Kellan began his lesson by reciting all of the vowel sounds and their keywords: a,e,i,o, and u. He practiced consonants and digraphs sh, g, j, k, b, x, f, th, z, v, and qu. Kellan read the words: fob, paths, packs, Nell, sheds, mix, hill, fills, rib, fans, pill, dam, quits, pups, cab, and necks. On each word, he could tell me the baseword and the suffix where indicated. Kellan marked up all of these words using a whiteboard and dry erase marker. Kellan took the test on Book 1. He got 15/15 on real words, and 15/15 on nonsense words. Kellan also wrote fifteen words on the real test and on the nonsense test and marked up every baseword and circled the suffix. He marked up the closed vowel sounds. Kellan underlined the digraphs, starred the bonus letters, and boxed the welded sounds. Kellan has passed the reading portion of the test. Tomorrow he will take the spelling portion of the test. Kellan should be commended for this excellent work.

Kellan started his lesson by writing the nonsense words: tibs, thigs, qualls, jops, and zups on the whiteboard. Kellan underlined the base word and circled the suffix. He had a little trouble with "qu" first writing a "g" and then writing a "q" and leaving out the "u." Kellan wrote the sight words: egg and what. Kellan took his dictation test. He got five sounds correct. He wrote subs, rots, fibs, bugs, and maps. He was able to underline all of the basewords and circled the suffixes. Kellan marked up all the short vowels correctly. He wrote the nonsense words: sups, puds, thims, luns, and queds. Kellan got all of these correct. Kellan wrote three dictation sentences. Kellan marked up the capitalization, punctuation, sight words, baseword and suffixes, digraphs, and bonus letters. Kellan is remembering all of the details that make up critical reading in Wilson. We finished the session with the reading of chapter 5 and half of chapter 6 in Because of Winn Dixie. We defined the word Pew as it was used in the text. Next session we will review and test for the mastery of Book 1.

Kellan started his lesson by reviewing all of the short vowels with their keywords. He practiced the sounds of the digraphs and consonants: sh, g, m, p, b, qu, j, and ck. Kellan practiced the welded sounds: am, all, and an. Kellan read words that I constructed on a magnetic board. He read: kicks, socks, and quits. In each case, we discussed the meaning of the baseword and the suffix. The lesson today was about nonsense words that follow the pattern of a base word and suffix. Kellan read: shens, thims, thigs, jegs, and zans. Kellan practiced marking up these words by putting a line under the base word and circling the sufix. Kellan needed many repetitions today to remember the meaning of base word. Kellan read a large stack of nonsense words from 1.6 for practice. He practiced writing the sight words: gas, lush, pull, push, and what. Kellan went to the chart test on p. 82 and got 14/15. This is a passing grade for nonsense words. Kellan got confused on the nonsense word "foms." He wanted to hear an "r" in the word, calling it from and form. We reviewed this word after the test. Kellan went on to read ten sentences very successfully. He was able to pause for phrasing in all the right places. Next, Kellan played "Quick Drill in Reverse." He practiced giving me the letters a, e, i, o, and u upon hearing the sound. He could tell me the letters: sh, ck, b, j, v, z, and qu by hearing the sound. Kellan also knew the spelling for the welded sounds: am, all, and an. Kellan built words for me using his whiteboard. Kellan wrote the nonsense word: thubs. He wrote the real words: packs, and rocks. Next, Kellan wrote the nonsense words: tibs, thigs, qualls, jopsl, and zups. Kellan practiced underlining the base word and circling the suffix. We ended the lesson with the reading of Max. We discussed the vocabulary word: whim. Kellan understood the word and applied it to the reading about a boy who never could keep a job because he had so many excuses and so many different moods. Kellan clearly summed up the story very well saying, "If he doesn't work, he isn't going to make any money."

Kellan started his lesson by writing five nonsense words based on the idea of baseword and suffix. Kellan used the interactive whiteboard to write: daths, heffs, vat, whabs, and qualls. He had some difficulty recalling how to form a "q." Kellan made a "g." We reviewed the rule that "q" is a chicken letter and always travels with a "u." Kellan made the correction. He reviewed the directions for marking up a baseword and suffix. He put a line under the baseword and circled the suffix. Kellan wrote the sight words: this, are, over, about, and for. Kellan took dictation writing three sentences on large paper with a marker. He did the analysis using a red pen to underline the first letter in a sentence, circle sight words, mark up vowels, and underline base words and circle suffixes. Kellan needed a review to remember how to mark up a baseword and suffix. Kellan marked up the words: ticks, lugs, bags, and shells correctly with some guidance.

