I began by reviewing words with the following vowel combinations: oo, ou, ow/oa, oy/oi. Colson read example words and syllabicated as necessary (Megawords 5, List 26, p.1). He read a timed oral reading fluency passage with similar words in just over one minute with no errors. He verbally answered the reading comprehension questions efficiently. We reviewed all morphology and played two rounds of Crazy Moose to build Colson's vocabulary.
To conclude, we co-read Part 1 of the short story "Monkey's Paw." I modeled note annotation. We will finish the story next session.
I began visual and auditory exercises. Libby only missed one letter sound! We will focus on the letter 'y' in the next session. Libby blended CVC words ending in -ad and -ack with no errors. For spelling, I dictated five CVC words and one sentence. Libby is spacing her words properly when prompted, using her OT "space girl" tool. We reviewed her irregular word list. Libby read one decodable reader. To conclude, I read aloud from Kate DiCamillo's book, "Eugenia Lincoln and the Unexpected Package." We summarized, made predictions, discussed the characters, and colored the illustrations.
I began with words that end in -able, -ible, and -le, such as admirable, accessible, and article. Colson read example words (Megawords 4, List 25, p. 81) and syllabicated as necessary. He read a timed oral reading fluency passage with example words in just over one minute with no errors (Megawords 4, p. 96). He answered the written reading comprehension questions. Colson is prone to copying the answer directly from the text; I encouraged him to put the answer in his own words. I reviewed all Latin and Greek word roots, and we played two rounds of Crazy Moose to review example words.
To conclude, I previewed the short story "The Monkey's Paw" by W.W. Jacobs. We co-read the first page, summarized the setting, and made predictions. We will read the rest of the story in the next session.
I began with visual and blending drills. Of the twenty letters shown, Libby missed th, wh, y, sh. She correctly blended CVC words; I varied the initial, middle, and final sounds of the words. For spelling I dictated CVC words and one sentence (Tim is my dad.). Libby read all of the irregular words on her list correctly. To conclude, she read two decodable readers from FlyLeaf Publishing.
I began with a visual drill to review the vowel combinations Eliana has learned: ai, ay, oi, oy, oo, ee, ea. I re-taught all three sounds of ea (eat, steak, bread) and we played a game of SLAP to reinforce these concepts. Eliana syllabicated ten words with ea words: seashore, squeamish, eastern, breakfast, feather, measure, weather, headquarters, heaven, underwear (Angling for Words, p. 166). Eliana read a passage from ReadWorks, "JoJo the Monkey," and answered five multiple-choice reading comprehension questions. She read 100 sight words from an anchor chart in another student's classroom. She practiced cursive words (Script Island, pp. 100-102). To conclude, we co-read two chapters of her free reading book, "Dog Man" by Dav Pilkey.
I began with visual, auditory, and blending exercises. Libby read and spelled CVC with -ck and -sh final sounds. She read all of her irregular words. I dictated a sentence for her to write and edit (The bug is red and black.) She read a decodable book, "Butterfly, Butterfly." We picked out a new Kate DiCamillo book to read, "Eugenia Lincoln and the Unexpected Package". Libby identified the title, author, illustrator, and main character of the book. I read the first few pages while Libby colored the pictures.
Libby was eager to read our Kate DiCamillo book, so I began our session by reading a chapter. It is fun to see her enthusiasm for the book! Next, I conducted visual, auditory, and blending drills. Libby identified most of the letter sounds, wrote the letters for /ch/, /k/, /x/, /I/, /n/. She blends CVC words with short 'a' and short 'o'. I dictated similar words for her to write, as well as a sentence for her to write and edit (I love maps!) I reviewed all irregular words. To conclude, Libby read a decodable reader from Flyleaf Publishing.
I began with reviewing words with the suffixes -ture and -sure, as well as words with the middle syllable -tu (adventure, actual, composure, censure). Colson read example words (Megawords 4, List 24, p. 69). He read a timed oral reading fluency passage with example words (Megawords 4, p. 80) in just over one minute with one error. He did well answering the reading comprehension questions. I am pleased with his improvement; he refers to the text to find his answers. We reviewed morphology (prefixes, suffixes, root words) and played two rounds of Crazy Moose to reinforce the concepts. This strategy is building Colson's vocabulary and spelling. To conclude, we finished co-reading the short story, "The Most Dangerous Game," by Richard Connell. Colson was confused by the ending, so I summarized the last page until he drew the correct conclusions.
I began with homework review; Eliana had completed the syllable division practice sheet, cursive writing of her spelling words, and oral reading fluency passages. I corrected any errors and retaught the concepts as necessary. I reviewed the vowel combinations oi/oy and the two sounds of oo; Eliana read example words, and we played a game of SLAP to reinforce the concepts. I introduced the short e sound for the vowel combination ea; Eliana made example word cards to add to our SLAP game. I dictated two sentences for Eliana to write (in cursive) and edit using the acronym CAPS. She practiced syllabicating VCCCV words (inflict, extract, obstruct) and three-syllable CVC words (e.g., basketball). To conclude, Eliana read a timed oral reading fluency passage (Wilson 3, p. 62).
