Today was a fun session before spring break. To begin, I read the rest of the book "Mercy Watson Fights Crime" by Kate DiCamillo. Libby brought a stuffed animal pig from home to participate! We went to the staff kitchen so that Libby could sequence magnetic letters on the refrigerator. She identified the vowels and built CVC words using all vowels. She independently built the following irregular words: and, the. Libby's confidence is growing with decoding and encoding. Returning to her office, we reviewed the rest of her irregular word deck and learned a new word: is.
Eliana and I had a productive session. I began with visual, auditory, and blending exercises. I re-introduced the "glued" sounds (-ing, -ang-, -ong, -ink, -ank, -onk, -unk). Eliana read and wrote example words. We reviewed her spelling deck (the days of the week and the irregular words be, they, and want), and I dictated sentences for Eliana to read and edit using the acronym CAPS. We reviewed cursive; Eliana has learned all the letters and is ready to write connected letters. She read a text from Wilson (WSR reader 2, p. 11). I prepared cursive and oral reading fluency work for her to practice at home before the next session. To conclude, I read a chapter of a Junie B. Jones book.
I began with a phonological awareness exercise, asking Libby to drop the first syllable of a two-syllable word. Next, I conducted visual, auditory, and blending drills. Libby's blending of CVC words (e.g., decoding) is improving daily. I am now able to switch vowels without confusing her. For spelling, I dictated words with short -o- (shop, chop, top, hop), and Libby wrote the words with minimal prompting. She read the following for irregular words: and, the, has, as, his. I will add a new word next session. To conclude, I read several chapters of "Mercy Watson" by Kate DiCamillo.
I began with phonological awareness, first dropping the first syllable of a two syllable word, then dropping the second syllable. Libby does not need manipulatives anymore to practice this skill. We sequenced the alphabet with magnetic tiles; Libby identified the vowels. I conducted visual, auditory, and blending drills; I added the phoneme -ck to her deck. For regular spelling, I dictated CVC words with short e and short i. For irregular spelling, Libby read her existing deck (the, and, has, love) and I added the words as, his, and is. To conclude, I read several chapters of "Mercy Watson Fights Crime" by Kate DiCamillo. Libby naturally makes predictions while listening to books, which is a great reading comprehension strategy.
I began with phonological awareness, asking Libby to drop the first syllable of a two-syllable word. I am so pleased with her progress in this area. Next, I conducted visual, auditory, and blending drills to strengthen Libby's reading and spelling skills. I added three new phonemes: g, j, and th. I dictated CVC words for Libby to write on a small whiteboard for spelling. I am pleased that when I switched out the vowel (-i- for -u-), Libby could decode the new word or nonsense word. We reviewed her irregular word list (and, the, has, love), and Libby confidently reads all four words. I will add it to her list tomorrow. To conclude, we went outside to practice sequencing the alphabet and bouncing a ball to make the activity multisensory, an essential aspect of OG methodology.
I began with visual, auditory, and blending exercises to strengthen Eliana's reading and spelling skills Next, we reviewed her spelling deck of -ari- words I dictated sentences with the words for Eliana to write and edit We reviewed all cursive letters, re-teaching as necessary We played a game of SLAP to reinforce the syllable types Eliana has learned (closed, open, silent-e, r-controlled). For oral reading fluency practice, Eliana read a decodable passage (Wilson book 3, p. 52) three times; her accuracy and speed improved with each reading. To conclude, Eliana practiced syllabication of unfamiliar three-syllable words.
I began with phonological awareness (Level L2#1, Kilpatrick, p 211). Colson has mastered this skill and we will move up next session. Next, Colson practiced syllabifying three-syllable words with the -sion final stable syllable (Angling for Words, p 236). We reviewed morphology and added example words for each morpheme. To conclude, we finished "Lamb to the Slaughter" by Roald Dahl. I modeled annotating text, highlighting themes, allusions, and figurative language. Colson answered the comprehension questions using his annotated text.
