Christopher started his lesson today with a review of how to mark up a multisyllabic word with a vowel-consonant-e exception on the whiteboard. Christopher worked with a red pen to scoop syllables. He underlined blends, marked closed vowels with a breve, marked the vowel-consonant-e syllable with v-e and an X marked through it. We discussed how a sentence always starts with a captial letter. Christopher used the red pen to make this correction on each of the three sentences given in dictation. Christopher then read the sentence aloud. He spelled the words active, impulsive, and inexpensive from memory, thinking in syllables as he went along. Christopher did a great job of spelling all his sight words correctly. I complimented him on getting to the last lesson in Book 4. We will review all of Book 4 for the mastery test starting tomorrow. Christopher then read Jane's Pup is Hit. Then he used the visualization techniques to think about how the dog was accidentally hit by a van. Christopher imagined that it was a Porsche van. He discussed the visit the dog had at the vet. Christopher used the detail that the dog was wagging his tail as a context clue to prove that the dog was going to be all right.
Session Minutes
60
Minutes Student Attended
45
Lesson Comments
Christopher was found on the floor in his room wrapped in a blanket lying prone in the corner of the room. Mr. Cal was with me and observed this also. Christopher then got up when I offered to heat up some meatball or make some popcorn. He came to the Wilson room and put his head down on the table. He said he was very tired and that his stomach hurt. After eating some popcorn, and also serving himself a cup full of pretzels, we began the dictation analysis. Christopher took his time responding to each request such as, "Scoop the syllables in the word (mulitsyllabic word.) Christopher had long pauses. He gazed and began to munch salt off of the pretzels. He selected several different pretzels, and munched all the salt off without responding to the request. I asked him if he needed to hear the instruction again. He acted very lethargic and took a long time to complete the task after hearing the direction for it for a third time, with much time for him to consider the answer. Christopher took a bathroom break. He then came back with water. He continued to make such corrections as making a capital letter for the word "The" in the first sentence, "Fred" in the second sentence, and "I" in the third sentence. I reminded Christopher that all names are capitalized and the word I is always capitalized. These facts have been repeated at every lesson when dictation is analyzed. Chrisotpher did a good job of spelling the three words that I asked aloud. He read the sentences aloud very well. I complimented Chrisotpher on how he is almost finished with Book 4 and that soon he will be on Book 5. I reminded Christopher that when he started with me just one year ago he was on Book 1, Lesson5 and that finishing four books in one year is excellent progress. Christopher knocked over a full cup of water on the table during the analysis time. It was an accident, but one that might have been avoided. Chrisotpher said he was very sorry and said he felt ashamed of himself. I was very surprised to hear this. I told him that any accident is a good chance to learn about what you can do next time to prevent it. We talked about a water (thermos type) container for him. We also talked about filling the cup only half full to minimize the spill if it does happen. We have already talked about not using a straw. The straw caused water to spill other times because Christopher pulls the straw toward himself. Christopher said he felt better about it after our talk. I prepared a new paper and copied his work for the last sentence only onto a new page so that he could complete the analysis. We dried out the wet paper. Christopher ended the class with a good reading and good answers to my comprehension questions. When the lesson was over, I walked to Christopher's room about five minutes after he left me to drop off his science books. He was playing very animatedly with stuffed animals with Sebastian in his room.
Christopher started his lesson by reciting all of the vowels with their sounds, both long and short and including their guide words. He continued his warm-up by reviewing the consonants and digraphs: sh, p, g, ch, and x. Christopher reviewed the welded sounds for ive, ind, old, olt, ing, and am. He then took his dictation test. Christopher wrote all of the sounds correctly. He wrote ten multisyllabic words with more than one syllable type. He got 10/10 correct on this part of the test. Christopher completed dictation on three sentences. He started the analysis on this test. We will finish it next week.
Session Minutes
60
Minutes Student Attended
45
Lesson Comments
Christopher worked well on his dictation, however, it took a while for him to fell awake enough to do the work. We made popcorn today and he needed a bathroom break.
