Kellan started his lesson by taking a charting test of the nonsense words from Lesson 2.2. Kellan received 15/15 which enabled him to move on to lesson 2.3 today. Kellan began his new lesson by reciting all the vowels and their keywords. Next, he practiced the sounds of b, z, ch, wh, f, g, and x. Kellan practiced the sounds of the welded sounds: all, am, onk, ang, ink, unk. Kellan read the review words: smog, sniff, and frogs. In these words, he could answer the questions about blends, bonus letters, and base word and suffix. Kellan did not know the meaning of the word: smog. We discussed that smog is a mixture of smoke and fog. I asked Kellan if he knew that Los Angeles is a city in California that is known for smog. Kellan did not ever hear of Los Angeles. His father showed him where the city is on a map of the United States. Next, Kellan saw pictures of Los Angeles. He was also interested in the name being Spanish so we included a brief history lesson about the founding of California by the Spanish in the 1600s. Kellan was interested in the beaches, therefore we also saw pictures of the beaches along the coast of California. Kellan wrote a definition, sentence and drew a picture for the word "smog." Next, Kellan was introduced to the new sounds: ind, ild, old, olt, and ost. Kellan wrote the sounds and their keywords: kind, wild, fold, colt, and host. Kellan did not know what a "colt" is, so we looked up the definition and Kellan wrote a definition of colt being a young male horse. He saw pictures of colts and drew a picture as part of the definition. Kellan read the words: sold, find, most, mild, and jolt from the magnetic letters to practice his new sounds. Kellan did not know the meaning of the word "jolt." We discussed the experience of stopping short in the car at a red light. Kellan wrote a definition, a sentence, and drew a cartoon picture for his definition. Next, Kellan read some of the word stack for 2.3. He will need practice applying the new skill. We will start there tomorrow.

Kellan began his lesson by reciting the vowel team and their corresponding keywords. Next, Kellan played Quick Drill in Reverse and reviewed the vowels, digraphs and consonants: th, z, g, v, and b. He reviewed the spelling and sounds of welded sounds: onk, ang, ing, am, and ank. Kellan used the magnetic tiles to build the review words: wink, things, and zung. He used magnetic tiles to build words with blends: milk, punch, damp, blush, dress. Kellan practiced writing the sight words: cost and lost. Next, Kellan took the dictation test. He got all of the real words correct and all of the nonsense words correct. Kellan spelled all of the sight words correctly. He now remembers want and comb. Kellan wrote three sentences and worked on the analysis of every word. Kellan now knows how to mark up words with blends. He ended the lesson by reading the story Brad and Sam on p. 44. Kellan answered comprehension questions at the end of the story.

Kellan started his lesson by reading the words: pest, clock, grab, jump, and fresh from the magnetic tiles. He had trouble with the "b" on the word "grab," calling it "grad." Kellan knows that "b" is made by a line down and a bump; "d" is made by "c" letter and a line down. Kellan enjoyed playing Slolem to practice a large stack of 2.2 words with blends. Kellan practiced the sight words: cost, lost, half, want, and comb. He is still working on remembering to put the "l" in half, the "a" in want, and the "b" in the word comb. We also wrote the words: limb and lamb to show other sight words that have a silent "b" at the end of the word. Kellan read the chart o p. 15 for a grade of 15/15. Kellan read all ten sentences on p. 31 scooping the phrases with the vis-a-vis marker. Kellan finished the session by reading The Pink Moth. Kellan retold the story, showing me he has strong retelling skills and can visualize the events in a story.

