lesson.

Kellan started his lesson by watching the placement of the sound cards to form the words: safe, tube, mile, bone, and smile. Kellan was introduced to the vowel-consonant-e syllable rule where the silent "e" at the end of the word makes the vowel say its own name. Kellan began his interactive part of the lesson by reviewing the vowels and learning that he will now add: a-safe /a/, e-Pete /e/, i-pine /i/, o-home /o/ and u-mule /u/ and u-rule /u./ Kellan played a game of Chutes and Ladders to work on reading a long list of vowel-consonant-e words. Kellan watched a demonstration on how to mark up the new syllable type. Kellan practiced writing the word "whine" and drew an illustration of a dog whining. Kellan also worked on two sight words: are, and come.