Christopher started the lesson reading words with the new sound of "ive." He reviewed the vowel-consonant-e exception words for "ive" like: massive, olive, and expressive. Christopher was also introduced to the Wilson concept that a word ending in a /v/ sound is always spelled with a silent "e" at the end of the word. Christopher reviewed the words: twelve, and solve. We also discussed how the "ive" sound might not be an exception sometimes as in the word: five. Christopher learned that he has to apply his knowledge to the context of the material he is reading. Christopher reviewed the words: valentine, athlete, and firemen using the magnetic letters. He read the words: obsessive, compulsive, and intensive. Christopher played "ladder" by reading a large stack of 4.4 words including nonsense words. He had a good response to these and just needed a little help on the words: intensive. and inexpensive. Christopher practiced sight words: does, sound, found, book, and wanted. He read the 4.4 word list and scored 15/15. Christopher read ten sentences on p. 64. He did very well on recognizing phrases where scooping the phrase would be appropriate, separating a prepostional phrase. Christopher proceeded to play Quick Drill in Reverse. He practiced: sh, p, g, ch, and x. He practiced the welded sounds: ive, ind, old, olt, ing, and am. He got all of the sounds right. He then practiced spelling using the syllable cards. At the next session, Christopher will be on dictation.
Session Minutes
60
Minutes Student Attended
50
Lesson Comments
Christopher did a good job during the Wilson class. He gave me his attention. He wanted me to watch a short video clip on YouTube that he thought was very funny. I warmed up all of his meat and potatoes. He ate the snack during the lesson. He was very responsive and moved quickly through the material. I am excited to get him tested on Book 4 soon, and move on to Book 5.
Christopher started the lesson today by returning to the dictation we did yesterday. He worked on scooping multisyllabic words, marking up vowels, and underlining blends. Christopher knows how to mark up two syllable types correctly. He reviewed how to mark up a vowel-consonant-e exception by writing v-e and making an X over the symbol. Chrisotpher read each of his sentences and showed me the correct punctuation. He
remembered to capitalize the letters at the beginning of the sentence. Christopher circled sight words and spelled all sight words correctly. Christopher spelled such words as distribute, demonstrate, and Valentine aloud from memory. He is learning to spell one syllable at a time. Christopher continued the lesson by reading Valentine Kate on p. 61. He asked me the meaning of the word "contemplate." For this word, we discussed the meaning. A definition was entered into his dictionary and a sentence was added. Christopher drew a diagram of himself contemplating a taco. He wanted to tell me today about" braised beef." Christopher has brought in some humor recently by talking about spaghetti and pesto sauce. Christopher ended the lesson by practicing some new sight words: down, does, sound, found, Mr., for, book, wanted, and she. Christopher wrote all of these words correctly using the red dry erase marker on the whiteboard.
Session Minutes
60
Minutes Student Attended
55
Lesson Comments
Christopher took al short break two times to get water, pretzels, and go to the rest room. He was attentive during the Wilson lesson.
Book 4, Lesson 3 Mulitsyllabic words with two kinds of syllable types
Lesson Outline
Chrisotpher started the lesson by reviewing vowels, consonants, digraphs, and welded sounds playing Quick Drill in Reverse. Christopher had an extra review of his new sound "ive" which is a vowel consonant e exception. Christopher then spelled words using tiles. He spelled incomplete, postponement, tranquilize, valentine, and recognize. The practice part of the lesson was followed by the dictation. Chrisotpher wrote the sounds, real words, and sentences in the dictation. He did a very good job of spelling all the real words correctly. Christopher used three index cards to keep focused on spelling one syllable at a time. Next time we will do the analysis of the dictation. After that, Christopher will be graduating to Book 4, Lesson 4.
Session Minutes
60
Minutes Student Attended
50
Lesson Comments
Christopher worked on the lesson, but need sentences repeated at least six or seven times. He was drifting into al dream world and started talking about Italian food and pesto sauce. He was feeling light hearted and giggled a little. This was a refreshing change of mood. He still took a long break to get pretzels, go to the rest room, and get water.
