I began with visual, auditory, and blending drills. Libby is close to mastery in identifying the sounds of letters and digraphs taught, hesitating only with ch, ck, qu, and th. She blended CVC words with the initial sound /h/. I dictated the words "hum, hush, hut, hug" for Libby to write. She read her irregular word deck: the, too, his, has, love, is, as, you, and do. I dictated a sentence for Libby to write and edit (Mercy the pig is fat.) For oral reading fluency, Libby read the decodable reader, "Can You See 3?" To conclude, I read a chapter from the Kate DiCamillo book, "Stella Endicott and the Anything-Is-Possible Poem," and we practiced reading comprehension strategies such as summarizing and making predications.
Today, I reviewed multi-syllable words ending in -ous and -age (Megawords 4, List 23, p. 68). Colson read a timed oral reading fluency passage in one minute with no errors (Megawords 4, p. 68). We reviewed his morphology list of prefixes, root words, and suffixes, and played a game of Crazy Moose to build his vocabulary with example words. We co-read several pages of the short story, "The Most Dangerous Game" by Richard Connell, pausing to practice reading comprehension strategies and discuss figurative language. We will finish the story next session.
I began with visual, auditory, and blending exercises. Libby read CVC words with the final sounds -ad and -ash. I dictated similar words for her to write and a sentence to write and edit, such as "Teddy is mad at the Teddy Bear." I am pleased with her letter formation and pencil grip, although she occasionally needs reminders not to wrap her thumb, as directed by her occupational therapist, Christina. I reviewed the digraph wh. Libby read her irregular word list and an oral reading fluency passage. To conclude, I read a chapter from the Kate DiCamillo book.
I began with a timed oral reading fluency passage (Megawords 4, List 22, p. 50). Colson read the passage in one minute, ten seconds with only one error. I reviewed the spelling and definition of Latin roots port, tract, rupt, dict, ject; we played two rounds of Crazy Moose (a phonics card game based on Uno) to reinforce the concepts. To conclude, we started the short story "The Most Dangerous Game" by Richard Connell.
I conducted visual, auditory, and blending drills with all the letters and digraphs that had been learned. Libby is close to mastery, stumbling only on the digraphs. For regular spelling, I dictated words with short a and a sentence for her to write and edit. Christina's suggestion of using "Space Girl" (a decorated popsicle stick to help her space her words properly) is beneficial. Libby read all of the words in her irregular word deck with confidence. I introduced the digraph "wh" and the irregular word "what." We made a tactile "what" card to add to her deck. To conclude, Libby read a decodable reader from FlyLeaf Publishing.
Colson and I started with a game of Crazy Moose (a learning game modeled on Uno) that reviews the Latin morphemes dict, ject, port, and rupt. I like this game because it emphasizes how many words are comprised of Latin roots and is a fun way to build vocabulary. Next, Colson read a list of four and five-syllable words with -tion (Megawords 4, List 21, p. 17). He read a timed oral reading fluency passage in one minute with no errors and answered the associated reading comprehension questions. I taught him how to write his last name in cursive; we will continue to practice this. To conclude, I introduced the short story for tomorrow's session.
I began with visual, auditory, and blending drills to strengthen reading and spelling skills. I dictated CVC words for Libby to write (rat, fat, fit, fix). Changing the initial, medial, and final sounds was challenging, but Libby sounded out the words successfully. We reviewed her irregular word list and added a new word: for. Libby read a decodable reader, "Pam Likes to Nap." To conclude, we finished "Where Are You Going, Baby Lincoln?"
Today I focused on words with the following endings: -er, -or, -ar, -ard, -ward (Megawords 4, List 20, p. 1). Colson read example words, syllabifying as necessary. He read a timed oral reading fluency passage in just under a minute with zero errors. He answered the reading comprehension questions correctly. Next, we co-read a science fiction short story by Arthur C. Clarke, "The Nine Billion Names of God." We paused to discuss unfamiliar vocabulary, summarize, and make predictions. Colson read well and demonstrated good comprehension of the text.
I began with visual, auditory, and blending drills. Libby is close to mastery in identifying the sounds of letters and digraphs taught, hesitating only with ch, ck, qu, and th. She blended CVC words with the initial sound /ch/. I taught the ck spelling rule as a new concept and dictated words for Libby to write: lick, chick, pick. She read her irregular word deck: the, too, his, has, love, is, as, you, and do. I dictated a sentence for Libby to write and edit (The chick is picky.) We concluded with oral reading fluency; Libby read the decodable reader, Can You See 3?
