Kellan started his lesson today by analyzing his dictation from the last session. Kellan learned to capitalize the first word of a sentence and circle the punctuation. He circled all the sight words in the sentence. Then, Kellan marked up the vowels in the closed vowel sound words. He learned to use a breve and write a "c" under the vowel to show that it is a closed vowel. Kellan then read the sentences aloud and was asked to spell various words in the sentence.Kellan started a new lesson in Section 1.3. He recited all the vowels with their key words. Kellan practiced the sounds of w, t, x, c, j, f, qu, and sh. He read the words ship, hash, and gal as a review using the magnetic tiles. Kellan then read the words chum, peck, shin, thud, and dock. We entered the words chum and hash in the dictionary in Kellan's notebook. We wrote a definition, a sentence using the word in context, and Kellan drew a picture to illustrate the word. Next, Kellan played Chutes and Ladders in order to practice a large stack of words from the 1.3 section. Kellan was charted using the word list on p. 26. He got a score of 12/15. Kellan showed improvement over the last charting. He said, "rick" for rich, "side" for Sid, and "was" for wax. We reviewed these words after the quiz and Kellan was able to see the sounds that he missed and pronounced the words correctly. Kellan read ten sentences from p. 36. He did a great job with phrasing. Kellan said "bid" for bib, and "ben" for den. We will continue to work on strategies to help Kellan keep the b/d straight as we go along. Kellan needed a definition for the word "pop" when it means soda. Kellan played "Quick Drill in Reverse." He gave me the letter for the sounds of a, e, i, o, u, th, sh, ch, k, x, y, and z. We ended the session with Kellan listening while I read the book Because of Winn Dixie by Kate Di Camillo.We will be discussing plot and character as we continue to work on comprehension.

Kellan began his lesson by reciting the sounds of the short vowels and their key words. Kellan reviewed the consonants b, d, x, f, l, n, and digraphs wh, sh, ch, and ck. Kellan used colorful markers on the whiteboard to mark up the words map, lick, and sock. He underlined the digraph ck /k/. Kellan used the magnetic tiles to build the words: mash, bog, jab, chat, and shock. We wrote the rule about the closed vowel sound being short vowel and closed by a consonant or a digraph. Kellan played ladder with a stack of words from the 1.3 lesson. Kellan was charted using the words on p. 25. He scored 11/15. Kellan missed the words cub ( he said cud) pet, (he said pen) fit, (he said fish) and thin, he said (then.) This tells me that Kellan guesses by sight and does not have an ingrained habit yet of analyzing the rules in the word and applying the correct vowel sound. We will be drilling the short vowel sounds as applied in one syllable words with a closed vowel. Kellan used the magnetic tiles to build the words: dish, neck, rush, mug, thin, kick, bun, and path. He could answer every question about digraphs. Kellan practiced the sight words: and and a. Kellan finished his first dictation. We will do the analysis at our next class and begin reading short passages.

Kellan started his lesson preparing all the tabs for his Wilson binder. Kellan made a section today for sounds. He started his Wilson practice by reciting all of the short vowels with their keywords. Kellan reviewed the meaning of digraphs and the definition with examples were put in his Wilson notebook. Kellan practiced reading and tapping the words map, lick, and sock as a review. He was then introduced to the new words for Lesson 3. I took the words from the B section of the Wilson program because these words are for older students. I feel that since Kellan has been through some of the Wilson program, he might have a greater interest in learning words at a higher vocabulary lesson. Therefore, Kellan read the words: mash, bog, jab, and chat. He needed extra help to remember the rule about a closed vowel sound. Kellan wanted to read "chat" as "chate." This shows me that he needs review in applying the first syllablic rule from the Wilson program.

Kellan was introduced to the WADE reading diagnostic test. He was tested on knowledge of consonants and vowels and the sounds they make. Kellan was tested on reading a list of words starting at level one. He was also tested on sight words. Kellan was asked to write two sentences that were dictated to him. Kellan also was given a spelling test on real words and on sight words. The scores from this WADE testing given in percentile showing level of mastery are as follows: Consonants: 92%; Digraphs: 56%; Vowels: 29%; Additional sounds: 0%; Welded Sounds: 63%. Total Sounds: 44%. Reading Real Words: .04%; Reading Nonsense Words: .15%; Reading Sight Words: 69%; Total Reading Mastery: 25%. Spelling Words: .03%; Sentence Dictation: .04%; Sight words: 15%; Total Spelling: .08%.
When reviewing these scores, I can see that Kellan has been tutored in sight words and basic elements of reading like the sound-symbol relationship between letter and the sounds that they make. Kellan is old enough and mature enough to make good progress using the Wilson Training Program. He will benefit from three one-hour lessons per week. We will start on Book 1, Lesson 3. Kellan will be drilling sounds, manipulating magnetic tiles to spell words, and reading words and short reading passages. He will be writing sentences with correct spelling and punctuation. The Wilson Program has always worked when it has been employed consistently. The complete program takes three years to administer. There is nothing that can replace the efficacy that this program delivers for children with diagnosed reading difficulties. I look forward to the progress in reading that Kellan can make as we work together.