Christopher started his lesson by charting words on p. 57. He got 15/15, but needed extra help in pronouncing the word "administrate." Christopher continued his lesson by reading Complex Math from Lesson 4.2. He needed help on the vocabulary word, "complex." We talked about complex math having several steps, or seeming complicated at first. Christopher told me he was learning multiplication in math and this does seem complex right now. We discussed the conclusion of the story. Christopher told me that first, "You should not panic." I thought that was an excellent observation from the reading. The second conclusion he expressed was that a complex problem should be taken apart, step by step, in order to make it more approachable and easier to comprehend. Christopher continued the lesson by reading ten sentences from p. 58. He did good phrasing on his reading. We talked about dropping your voice at the end of a period and giving a little pause or space. Next, Christopher played Quick Drill in Reverse. He practiced saying all of the v-e, long vowel sounds with correct explanation. Christopher also practiced consonants and digraphs. He reviewed welded sounds and closed vowel exceptions. At the final part of the lesson, Christopher used the magnetic tiles to spell three review words: fishbone, mistake, and wildlife. With a little help, he remembered to use the welded tile "ild" when spelling wildlife. Christopher then used the tiles to spell words from 4.3. He successfully spelled: incomplete, postponement, tranquilize, valentine, and recognize. Christopher needed a little reminding to use the "ost" tile to spell postponement. He did a great job reading "recognize." Very often, this word is mispronounced and therefore misspelled. This was not an issue for Christopher.
Session Minutes
60
Minutes Student Attended
50
Lesson Comments
Christopher cooperated during the lesson. He still needed two breaks, one for hunger and the other for bathroom break. I warmed up the french fries he brought two times today. He enjoyed this snack and continued to pay attention.
Christopher started his Wilson lesson today by analyzing the last sentence of his dictation. He was able to find the sight words and circle them. Christopher scooped two syllable words into syllables and made the necessary markings to show whether the vowel was v-e, or closed vowel sounds. Christopher spelled all of the words correctly. The introduction to multisyllabic words started first with a review of words made with magnetic letters. Christopher read: trombone, bedtime, and admire. He was able to divide each of these words into syllables correctly. Christopher was then introduced to the words: valentine, contribute, tranquilize, infiltrate, and infantile. These words have three syllables, and they have two syllable types. Christopher learned to divide these words into syllables. He had a little trouble with the word "infantile." We reviewed this word and its construction and then we put it in his notebook dictionary with a definition, sentence, and a diagram that Christopher drew by himself. Another word entered into the dictionary was "infiltrate." Christopher learned the meaning of this word and also drew a diagram of super heroes infiltrating into a crowd of children. Christopher played a spinner game that he designed in order to practice a stack of words from 4.3. He also practiced writing the sight words: about, would, again, after, and Christopher did well in his lesson today.
Session Minutes
60
Minutes Student Attended
45
Lesson Comments
Christopher was very cooperative today. He took a bathroom break of 7 minutes, and a short water break. He also left school at 2:23 with his parent. Christopher was cooperative in cleaning up his floor filled with French fries and popcorn when I asked him to. He was playful with me today, taking directions and giving answers on his walkie-talkie. Good progress.
Christopher started his lesson today by reviewing the long vowel sound of "a." He continued with short vowel sounds for "o" and "u" as well as the schwa sound. Christopher has been away from Wilson for two weeks, so we did extra review on how the long vowel sound is formed by adding an "e" to the end of the word. Christopher practiced the sounds of three coonsonants, and six welded sounds. He then took his dictation test. Christopher spelled all of the sounds correctly. He spelled all of the real words correctly and the high frequency words correctly. Christopher had a little trouble on the word "because" but then he remembered that there is a "u" after the "a" in the word "because." Christopher continued the test with the nonsense words. Here he had a little difficulty applying the rules with two syllable words. We reviewed the fact that only in a one syllable word does the ending in "l", "s", or "f" get doubled. We made these corrections. Christopher asked to do the analysis of the words before taking dictation of the sentences. He did a good job of scooping the syllable, and marking up the vowels. The rest of the lesson was the writing of three sentences. Christopher remembered to capitalize the name, "Steve", which was the first word of the sentence. When the second two sentences were written, Christopher started with a lower case "i." Christopher needs more review on starting a sentence with a capital letter. We will continue to do this. I also tried to assist Christopher in making a lower case "p" in the middle of a word rather than a capital "P." We are working hard on correcting this letter formation. The lesson will continue on Wedensday with analysis, and then Christopher will be moving on to Book 4, Lesson 3.
Session Minutes
60
Minutes Student Attended
50
Lesson Comments
Christopher needed to heat up some lunch food which he did not eat during lunchtime. He also was with Sebastion in his room at the beginning of the period even though I saw him and told him to come to the Crafts Room. I went out to get him. He cooperated most of the lesson, but finds it almost impossible to correct the upper case "p" to a lower case "p."