Kellan started his lesson by completing the Dictation test he started last week. Kellan wrote five sight words. He wrote three sentences with words having welded sounds. Kellan needed a little prompting to remember how to spell comb, and want. With a little help, he showed me that he now knows these words. Kellan did the analysis of his sentences. He remembered to start each sentence with a capital letter. Kellan spelled all the words correctly and marked up vowels, digraphs, and welded sounds. Kellan circled sight words. He needed to make one correction on the word "of." Next Kellan started a brand new lesson on 2.2 Blends. He began with the vowel sound review with keywords. Next Kellan gave the sounds for z, r, l, s, ck, h, n, m, f, c, t, and w. He pronounced the welded sounds: unk, onk, ink, ung, ong, and ing. Kellan started with a review of baseword suffix patterns. He read sing, and fangs from the magnetic tiles. Next he read, "tongs." Kellan did not know the meaning of the word "tongs." We went into the kitchen and he manipulated the tongs in the utensil drawer. Then, luckily, there were tongs right on top of the donut box. Kellan manipulated the tongs to get a donut. We wrote the definition and a sentence in Kellan's notebook and he drew a diagram. Next, Kellan was introduced to the concept of a blend. He understood the lesson about how two or three consonants come together to make a blended sound as in the word "pest." Kellan could see that a blend might be at the beginning or the end of a word. Kellan read the word: clock. He was able to identify the "cl" as the blend, and the "ck" as the digraph. Kellan had a great lesson.

Kellan began his lesson by reciting all the vowels with their keywords. He practiced the digraphs and consonants: sh, v, z, and ch. Kellan practiced the sounds of ong, all, ang, ank, ink, and ing. Kellan read the review words: call, small, and hall reviewing the welded sound "all." Next Kellan read the nonsense words: fong, jank, lonk, hing, and ying. He played a game of reading a stack of 2.1 nonsense words. Next, Kellan took his nonsense word test on p. 6. He scored 15/15 on this test. Kellan read ten sentences from p. 8. He needed a little more work in phrasing. Next, Kellan played Quick Drill in Reverse. He gave the spellings for wh, x, b, j,sh, and g. He gave the spellings for the welded sounds: onk, all, am, ang, unk, and ing. Kellan used the interactive whiteboard to write the review words bugs, maps, and queds. Kellan was able to tell me what the base word was and the suffix. Next Kellan wrote the following nonsense words on the whiteboard: fing, fong, zung, bink, and thunk. Kellan practiced the sight words: want and comb. He is having trouble remembering to spell "want." He is still spelling it "wont." We are practicing to correct this error. He is also spelling the word "comb" as "come." We have been practicing this word as well. Kellan started the dictation test for this lesson. He completed five sounds and five real words. Kellan will finish this lesson next week.

Kellan started his lesson by reviewing five nonsense words with welded sounds. He read vung, ping, tonk, ting, and cank. Kellan practiced the sight words: want, talk, chalk, half, and walk. Kellan remembered these words. Kellan used the interactive whiteboard in Teams to show me his work. Kellan took dictation to practice some sight words in context. He wrote the sentence: I want a comb. Kellan needed some help remembering the silent "b" in the word "comb." He practiced writing this word on the interactive whiteboard. Kellan successfully wrote the sentence. Next Kellan wrote the sentence: The pink shell is in the hall. Kellan did a great job with the analysis of the words "pink" where he boxed a welded sound; on "hall" he boxed a welded sound, and on "shell" he remembered to star a bonus letter and marked up the vowel and digraph. Kellan will complete this lesson on Wednesday.

Kellan started his lesson today by reading a large stack of nonsense words with welded sounds: fung, lunk, fing, zang, quink. Kellan practiced sight words: want, salt, walk, chalk, comb, and half. He wrote these words three times each to remember the silent letters in these words. Kellan worked on the whiteboard with a colorful marker. Next, Kellan took the dictation test. He wrote five nonsense words and five sight words. Kellan reviewed these words with a red pen and boxed welded sounds. Next, Kellan took the sentence dictation section. He wrote three sentences. Later, he reviewed the sentences and underlined the first letter of the word in the sentence to remind him that it's a capital letter. In two sentences, Kellan forgot to make a capital letter so he made this correction with a red pen. Next, Kellan circled the punctuation at the end of a sentence. In the first sentence, he realized that he forgot to put punctuation. This shows me that Kellan is beginning to have an automatic application of this habit. Kellan underlined all basewords and circled the suffix. He marked up the vowels and boxed the welded sounds. Kellan needed to make the correction on the word ping-pong. He learned that "pong" has a welded sound of "ong." Kellan had to make a correction on "balls." He wrote: bols. Kellan reviewed the welded sound "all." He then rewrote the word and underlined the baseword and circled the suffix. Kellan has successfully completed his first dictation for 2.1. Next week we will move on to more review of nonsense words.