Kellan began his lesson by reciting all of the vowels with their keywords. He practiced the letters and sounds for th, ch, wh, y, l, d, and k. Kellan reviewed all the welded sounds he has learned so far: all, am, and an. Kellan used the Teams Whiteboard to write the words Pam, call, and man. He practiced boxing the welded sounds: am, all, and an. Kellan reviewed the meaning of baseword and suffix. He wrote the words: kicks, fills, maps, bells, and sheds on the interactive whiteboard. He learned to mark up the words with suffixes by underlining the keyword and circling the suffix. Kellan practiced the sight words: over, about, are, for, and this using the pen on the whiteboard in Teams. Kellan took half of his Dictation test. He got the sounds b, am, all, v, and j correct. Kellan has had some confusion with the sound of /j/ saying the word "jug" but focusing on the final sound /g./ We are working on this discrimination. Kellan wrote the words: tins, kicks, fibs, shells, and dogs. He wrote the first nonsense word "daths." We will finish this test at the next session.

Kellan started his lesson by reciting the vowel combinations in the vowel team. I will keep introducing these vowels like "ea" eat "e." These are not introduced in Wilson until later, but it is encouraged to get them into the recitation early to help with reading in other subjects. Kellan built the word "sheds" using the magnetic tiles. He practiced the sight words: over, about, are, for, and this. Kellan took the dictation test for 1.6. He had trouble spelling "tins" at first, spelling it with a "z" at the end of the word. We reviewed the lesson about the suffix "s" at the end of a word and how it may sound like /z/ but is spelled with "s." Kellan had a little trouble remembering that the word "kicks" has a digraph at the end of the word. He was just putting a "k." When this happens, I remind Kellan using the Wilson guidance of the sound of /k/ at the end of a one-syllable word is spelled "ck." Kellan wrote five real words and five nonsense words. He wrote all of the sight words correctly. Kellan wrote three sentences. He is remembering to start the sentence with a capital letter and end with punctuation. Kellan did an analysis on his dictation test. He learned to underline the baseword and circle the suffix. Kellan marked up the vowels, starred bonus letters, underlined digraphs, and circled sight words. He is getting the drill of analysis down now. Kellan read the story Hot Dogs and Pops. He did a good job reading and also making visual pictures as in a movie. Kellan was able to tell me that the boy Sam in the story who sold hot dogs and pops had a business that depended upon a sunny day. Kellan was able to tell me that cloudy, rainy, and sunny are all related to the weather. This is the type of thinking Kellan needs a lot of. He needs to work from the example to the classification. We spent the balance of the period reading through six stacks of words from 1.1, 1.2, 1.3, 1.4, 1.5, and 1.6. While reading the word stacks, we came across the word "tux." Kellan did not know the word. We looked at pictures of tuxedos to help Kellan learn this word. I am preparing Kellan for his test on Book One after Thanksgiving.

Kellan started his lesson by reviewing the sounds of the vowels with their keywords. Kellan reviewed the consonants and digraphs: sh, g f, z, v, m n, wh. He reviewed the welded sounds for am, an, and all. Kellan reviewed words with welded sounds by reading from the magnetic tiles: fan, bill, and jam. Kellan's lesson was about adding the letter s to a word to make it plural. Sometimes the s can sound like /s/ as in the word snakes, or it can sound like /z/ as in the word "bugs." Kellan learned to read the base word "bug" first, then add the suffix "s." Then he reads the whole word. Kellan read the words: rugs, bugs, pens, sits, and puffs from the magnetic tiles. In some words, the s is not added to make it plural, but to form a different tense of the verb as in the word "sits." Kellan played ladder with three stacks of words from 1.6. He also played a game where he had to classify a stack of words in two columns: one with the s sound /s/ and the other with the s sound /z./ Kellan needed some help to hear these differences, but with practice, he was getting the idea. This activity helps with reading and spelling. Kellan took the chart test on p. 79. He got 15/15. This was excellent for the first test. Kellan read ten sentences from p. 84. He had some difficulty with the word Pam. He said, "Pom." He also had difficulty with the word "den" calling it "ben." This shows that he is still having b/d confusion. Kellan is aware of it and tries to correct it quickly. Kellan missed the word Quin, he said, Quine, and he missed Mr. saying Mrs. Kellan is learning to look for tiny details like these to correct his miscues in reading text. Kellan played Quick Drill in Reverse. He pointed to and named the vowels a,e,i, o, and u. He named the letters for sh, g, f, m, ch, wh, th, j, and v. Kellan spelled the welded sounds: am, an, and all. Kellan built the words Pam, call, and man using the magnetic tiles. He built the words kicks, fills, and maps using the magnetic tiles. Kellan needed a review to recognize the vocabulary word "suffix." We will finish this lesson tomorrow.

