Kellan did not come to school today, but I arrived to teach him. Kellan will be working online for the next two weeks. We will work together as soon as we get connected on MS Teams.

Kellan was not able to come to his lesson today because he was not able to use the Teams virtual Learning Systeml.

Kellan started his lesson doing Quick Drill in Reverse. He practiced telling me the letters for the vowel sounds: a, e, i, o, and u. He practiced showing me and naming the digraphs and consonants: th, wh, w, l, v, z, x, and y. Kellan used magnetic tiles to form the words: yell, hall, and mess. We reviewed the fact that the "a" sound when followed by two l's sounds more like the sound of /o/ but it is still spelled with the letter "a." Kellan formed the nonsense words: biss, raff, poss, yill, and zuff. He practiced the sight words: your, does, into, of, and you. Kellan needed extra review on the word: does. Kellan took the dictation test for 1.4. He got all of his sounds correct. He did a great job on the nonsense words and marked them all up correctly including putting an asterisk over the bonus letter. Kellan is now consistently remembering to capitalize the first word of a sentence. He circled the sight words. Kellan marked up all of the vowels and bonus letters. Kellan then read a story about a Hot Rod. We discussed the vocabulary word, "hot rod" and described the types of things a person can do to change an automobile in order to get this nickname. We talked about putting on larger tires, taking off the muffler, putting in a larger engine, and painting streaks of flames on the body. Kellan enjoyed the discussion and did a great job on the reading. We followed this reading with Because of Winn Dixie. We are up to a part where Opal gives Winn Dixie a bath and explains that her mother is no longer with her. Kellan is very attentive during the reading.

Kellan started his lesson by practicing sight words: been, for, and, her, and has. Kellan worked on dictation for 1.4. He worked on reading nonsense words like liss, niff, sess, sull, goss. We reviewed the fact that when "a" is together with "l" it sounds like on "o" but is spelled with "a." Kellan needed some review on the words: wall, mall, and the nonsense word, "sull." Kellan did a great job on sentences. He remembered to capitalize the first word of a sentence in every case. He remembered how to mark up the bonus letter on hiss, lass, boss, and bell. Kellan asked about the vocabulary meaning of the word "lass." Kellan circled all of the sight words correctly. We continued the lesson by introducing a review lesson on nonsense words with a bonus letter. Kellan recited all of the vowels with their keywords. He reviewed j, g, v, z, and x. Sometimes "z" is still presenting a problem. Kellan can look at a letter chart to help him remember this letter and its sound. Kellan read the words: pup, bag, and grub from the review list. He then read the words: miss, tuss, hoff, wess, and rill. Kellan practiced nonsense words from 1.4 playing a game of Ladder using a fat stack of words from the 1.4 pile. Kellan then practiced words on p. 62 and was charted. He got 15/15 today. Kellan has passed the test for 1.4. We will finish this lesson tomorrow and move on to 1.5. Kellan read sentences from p. 65. We are working on raising the voice up when there is a question.

Kellan started his lesson by doing an analysis of his dictation. Kellan was very good at remembering to capitalize the first word of a sentence. He got all of his sight words correct. He did a great job of marking up the vowels and circling sight words on the sentences. Kellan continued the lesson by reading The Pup on p. 48. We discussed the vocabulary words: vet, yap, and shot. Kellan knows about vets giving vaccine shots to dogs. He read the passage and was able to discuss the details of the story. Kellan started the new lesson by reciting the vowels and their keywords. He practiced the consonants and digraphs: th, sh, g, f, v, z, w, and j. Kellan practiced the review words: fish, rug, and Jack reading from the magnetic tiles. Kellan was introduced to the concept of the bonus letter on words ending in the sounds: /l/, /f/, and /s./ Kellan read the word "kiss." When he saw the word; "fuss" he read it as /fuz./ We worked on discriminating between the sound of /z/ at the end of some words when spelled with an s like /sudz./ I explained that these double /s/ sounds just sound like a single /s./ Kellan read the words bill, tell, and all. For the word all, we discussed that when an a is followed by double l in some words, the sound of /a/ becomes /o./ An entry was made in Kellan's notebook about the lesson on a bonus letter in words ending in /f/, /l/, and /s./ Kellan played a fun game of Slolem with me to practice a stack of 1.4 words including B words and Nonsense words. Kellan took a charting test from p. 59 and got 15/15. He read sentences with good phrasing on p. 63. Kellan played Quick Drill in Reverse and practiced all the vowels. He practiced the letters and digraphs: g, b, sh, m, k, v, and z. Kellan had a little trouble today with the sound of /j/ today. He mixes it up with the soft "g" /j./ We are working to clear up this confusion. Kellan practiced saying words from the magnetic letters: gum peck, bog, mess, fall, kiss, well, and cuff. We will start on high frequency words next time.