Kellan started his lesson by reviewing the vowel sounds with keywords. He reviewed the sounds: sh, v, z, g, j, b, d, x, wh. Kellan reviewed welded sounds: all, am, an, ong, ung, onk, unk, ink, and ing. He wrote the words lungs and bugs and underlined a baseword and circled the suffix. Kellan practiced the sight words from, want, chalk, comb, half, salt, and walk. Kellan began his dictation test writing many of the new welded sounds. He tested on the real words and did the analysis by boxing welded sounds and circling suffixes. Next, Kellan will complete the dictation by writing nonsense words and three sentences.

Kellan started his lesson by reciting the vowels and their keywords. Next, he reviewed the sounds of the digraphs and consonants: sh, v, j, z, x, d. Kellan practiced the welded sounds am, all, an. He also practiced the new welded sounds: ang, ank, ing, ink, ong, onk, ung, and unk. Kellan worked on the interactive whiteboard to mark up the words dam, packs, and thims. Here, he was able to put a box around a welded sound. He underlined a base word and circled the suffix. Kellan underlined the digraph "th." Kellan read a stack of word cards from 2.1. He took a reading test on p. 3 and scored 15/15. Next, I typed the sentences from page 7 into the interactive whiteboard and Kellan used the digital marker to scoop the phrases in the sentences. Kellan continued the lesson by doing Quick Drill in Reverse. Kellan told the letters for a, e, i, o, and u upon hearing the sound. He told the consonants and digraphs for sh, v, z, g, j, b, d, x, wh, and w. Kellan spelled the welded sounds: all, am, an, ong, ung, onk, unk, ink, and ing. Next, Kellan wrote the words lungs, and bugs to review baseword and suffix. He underlined the baseword and circled the suffix. Kellan will begin at the current concept at the next lesson.

Kellan began his lesson with Quick Drill in Reverse. He practiced all the vowels with their keywords. He practiced consonants and digraphs: sh, g, j, k, b, x, f, th, z, v, and q. Kellan review the welded sounds: all, am, and an. Next, Kellan numbered his paper from 1-15. He wrote fifteen spelling words correctly. Next, Kellan numbered from 1-15 again and took a test of nonsense words. He wrote 15 nonsense words correctly. Kellan had a little trouble with "dax" but when I reviewed the important sounds, he got the word correct. Kellan got 15/15 on both spelling tests. He has graduated to Book 2. We began the lesson with a review of the vowels. Next, Kellan reviewed the consonants and digraphs: sh, v, j, z, x, and d. He reviewed the welded sounds: am, all, and an. Kellan was introduced to the new welded sounds: ang, ank, ing, ink, ong, onk, ung, and unk. Kellan went to the sounds section of his binder and wrote the following words as guidewords for this new lesson. He wrote: fang, bank, ring, pink, song, honk, lung, and junk. Kellan put a box around the welded sound in each word. Next, he began to practice his new skills by reading words from the word cards. Kellan did not know the meaning of bunk and rink. We spent time on each of these words looking up the word in the dictionary portion of the student binder. Kellan wrote a definition for bunk. He wrote the word in a sentence. Kellan drew a picture of a bunk. Kellan did the same procedure for the word "rink." Kellan drew a great picture of a girl skating on a rink. Kellan's progress has been very steady.