Christopher started his lesson by getting signed in to Freehand by InVision. This program enabled Christopher to type his dictation on the whiteboard while I could watch him. Christopher typed three sentences. He did a great job of spelling all the words. Later, we switched the writing tool to pencil. Christopher got the red pencil and started the analysis. He was able to mark up the vowels, the punctuation, and circled the sight words. After one sentence, the control moved to my cursor, so Christopher had to tell me what to circle and how to mark up the vowels. We will finish this activity next week.

Christopher started his lesson on the MS Teams whiteboard. I wrote the nonsense word for him, and his job was to take the red pencil choice and mark up the vowels in the words. Christopher worked on the nonsense words: prestope, crozump, triglone, restrimp, glosop. Christopher reviewed the long vowel sound markup for an open vowel. On each word, reteaching was done to help Christopher distinguish between a long and a short vowel, or as in Wilson terminology: an open and a closed vowel. After this activity, Christopher spelled the sight words correctly: heart, learned, bought, brought, and thought. We will continue tomorrow on the sentence portion of the dictation.

Christopher started his lesson by spelling two syllable words with one syllable being the open vowel. The second syllable could be closed vowel or vowel consonant-e. Extra drill was done with Christopher to learn to spell by syllable. Christopher was asked to pause after the first syllable before spelling the second syllable. Christopher spelled the words: remote, student, locate, moment, basic, demand, prevent, frequent, and respond. Christopher started dictation with five sounds a, ch, g, olt, and ang. He wrote robot, began, pupil, open and beside. Chrstiopher continued the dictation with the nonsense words prestope, crozumlp, triglone, restrimp, and glosop. At the next meeting we will do sentences.

Christopher started his lesson by reading the words robot, began, pupil, open, and beside. These words were displayed on the whiteboard with magnetic tiles. Christopher was able to tell me where to separate the tiles to show the syllables. Christopher is correctly choosing the open syllable. We reviewed the markups for open vowels and vowel-consonant-e words. Christopher wrote sight words on his whiteboard to practice for his dictation test next week. He wrote hear, learned, bought heart, brought, and thought correctly. Christopher prepared his paper for dictation. We will work on this next week.

Christopher started his lesson by reciting all of the vowel sounds and their keywords. He continued with the sounds for the blend ch, and consonants g, x, and z. Christopher spelled and pronounced the welded sounds: old, onk, ang, olt, ost, and ive. We reviewed the fact that "ive" is an exception to the vowel-consonant-e rule. Next, Christopher was asked to build words using the magnetic board. He used the magnetic tiles to build the words: defrosts, secret, and moment. For each word, Christopher was asked to separate the word into syllables. He was asked to tell me the baseword in "defrosts" and the suffix "s." Christopher continued the lesson working on the whiteboard with a black marker. He wrote the words: describe, progress, result, consult, and project. During this procedure, Christopher was asked to scoop the words into syllables and mark up the vowels. We reviewed the open vowel sound. Christopher reviewed how to mark up the long and the short vowel. Tomorrow, we will move to dictation.

Christopher started his lesson today reviewing the closed vowels, v-e vowels (long) and open vowels (long.) He used the guidewords and followed on the vowel chart. Christopher read six words from the word box for 5.2. He included a nonsense word and two B words. Christopher read ten sentences. In each of these sentences he had to scoop the sentences into phrases. On each sentence, we stopped to examine the open vowel words. Christopher reviewed the markups for the words: vacant, moment, begin, student, polite, fragrant, human, pupil, Irish, try, locate, and eject. Christopher watched as I marked up the words on the whiteboard explaining why I make each mark, Christopher reviewed the vocabulary words: vacant and migrate. We discussed the migration of birds. We will begin marking up of words and dictation at the next lesson. I hope you enjoy a week's vacation. I will see Christopher again on March 30th.