1.Brain Warm Up- "Alpha Toss", "b/d Punch"
2. Tap chart "K"
3. Sound Dictation- 'Point and Say'
4.Review- CVC blending with /ǎ/ words (cat, man, sad..), Arm tap target skill
5. Word Study- Highlight target skill on word cards, read word and arm tap.
6.Phrase/Sentence work- read phrases with target skill words.
7Game- 'Go Fish' with target skill word cards.

1.Brain Warm up- "AlphaToss", "b/d Punch"
2.Tap Chart 1 and Blends chart
3.Sound Dictation- 'Point and Say'
4.Written dictation of target sounds on Tapping chart
5. Review- /qu/, /ph/, /ck/- Arm Tap 'phone' and 'quick'
6. Word Study- '-ck' words pg 75. highlight target sound > arm tap
7.Two column sorting with 'ck' vs 'k' (lick/like)
8.Game- 'Go Fish' with 'ck' word cards.
9.Phrase/Sentence work- 'Cut and Paste sentences' using target skill words.
10. Syllabication- VC/CV

First, Remington syllabicated and read five VCCV words on the board (Angling for Words, p. 16). We sequenced the alphabet and identified the vowels. I conducted a one-minute phonological awareness exercise (Kilpatrick, D2#4) followed by visual, auditory, and blending drills. I reviewed the digraph qu and taught ph and tch as new concepts.

I began with a one-minute phonological awareness exercise (Kilpatrick, D2#4). Libby and I sequenced the alphabet and identified the vowels. I conducted visual, auditory, and blending drills. I taught the spelling rule ck at the end of a short word and dictated the following words: pick, tick, thick. I taught and dictated the following irregular words: the, is. I dictated a sentence for Libby to write and edit using the acronym CAPS (I will pick up the dog.)

I began with phonological awareness (Kilpatrick, D2#3), followed by alphabet sequencing. I conducted visual, auditory, and blending drills. Remington syllabicated and read three unfamiliar VCCV words on the board. For regular spelling (and review), I dictated: quit, quiz, quip. I dictated the following irregular word: the. I put a sentence on the board for Remington to edit: The man did not quit. The bell rang, and we transitioned to language arts (please see next summary).

I began with a one-minute phonological exercise (Kilpatrick, D2#3). Next, Libby and I sequenced the alphabet and identified the vowels. I conducted visual, auditory, and blending drills. Libby only missed /sh/ and /th/. She blended CVC words with the short "u." I changed the initial and final sounds. For a brain break, I read "Mercy Watson: the Piglet." I found words in the text that Libby could decode/read (in, on, if, not, the). For spelling, I dictated the following regular words: in, not, pig. With exaggerated pronunciation by me, Libby successfully wrote the words. For irregular words, Libby wrote the word "the."

I began with phonological awareness (Kilpatrick, D2#2), asking Libby to drop one syllable of a two-syllable word. She is catching on to the concept. I conducted visual, auditory, and blending drills. Libby is beginning to remember the digraphs. Her blending is improving. For spelling, I dictated the following regular words: sit, pin, dog, hat, pot and the irregular word the.

I began with a one-minute phonological awareness exercise followed by visual, auditory, and blending drills. I reviewed VCCV syllabication and Remington syllabicated and read the following: magnet, hiccup, napkin, basket, tablet, cactus. I taught qu /kw/ as a new concept. Remington read and wrote the following: quit, quiz, and quip. We then transitioned to the language arts portion of our time together (please see next summary).

I began with a one-minute phonological awareness exercise (Kilpatrick, D2, #1). With support, Libby sequenced the alphabet and identified the vowels and consonants. I conducted visual, auditory, and blending drills with all letters and the digraphs qu, ch, and ck. Libby did much better than last session, missing only qu and ch. Blending is emerging, but was also better this session. I dictated regular spelling words: up, nap, can, hit, sit. With exaggerated pronunciation on my part, Libby was able to spell and write the words.

I began with a one-minute phonological awareness exercise. Phonological awareness is the ability to hear and manipulate sounds within words and is predictive of reading and spelling success (Kilpatrick, D2, #1). Using alphabet letters, I asked Remington to alphabetize the letters. He refused, so I demonstrated. I identified the initial, final, and median letters. I identified the vowels and consonants and defined a syllable. Next, I conducted visual, auditory, and blending drills with all letters and digraphs. I confirmed that Remington knows the concept of a closed, open, and silent-e syllable. We played a game of Phonics Dice with those three syllable types to reinforce the concepts. I taught Remington how to divide a VCCV word (e.g., rabbit). With support, he divided and read the word Batman. To conclude, I read a chapter of Captain Underpants.