Kellan started his lesson by reviewing the short vowel sounds and keywords. He reviewed the sounds of the letters: v, z, g, j, and y. Kellan read the nonsense words: piz, gaz, rop, vob, jux, bish, fash, and thez from the magnetic tiles. Kellan did a timed test by reading words on index cards within one minute. Kellan correctly read 22 cards of words from 1.3 correctly. Kellan was charted on the nonsense words for 1.3. He got 13/15. He said "keed" for ked and "chid" for chib. Clearly, Kellan still has problems discriminating between the letter "b" and "d." We worked on the formation of these letters as a strategy to help Kellan know which letter he is seeing in a word. He did very well forming a "d" by writing a "c" and then a line down. To write a "b" I show him how to draw a line down, and then make a bump. Kellan makes the bump upside down. We are working on correcting this directionality. He is very cooperative and is trying very hard using the whiteboard and the colorful markers. Kellan was proud today when he was taking notes because he remembered to make the letters b and d correctly. I complimented him on working on changing a habit. Kellan did sentence reading from the 1.3B section on p. 41. He misread the word dock as "bock." Kellan played Quick Drill in Reverse and practiced giving me the name of the letters of all short vowels. He gave me the letters y, z, g, j, k, l, s, f, and ck upon hearing the sound. Kellan used the magnetic tiles to build the words wex, tez, wog, dop, poth, tup, jeb, dax. Kellan gets a little confused between x and z. We are drilling words using these sounds. Kellan took dictation. His lessons move forward very smoothly because he works hard and stays on task. Kellan made a breakthrough today by remembering to capitalize the first letter of a sentence. He is using a letter strip to remind him how to make certain letters. This resource is good for him right now. Later on, when he learns these, he will do it correctly automatically. We will do an analysis of dictation next time.

Kellan started his lesson by playing Quick Drill in Reverse. He found and named the letters for the short sounds of a, e, i, o, and u. Kellan named and letters for x, y, g, j, wh, v, and z. Kellan used magnetic tiles to build nonsense words: yim, huz, and dap. He also built the nonsense words: tez, jum, vib, bup, and choz. Kellan practiced the sight words: his, the, will, from, for, on the whiteboard with colorful markers.Kellan took a dictation test. He got all of the real words and the nonsense words correct. Kellan spelled his, the, from, and for. He had trouble with the word "will." Kellan practiced this word again after the test. Kellan took dictation for three sentences. He also used a red pen after the test to do analysis. Kellan found that he still needs to remind himself to start the first word of a sentence with a capital letter. He circled all the sight words correctly. Kellan marked up all the short vowel sounds and digraphs correctly. He forgot to capitalize the first letter for the name of a person. We reviewed that rule and Kellan made corrections. Kellan read a story from 1.3 called The Big Job. We reviewed the concept of mopping. Kellan could visualize the story about mopping and cleaning up the lab with a rag. We discussed the phrase "tip-top" as a way of saying that something is in good condition. The lab looked tip-top after is was cleaned up. The balance of the period was spent reading from the book Because of Winn Dixie. We read all of chapter 2 today. Kellan engaged in a very lively discussion about why the preacher should let Opal keep the stray dog. He said that if the preacher is so busy with his work, then Opal needs a companion so she won't be lonely.

Kellan started his lesson today by reviewing five sight words. He wrote Mr., Ms., a.m., will, and from on the whiteboard with colorful markers. Kellan needed help on the word "will." He now knows that it has 2 l's. Kellan learned to put a period after the a. and m. in a.m. meaning the morning time of day. We will discuss the concept of 24 hours in a day at our next lesson. Kellan took dictation for the end of this 1.3 lesson. He got all of the read words correct, nonsense words correct, and sight words correct. Kellan wrote three sentences given in dictation. We had enough time for Kellan to do the analysis on his test. Kellan marked up all the vowels in the words that he wrote using the correct markings. We worked on analysis of the sentences. Here, Kellan is still learning to capitalize the first letter of the first word of a sentence. He then circled all the sight words, and marked up the vowels. Kellan spelled the words in the sentence to me aloud without looking at his paper. Kellen needed to make a correction for the sight word: "for" he spelled it "fore." We reviewed the rule that a person's name starts with a capital letter. Kellan made the correction writing a capital C for the name Chad. Kellan read the story of the Jog. We wrote the word rut in the notebook dictionary. A definition and a sentence were entered. Kellan made an excellent drawing of a child who was riding his bike being catapulted off the bike as the bike accidentially landed in a "rut." We discussed he meaning of the word lap. Kellan knew that a lap was one run around a track. After reading, we worked on comprehension of the text by making a movie in our heads. In Wilson, the student is encouraged to visualize what is happening in the story so that they can construct meaning and have a reference for comprehension questions. Kellan started another section of the 1.3 lesson. We review the vowels, consonants, and digraphs with key words first. Kellan read the nonsense and real words that I gave him for review. He read quat, tup, and hem. The real words he read from the magnetic tiles were: rum, yak, sack, whiz, and zag. I pointed out that "yak" does not follow the rule of using "ck" to represnet the /k/ sound at the end of a one syllable word. Kellan played the word game, Ladder, to practice a large stack of 1.3 words. I charted Kellan on the real words using 1.3 A words from p. 27. Kellan got 15/15. He was very happy that he has passed this lesson. I also charted him on the nonsense words. Here he got 11/15. We still need to do some work on the nonsense words. Kellan needs more review on the letters j, y, g, z, and x. He has confusion intermittently with these letters depending upon what position they are in inside a word. Very good progress for today. We will work on sentence reading next time.