Kellan started his lesson today with Quick Drill in Reverse. He gave me the letters for all of the short vowel sounds. He pointed and named the digraphs and consonants: ch, f, z, l, k, z, and j. Kellan pointed and spelled the new welded sounds: all, am, and an. Kellan built words using magnetic tiles. He built the words bill, hiss, and lass. Kellan reviewed the concept of the bonus letter on words ending in the sounds of /f/, /l/, and /s/. Kellan spelled the words lib, quan, ram, pan and laz using the magnetic tiles. He practiced the sight words: day, see, they, over, new, and was on the whiteboard with colorful markers. Next, Kellan took his dictation test. He spelled all the words with the new welded sounds correctly. Kellan wrote nonsense words correctly and took dictation for three sentences. Kellan did the analysis on his dictation test. He spelled all sight words correctly. Kellan underlined digraphs and boxed welded sounds. He remembered on each of his sentences that a sentence starts with a capital letter. Kellan circled the puncturation with a red pen. He circled all the sight words. Kellan marked up the vowels and boxed the welded sounds on each of the words. Kellan did a great job on his dictation. Kellan read a short story called The Fan. He did a great job making visual images of Dan being very hot when he was in the den. Kellan did not know the meaning of the word "den" so we discussed this word in detail and talked about what type of furnishings would be in a den and what kind of activities take place in a den. We ended the lesson with more reading from the Because of Winn Dixie book. Kellan is at the part where Opal asks to learn ten things about her mother's personality.

Kellan continued his lesson by writing the last sentence on his dictation. Kellan then did the analysis on the sentences. He underlined the first letter of the beginning of a sentence to remember to capitalize it. Kellan circled the sight words. He marked up the vowels in the words with short vowels and boxed the welded sounds in words like Pam and ham. Kellan recognized and marked up the bonus letter"l" in the word "mill." Kellan read the reading for 1.5 titled Pam and Jam. We discussed the meaning of the word "jam." Kellan was unfamiliar with the word. He looked at a jar of strawberry jam I had in my house. Kellan discussed the meaning of the story by expressing that the problem of the story was that Dad did not have any jam. Kellan decided to illustrate the story. He made wonderfully distinct characters to go with the story. Kellan next worked on the nonsense lesson of Book 1.5. He recited the vowels with their keywords. Kellan practiced sh, g, f b, r, x, z, and n. He practiced the welded sounds: am, an, and all. Kellan read the words moth, puff, and shell from the magnetic letters. He then read the words ham, chum, fuss, shan and quam from the magnetic board. Kellan was reminded that we were working on nonsense words. Next, Kellan read a large stack of words from 1.5 including real words and nonsense words. He read ten sentences from p. 76 and did the scooping of phrases on the page that he downloaded and printed. Kellan was charted using the words on p. 74. He got 15/15 on the nonsense words. Next week we will finish this lesson. Kellan is very close to moving to 1.6 and the end of Book One!

Kellan started his lesson on Teams today. He began the lesson by reciting the vowels and the guidewords to go with them. Kellan practiced the sounds of j, g, z, s, m, p, qu, and ck. He is still having a little problem with "j" calling it "g." This will work out after a few more sessions. Kellan then read words from my whiteboard. He read bell, hiss, and ball. We reviewed the concept of the bonus letter when a one-syllable word ends in f, l, or s. Kellan read the words pan, jam, ram, ham, and Sam. He was introduced to the concept of the "welded" sounds. These are letters that work well together and make a sound component of a word. Kellan read a large stack of words from 1.5 including real words, nonsense words, and B words. Kellan practiced marking up the new words on a whiteboard with colorful markers. He learned to box a welded sound. Kellan practiced classifying a large stack of words into three groups: all, am, and an. Kellan read words from the 1.5 charting page and got 15/15. He then read ten sentences that were sent through email and printed at Kellan's house. Kellan scooped the sentence phrases showing good reading pauses and prosody. Kellan was asked questions about punctuation and about the welded sounds found in the sentences. He needed some help with these. Kellan played Quick Drill in Reverse. I used my magnetic board at home. Kellan was given a sound and he was able to tell me what letter makes that sound. Kellan wrote the review words: call, pill, and dig. He needed review on starring a bonus letter as in the word "pill" and he needed help to remember which letters get doubled at the end of a word when he spelled "digg" in error. These concepts were reviewed in the lesson. Kellan began writing the word Jan for an example of the welded sound "an." We will continue with spelling next week.