Christopher was not able to join the Microsoft Teams session today.

Christopher was absent today. I collected some supplies to send to him for lessons starting Wednesday.

Christopher started his lesson today with sight words: bought, thought, ought, heart, and learned. Christopher saw the word on a flash card. He copied the word on the whiteboard with colorful markers. Christopher then wrote the word from memory. We used these words in sentences. We discussed that "ought" is a word that means "should." We discussed the words "thought" and "brought" as the past tense of the irregular verbs: to think, and to bring. Christopher asked me about the word "brung." I explained that "brung" is not a word, but an effort to make the past tense verb of "to bring." This explains why brought is referred to as "irregular." Christopher then read a large stack of words from 5.1 and 5.2. In every case, we reviewed the long vowel sound of the vowel in words like "sky" and "she." Christopher read words such as robot, and defined them. He is showing understanding of the open vowel sound today. Christopher was tested on the words on p. 12 and received 15/15. We spent the balance of the period taking turns reading from the book Because of Winn Dixie. We are up to the part where there is a party at Gloria Dump's house and everyone is invited.

Christopher is absent today.

Christopher started his lesson today reciting the vowel sounds with their key words. He reviewed the consonants and digraphs: ch, f, z, and h. Christopher reviewed the welded sounds of ang, ing, olt, and ive. Christopher worked on a sorting game working with words with closed vowel, vowel consonant e, vowel consonant e exception, open vowel, and base word with suffix. Chrisotpher had to read the word and then put it in under the correct heading to review all of the vowel sounds learned so far. The open vowel sound is the pure long vowel sound in such words as we, me, go, and sky. In the case of "sky", the vowel y is an open vowel with the sound of long i. Christopher needs review of all of these sounds before we can move forward. He worked hard to classify the words he was given.

Christopher started his lesson by reviewing the vowel sounds for closed vowel, vowel-conconant-e, and open vowel. He used a chart to refer to in order to remember the sounds and their keywords. Christopher practiced the vowel sound of "y" when it says /i/. He practiced the consonants and digraphs: ch, f, z, and h. Christopher practiced the welded sounds: ang, ing, olt, and ive. We reviewed the concept that "ive" when pronounced in a word like "expensive" is a vowel-consonant-e exception. Christopher practiced marking these sounds up on the whiteboard. I showed him how to mark v-e and then cross it out to show it is an exception. This concept is a review and had been mastered in Book 4. Christopher read the following words that I built using magnetic tiles: fang, chest, bulk, plant, shellfish, transplant, craftsmanship, infect, impacting, segmented, milkshake, and grime. In each case, I wrote the word on the whiteboard. I demonstrated how to mark them up. Some of the times I asked Christopher to mark them up. He showed me that he needs more review of his new concept of the open vowel. He is now needing to keep three syllable types in mind when he analyzes a word. This activity can prove challenging. Christopher will continue to review with games and markups until he is ready to move forward.

Christopher began his lesson by reviewing the open vowel sounds. We used the whiteboard and the colorful markers. Christopher read the words: rewind, erupt, protest, remind, desire, and demand. Christopher can read these words. The main part of this lesson was to mark up the words to show the analysis of the syllables and the vowel type. Christopher practiced making a long sign over the vowel for an open vowel. He copied the right formation of the symbols from my demonstration. Christopher reviewed the welded sounds and remembered to box welded sounds. We reviewed underlining digraphs and underlining blends. Christopher worked on scooping syllables to show that the open syllable means that there is no consonant closing the syllable. We returned to the analysis of the sentences from the dictation. Christopher reviewed the fact that a sentence starts with a capital letter. He made a capital "A" for the name Alex. Christopher copied the correct spelling of "should" from my demonstration on the whiteboard. He circled the sight words "should" and "his." On the second sentence, Christopher reviewed the meaning of baseword and suffix on the word pancakes. He reviewed the idea that "s" at the end of the word means more than one. Christopher read the story The Basement Mess. He was able to retell the story, but needed a second reading of paragraph two to recognize that the boy, Mike, had a consequence for leaving the basement a mess. He had to clean it up before he would be allowed to go to the baseball game. We will continue to review all syllable types as we go forward.

Christopher was absent today.

Christopher started his lesson today by analyzing the dictation he did during our last session. First Christopher reviewed the vowel sounds of all five vowels. He began to analyze his dictation test. Chrstioher had all of the sounds correct. Next, it was time to scoop the real words into syllables and mark up the vowels. Christopher needed review at this point. We went back to Book 5.1, the introductory lesson to the open vowel. We reviewed pages 2 and 3 to get more practice with words having an open vowel. Christopher used the whiteboard and colorful markers to scoop words into syllables and use the correct markings to show that the open vowel is a long vowel sound. Christopher copied some of the words with their markings. Next, Christopher marked six words on the whiteboard showing the open vowel sound. We continued reviewing to reinforce the way to mark an open vowel. Christopher needed review to remember the difference between the open vowel, the closed vowel, and the vowel-consonant-e syllable types. We reviewed the guide words for all of the open vowels. Christopher then went back to the analysis page of the dictation. He was able to correctly mark up all of the real words and the nonsense words.

Christopher had a doctor's appointment today.