I began with phonological awareness (Kilpatrick, Level L1, #2, p. 211). For spelling, we reviewed the doubling rule (e.g., hop, hopped, hopping) and the -dge rule (e.g., bridge). Colson has mastered both rules; I will review them at random to ensure retention. I began teaching morphology, which addresses the smallest parts of words (morphemes) that hold meaning (prefixes, base words, suffixes). Learning morphemes enriches a student's understanding of our language and improves spelling and vocabulary. Colson learned the Latin root -cept ("to take", example words include intercept, accept, and deception), the Latin root -struct ("to build", example words include construction, instruct, destruction) and the Greek root -graph ("to write", example words autograph, biography, graphic). To conclude, we started the short story "The Lottery" by Shirley Jackson. We co-read, and I modeled text annotation and reading comprehension strategies as we read.

I began with a one-minute phonological awareness exercise, dropping one syllable of a two-syllable, compound word (Kilpatrick, K1#8, p. 129). With manipulatives, Libby is able to complete this task, a big improvement! I conducted visual, auditory, and blending drills with the following letters: a, m, s, f, I, p, t, n, d, c (hard), o, sh. Libby only missed vocalizing the sounds /â/ and /sh/. She successfully wrote the following sounds: /sh/, /â/, /k/, /f/. For the blending drill, Libby successfully blended cat, mat, sat, pat, nat, dat. This was a big improvement from yesterday's session. For spelling practice, Libby traced and wrote the following sight words: and, on, the. For oral reading fluency, Libbyand I read the book "Lin in a Tin." To conclude, we played a game of Phonics Dice.

I began with a one-minute phonological awareness exercise, substituting the final sound of a word (Kilpatrick, L1#1, p. 211). Next, Colson syllabicated unfamiliar, three-syllable words using the strategies reviewed in session. For spelling, I re-introduced the 1-1-1 doubling rule; when a single syllable word with a short vowel ends in one consonant, the consonant is doubled before adding a suffix, such as -ed. I made a deck for Colson to practice until mastered (rigged, dragged, jogged, slipped, ripped, dropped). To conclude, we co-read a short story by Jason Reynolds, "First Day Fly" and practiced reading comprehension strategies and figurative language.

Colson was absent today.

I substituted for Teddy's regular teacher, who was attending his parent-teacher conference. We played a long game of Phonics Dice to practice blending CVC words. Teddy enjoyed the game so much he did not want to win! In the process he read 50+ CVC words! We conclude by reading a book by Ken Henke.

I began with a one-minute awareness phonological exercise (deleting one syllable in a compound word). Libby is getting the hang of it! Next I conducted visual, auditory and blending drills (15 letters and one digraph). Libby missed /â/, /ô/, /sh/, and /d/ but voiced the other sounds correctly. When asked to write the letter that makes the sound, she correctly wrote a, o, d, s but missed sh. She struggled with the blending drill; while she could read the word "cat", when I substituted the initial sound with m, b, p, etc, she was unable to read the word. Moving onto spelling, we reviewed the word "and" and added the word "on". We made the words on paper plates with sand, creating a multis-sensory experience. To conclude, we read a Mo Willem's book, "The Pigeon Wants a Puppy." The remainder of Libby's session was dedicated to her parent-teacher conference.

Eliana was absent today, despite confirming earlier in the day.

I began with a review of the syllable types that Eliana has learned: closed, open, silent-e and r-controlled. We played a game of SLAP to reinforce the concepts. Eliana sorted approximately 50 syllable types into the above categories. Next, she syllabicated two and three-syllable words with the syllables. Eliana was highly distracted, so we went outside and practiced sequencing the alphabet while bouncing a ball back and forth. Eliana did "b/d" punches on the punching bag as she continues to confuse the two letters. Returning back inside, we reviewed last session's spelling pattern (1-1-1 doubling rule, e.g., words like "hopped"). I also reviewed silent-e words. To conclude, Eliana practiced the cursive letters learned and I taught her two new letters: l and h.

I began with a one-minute phonological awareness exercise (Kilpatrick, Level K2#1, p. 205). Next, we reviewed the -dge spelling pattern; Colson has mastered this and we will move on next session. Colson syllabicated difficult words from the short story we read last session (insolently, elaborately, insanely) which provided a vocabulary opportunity. To conclude, Colson answered short answer reading comprehension questions using the annotated text from yesterday.

I began with a phonological awareness exercise, asking Libby to listen to a compound word and drop one syllable. This is difficult for Libby without manipulatives; I used felt squares to represent each syllable and she was able to complete the task. Next, I conducted visual, auditory, and blending drills. These exercises will help Libby voice and write the letters and blend CVC words. For spelling, we revisited Libby's sight word list compiled by Dr. Val. We created a sensory card for "and" using sand and glue for Libby to trace with her finger (sensory input often helps students learn words). To conclude, I read a Mo Willems book, "Waiting is Hard!"