Remington arrived on time today, but spent 20 minutes in the bathroom. His dad was called to pick him up. He decided to stay.

Remington arrived at 9:12. Today, I implemented a few new strategies. We worked at a big table in the library, which gave Remington more space to move around. Having people around helped him stay on task. I used a "token chart" to incentivize appropriate behavior. I set a timer for three 10-minute increments; if Remington demonstrated appropriate behavior, he got a small sticker. I presented the following lesson, which included phonological awareness, followed by visual, auditory, and blending drills. I reviewed the FFLLSSZZ spelling rule; Remington read and wrote example words. Remington struggled at this point to maintain focus and refused to work for the remainder of the session (approximately 10 minutes).

I conducted a visual drill with all letters and digraphs. For the auditory drill, I dictated the sounds/c/, /y/, /kw/, /sh/, and/th/ for Libby to spell. For the blending drill, she read: cash, sash, mash, yet, yes, quit, this, that. For regular spelling, she spelled this, that. For irregular spelling, she spelled: the, is, you, as, has. I dictated a sentence for Libby to write and edit. I taught a spelling rule: double "l" at the end of a short word. Libby read a list of example words, wrote several of them down, and highlighted the words with double ll's. To conclude, Libby read a decodable passage, "Cod Fish." (Wilson 1, p. 46)

I presented the following session: Phonological Awareness exercise (Kilpatrick, Level E3#2, p. 141) followed by visual, auditory, and blending drills. I planned, but was unable to complete, the following: nonsense word list (Wilson Student Reader 1, p. 36), concept review of the FFLLSSZZ spelling rules, regular spelling dictation, irregular spelling dictation, sentence dictation and editing using the acronym CAPS; introduction of new concept, fluency, and comprehension (decodable passage reading). Remington spent the majority of this session with Dr. Mary Dixon.

Libby participated in a school-wide Halloween activity today.

I prepared the following OG lesson: Phonological awareness exercise, dropping one syllable of a three-syllable word (Kilpatrick, Level E3#3); visual, auditory, and blending drills; concept review of -ck and FFLLSSZZ spelling rules; spelling dictation of example words, spelling dictation of irregular words, sentence dictation, editing of sentence using the CAPS acronym. I intended to teach the -all, -oll, and -ull spelling pattern (UFLI, Lesson 43, p. 164-165), modeling and demonstrating the concept, followed by independent practice. To conclude, I selected passages for Remington to read to reinforce the above ideas (Wilson Student Reader 1, p. 62)

1. Brain Warm Up- Alpha Chips
2.Phonemic Awareness:
-Visual Drill- Tap charts
- Auditory Drill- Sound Dictation- Find it, Touch it, Say it with sound cards
3.Review- Short Vowel sounds /ǔ/
4.Phrase/Sentence work- Cut up sentences from "The Pup" Wilson reader #1
6.Read: "The Big Pumpkin" by Erica Silverman- Point out words with target skills learned.
7.Illustrate story

This is the plan for today. Jackson was absent due to oral surgery
1. Discuss Citizens, Laws, rights and responsibilities
2. Review- What is a Citizen?, Discuss Rights and Responsibilities as a citizen
3..Watch Video: "Laws, Rights, and Responsibilities for kids" by Kids Academy
4.Discuss and Illustrate

Brain Warm up- Alpha chips
Phonemic Awareness:
1.Visual Drill- Tap charts 1 and 'Blends chart'
2. Auditory Drill- Dictation of graphemes in visual drill
3. Word study- /ǔ/
4.Game with word study game cards " I say- You say" ie: " I say cub> You say hub
5. Phrase sentence work- Cut up sentences
6.Passage Reading- "The Pup" Wilson student Reader 1

Brain Warm up- Alpha chips
Phonemic Awareness
1.Visual Drill- Tap Charts
2.Auditory Drill- Sound dictation
3, Word study- Short vowel words
4.Phrase/Sentence work- cut up sentences
5.Passage reading- "The Pup"- Wison reader 1