Kellan started his lesson by reciting the vowels and their short vowel sounds with keywords. Next, he recited the sounds wh,x,y,g,j,z,and qu with their keywords. Kellan read the words fox, lox, and fix as a review of the final /x/ sound. Kellan was shown the difference between the end of a word "cks" that sounds similar, but is made up of a digraph and a suffix. Kellan understands that /x/ makes the sound of the one letter "x." Kellan then read the words: kin, fad, gab, whack and shun from the magnetic tiles. We put a definition for kin, and fad in the notebook dictionary. The entry included a definition, sentence, and diagram drawn by Kellan. Kellan found it interesting to learn about "beanie babies" as a "fad" in the 1990s. Kellan played Chutes and Ladders to review a large stack of 1.3 words including words from the A and B set and nonsense words. Kellan was charted using the words on p. 27. He got 14/15. This shows steady improvement. Kellan said "made" for the word mat. Kellan is being reminded to stay with the short vowel sounds in all the closed vowel rule words that he is learning. He has some habits from an earlier time which he is trying to break. Kellan read the sentences from p. 37. He scooped the phrases as he read using a vis-a-vis marker on a plastic sheet overlay. This helps Kellan learn phrasing and have a tactile response to the left to right movement of the word reading. During this activity, Kellan is hearing me tell him that he found the subject and the predicate of the sentence. He is beginning to identify the prepositional phrase. Kellan played Quick Drill in Reverse and practiced all the vowels, as well as consonants and digraphs: wh, th, sh, qu, g, x, y, and z. Kellan is having some confusion between "x" and "z." We will keep reviewing these letters in isolation and in the context of a word. Kellan used the magnetic tiles to build the words: wax, zag, and vet. He built the real words: nick, yap, quiz, rig, and shock. Kellan had trouble with the word "yap." At first he started the word with the letter "e." We reviewed the way y sound glides from the the sound of a a long e but that is not the complete sound. This letter will be reviewed more, also. I assured Kellan that he is making very quick and steady progress. The next session might be the last in 1.3 and then we will move on to 1.4.

Kellan started his lesson today reciting the short sounds of the vowels with their keywords. He continued by giving the consonant and digraph sounds of th, sh, ch, j, k, x, y, and z. Kellan built words with magnetic letters. He was able to answer questions about short vowels and the closed vowel sound. Kellen built the words: shock, hush, and mesh. I was able to show him that he knows that the /k/ sound at the end of a one syllable word is spelled "ck." Kellan built the words: quiz lox, chap, whim, and hex. We entered the words whim and hex in Kellan's dictionary with a definition, a sentence with context clues, and a diagram drawn by Kellan. Kellan was interested to see the hex signs made by the Amish Dutch. We briefly discussed the early German colonists who still live as though it is still the 18th century without electricity or cars. Kellan did dictation next. He completed the sounds section, real words, and nonsense words. Kellan did a great job on sight words. He needed extra review on the word "from." Kellan wrote this word on the whiteboard with colorful markers. He also wrote the word in the air with his arm outstretched pointing two fingers to form the letters in the word. Kellan completed the sentence dictation. After dictation, we did the analysis of the test. Kellan reviewed the sound and symbol for /x./ He got a perfect score on his words: gun, chat, lax, bog, and jack. Kellan got a perfect score on the nonsense words and sight words. On the sentences, Kellan learned that he must capitalize the first word of a sentence. Kellan practiced how to make a capital "J" by using the Wilson alphabet chart. Kellan needed correction in writing the nonsense word: quib because he made the letter "g" when he meant to write "q." Kellan circled the sight words and marked up the vowels in the sentences. He read each sentence aloud and spelled words aloud that he was asked. Kellan completed the lesson by reading a story about a fox. Kellan needed work on two vocabulary words: hen, and pen. These words were discussed and Kellan saw pictures of a playpen. We discussed the meaning of hen as a female chicken. Kellan did a great job reading. We discussed the plot line about how Mr. Quin and Viv went in the shed when they saw the fox. We discussed the fact that Mr. Quin had a bad leg. Kellan discussed the possibilities about what might be meant by "bad" leg. We discussed the fact that the two characters may have been frightened by the fox. Kellan showed me how he would try to shoo away a fox. This was a B reading which is meant for more mature children. Kellan did well.