No Lesson, due to cancelation of session.

Warm Up : "Alpha Toss", "b/d Punch"

Visual Drill: Tap Charts- Short Vowel Sounds, Ci, Ce, Cy = /s/, gi, ge, gy = /s/, s= /z/, ck = /ks/, ck= /k/, tch= /ch/, dge= /j/, ing, ang,ong, ung, ink, ank, onk, unk, y= /ī/, y= /ē/

Auditory Drill- Teacher dictates sounds above. Student writes letters learned that represent that sound.

*This is as far as we got in the lesson because Cade didn't feel well. His mom took him home early. If he is well enough on Thursday, we will continue with this lesson.

Warm Up-
> Alpha Toss
> b/d Punch

Visual Drill- Tap Charts (Chart 1- Short vowels, soft 'c' and 'g', -ck, -tch, -dge, ing, ang, ong, ung, ink, and, one, ink, y=/ī/, y=/ē/: Blends Chart- bl, br, cl, cr, dr, fl, ch)

Auditory Drill- Teacher dictates phonemes (sounds) practiced in Visual Drill. Student listens and writes grapheme (letter that represents that sound)

Review- Quick review of VC-e words.

New- Soft c and g sound.

Word Study-
*Word game cards.
Step 1. Example: huge/ hug; race/rack. Student identifies and highlights "silent e" that makes the c and g soft.

Step 2. Example: Word with soft c/g is provided. Student is prompted: "Turn 'wage' into 'wag'. Student writes it on game card. ..."lice"--> "lick"...

*Use list of VC-e and soft c/g words in Tongue Twister game. Student says as fast as can.

Phrase/Sentence work- (carefully crafted to focus on the skills learned in lesson).
>Connect beginnings and endings of sentences.
> Student reads phrases and creates a new beginning or ending to make a sentence.

Play a Game to practice learned skill- "Roll and Read/Capture the Flag"
Student and teacher take turns rolling the dice and reading words on game board. Flags are won and stolen by reading words correctly and answering a question.

Vocabulary - incorporated in above game.

Sight Words- "said" and "does"

Warm Up -
<'Alpha Toss'
<'b/d Punch'

Visual Drill- Chart 1 Tapping -Call and Response: Short Vowels; -ing,-ang, -ong, -ung; -ink,-ank, -onk, -unk; -ck, -tch, -dge; soft C and G; s=/z/; x= /ks/; y=/ē/; y=/ī/

Auditory Drill - Dictation of sounds practiced in Visual Drill

Review/New/Reteach- Syllable division VC/CV; Soft g and soft c sound.

Word Study- Use scissors to cut word cards into syllables.
- highlight the letter 'i' , and 'e' the follows a 'c' or 'g' making it the 'soft' sound.

Play a Game using skills listed above - "Roll and Read-Capture the Flag"

Phrase/Sentence work - Read custom sentence to reinforce skills listed above. Highlight words learned with the soft c and g sound.

Sight words - I call them "Red Words" They are spelled differently then they sound and occur often.

Brain Warm up
> Alpha Toss
> b/d Punch
1. Visual Drill- Chart Tapping (Consonants, short vowels, /ck/, /tch/, /dge/, /ing/, /ang/, /ong/, /ung/, /-y/
2. Auditory Drill - Sound Dictation
3. Review- VC-e
4a. New - Syllable division. (Clap syllables)
4b. Divide VC/CV words into syllables by cutting word cards with sisscors.
4c. Read custom sentences from VC/CV lesson (pg71 in Brain Friendly Reading)
5. Play teacher made board game with custom words from lesson.

1. Kinesthetic Brain Warm-up:
>"Alpha Toss"- Teacher/Student toss ball back and forth saying alphabet in sequence. ie: Teacher says "a" and tosses the student. Student says: "b" ...
>"b/d Punch"- Student uses card board tube to punch letters cards labeled 'b' or 'd' as they are placed on the table. Student says the letter name and sound as punching the card as they are being placed on table.
2. Visual Drill- Chart Tapping ( Consonants, short vowel sounds, and /ck/, /tch/, /dge/)
3. New/Review- VC-e words
4.Word Study- VC-e words, Introduce 'Arm Tapping' (an auditory/kinesthetic activity)
5.Auditory Drill- Student writes dictated words with VC-e Pattern.
6.Phrase/Sentence work- Read sentences chosen specifically for the student and the skill being taught.
7. Play teacher made board game with VC-e pattern.

Colson was absent today.

Today is the last day of school! I helped Libby clean out her office as we discussed the year and what she had learned. We read "Poetry Speaks to Children," a collection of poetry that I enjoy reading with children her age. Libby particularly enjoyed "Bear Song" by Kay Ryan, "Sneeze" by Maxine Kumin, "Mrs. Mitchell's Underwear" by Dennis Lee, and "Rabbit" by Mary Ann Hoberman. We talked about how sometimes poems don't make sense, and that's ok!

I conducted visual, auditory, and blending exercises. Libby is close to mastery of all sounds taught, and her blending (decoding) improves with every session. For regular spelling, I dictated CVC words and a sentence to write and edit. For irregular spelling, we reviewed her word deck. She is close to mastery with all the irregular words taught. Libby read two decodable books from Flyleaf Publishing. To conclude, I read a chapter of Kate DiCamillo's book, "Eugenia Lincoln and the Unexpected Package."

First, I reviewed Eliana's homework, which included syllabication, cursive, and an oral reading fluency passage. I am pleased to see how well Eliana is generalizing the strategies we have worked on all year. I conducted a visual drill of all vowel combinations, followed by re-teaching the two sounds of oo (Recipe for Reading, p. 158, p. 209). We played two rounds of SLAP! to reinforce the concepts. Eliana syllabicated words with the oo vowel combination: afternoon, cartoon, kangaroo, annoy, destroy, sirloin (Megawords 5, List 26, p. 1). To conclude, we read an oral reading fluency passage from ReadWorks; Eliana correctly answered the reading comprehension questions.