I began with a one-minute phonological awareness exercise, level E4#2 (deleting one syllable from a three-syllable word). Next, Eliana performed several alphabetic awareness exercises: sequencing the alphabet, identifying vowels and consonants, and building three different syllable types. We played a game of Phonics Dice with these syllable types (closed, open, silent-e) to reinforce the concepts. Eliana continues to confuse b/d; we played a game of b/d tic-tac-toe. After reviewing the VC/CV syllable division pattern, I introduced the next pattern, V/CV (aka, "tiger" words). Eliana practiced dividing both patterns on the white board. For spelling, I reviewed her spelling deck (words with final blends, such as "bend") by dictating both words and sentences. Eliana practiced cursive (i, t, u, w, r, s, j, p, y). To conclude, we co-read a chapter from a Junie B. Jones book.
I completed diagnostic testing. I will compile a report and begin remediation our next session. I will be prepared to present the report at Colson's conference in February. (I believe that this will be more helpful than describing the tests in this session summary.)
I began with a phonological awareness exercise, level E#4. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words. Spelling review: dictation of words with initial blends and irregular words. Eliana found spelling the initial blends "easy" but continues to struggle with irregular words. I dictated sentences for her to write and edit. We reviewed b/d. For cursive, we reviewed the letters learned (I, t, u, w, , j, r, s) and I taught the letters p and y. To conclude we co-read a chapter from a Junie B. Jones book.
I began with a phonological awareness exercise, level E#2. PA helps students to hear and manipulate the sounds within a word, and is predictive of reading and spelling success. Next, we worked on several alphabetic awareness skills: identifying the number of letters, sequencing the alphabet, identifying the vowel and consonants, and building syllable types (closed, open, silent-e). I reviewed the VC/CV syllable division pattern, and Eliana practiced syllabicating unfamiliar words (tonsil, traffic, happen, Atlantic, fantastic). Spelling review: dictation of silent-e and irregular words. Eliana struggles to retain this knowledge, frequently adding extra letters to a silent-e word, or spelling an irregular word phonetically. Repeated exposure will lead to mastery. I dictated sentences for her to write and edit. We reviewed b/d as Eliana persists in confusing these letters. For cursive, we reviewed the letters learned (I, t, u, w, , j) and I taught the letters r and s. Eliana seems to enjoy cursive! To conclude we co-read a chapter from a Flat Stanley book.
