I began with a one-minute phonological awareness exercise and visual, auditory, and blending drills. I dictated CVC words for regular spelling. Libby read her deck of irregular words: and, the, has, as, his, is, love, and, you. She re-read a decodable reader from Flyleaf Publishing, "Pam Likes to Nap."(Reading a familiar book builds student confidence.) I read several chapters of "Mercy Watson Thinks Like a Pig."

I began with a one-minute phonological awareness exercise and visual, auditory, and blending drills. Libby's ability to blend CVC words with all short vowels improves every session; today, she read with short -u- and short -e-. I dictated CVC words for regular spelling. Libby read her deck of irregular words confidently: and, the, has, as, his, is, love. I introduced two new words: and, you. She read a decodable reader from Flyleaf Publishing, "Pam Likes to Nap." I read several chapters of "Mercy Watson Thinks Like a Pig."

I began with a one-minute phonological awareness exercise and visual, auditory, and blending drills. Libby's ability to blend CVC words with all short vowels improves every session. I dictated CVC words for regular spelling. Libby read her deck of irregular words with confidence. She read a decodable reader from Flyleaf Publishing. To conclude, I read several chapters of "Mercy Watson."

We began by reviewing all cursive letters; I retaught as necessary. For spelling, we reviewed the days of the week. Eliana seemed overwhelmed; after she syllabicated each word, she recognized that only Wednesday didn't follow the English language rules and was easily spelled syllable by syllable. I created sentences for her to write and edit (On Friday, we will go to the park. On Saturday, Lisa will play golf. On Sunday, they will go to church.) We played a game of SLAP to review all syllable types learned.

I began with a spelling review, followed by morphology and vocabulary. Colson's mom picked him up early.

I began with syllabication; Colson syllabicated and read three-syllable unfamiliar words (Angling for Words, 145). I reviewed the morphemes learned for morphology work and brainstormed additional example words for each. Referring to the 100 SAT vocabulary words list, I taught him the following words: benevolent and camaraderie. To conclude, Colson read an oral reading fluency passage and answered written reading comprehension questions (Megawords 1, List 7).

I began with syllabication; Colson syllabicated unfamiliar words with -ou- (Angling for Words, 179-180). I reviewed the drop-e change rule for words ending in y; Colson has mastered this skill. For morphology work, I reviewed the morphemes learned and taught the following: tele, aqua, auto, sub. To build his vocabulary further, I found a list of 100 SAT vocabulary words and taught him the words abject and abate. We will develop and review a deck of words.
To conclude, Colson read two oral reading fluency passages and answered written reading comprehension questions (Megawords 1, List 5, p. 64 and List 6, p. 83). I encouraged Colson to refer to the text for his answers but to put the answer in his own words. To improve the complexity of his sentence structure, I taught him the apposive phrase.

I began with phonological awareness Level L1#5 (Kilpatrick, p. 211). Next, I revisited the spelling patterns taught this semester (-dge, doubling rule, -tion/-sion/-cian). I am pleased that Colson has retained this knowledge Re-taught soft g/c Colson read and wrote example words. Next, we worked on morphology, reviewing the Latin and Greek roots taught (cept, graph, ject, struct, port, etc). Morphology work will improve Colson's spelling and build his vocabulary. To conclude, Colson read two oral reading fluency passages and answered reading comprehension questions (Megawords 1, List 3, p. 32 and List 4, p. 46).

I reviewed Eliana's homework that I assigned last session and noticed that she continues to misspell words with r-controlled syllables (e.g., she writes "gril" instead of "girl.") I re-taught er/ir/ur, and Eliana read and wrote dictated example words. I dictated sentences for Eliana to write in cursive (The bird can chirp in a tree. Her sister is under the tree. The fur on the cat is black.) She corrected her homework to reinforce the concept. I taught Eliana the uppercase cursive letters M, T, W, F, S, E, and C; she will write the days of the week and her full name in cursive for homework. She re-read an oral reading fluency passage (Wilson 2, p. 42). To conclude, she read a chapter of "Stink" by Meg McDonald.

Eliana and I had a good session. We began by reviewing syllable types learned with a game of SLAP! Next, Eliana practiced dividing. VC/CV with closed and silent-e syllables (Megawords 1, p. 33) and VC/CV with closed and r-controlled syllables (Megawords 1, p. 47). I introduced high-connector letters for cursive (e.g., or). For oral fluency, Eliana re-read the Wilson passages assigned during the last session for homework (Wilson 2, p. 12-13) and read the following passage, "Jim's Bank Job." I prepared work for Eliana to take home for practice over spring break.