First, we reviewed Eliana's homework and corrected any mistakes (syllabication, spelling sentences, Wilson oral reading fluency. I conducted visual, auditory, and blending drills to review the following: oi, oy, oo, ay, ai, ee, ea. We played several games of SLAP to reinforce the above concepts. To conclude we read two chapters of Dogman by Dan Pinkman.
I began with visual, auditory, and blending drills. Libby is close to automaticity with all of the letters and digraphs taught, wavering only with "qu," "ck," and "ch." Her confidence when blending CVC words is so encouraging. I read a chapter of "Where Are You Going, Baby Lincoln?" by Kate DiCamillo; Libby colored the illustrations as I read, and we paused to make predictions, ask questions, and summarize the text. Libby has remarkable recall and makes observations beyond her years. I dictated a sentence for her to write and edit (Baby is on the train.) Libby's letter formation and encoding are good; we will work on properly spacing words. Great job, Libby!
We began by finishing the short story that Colson read last session, "The Hitchhiker" by Louise Fletcher. Colson understood the (shocking) ending and otherwise demonstrated good comprehension of this radio play written in 1941, perhaps because it influences shows that he is familiar with, such as "Black Mirror." Next, we continued with middle syllable schwa words (Megawords 3, List 17, p. 39). Colson read example words (metaphor, enemy, diplomat, stimulate), syllabifying as necessary. He read a timed oral reading fluency passage (Megawords 3, List 19, p. 96) in just over one minute with one error. He correctly answered the reading comprehension questions. He practiced writing his first name in cursive and learned the beginning of his last name. To conclude, we reviewed his SAT vocabulary word list and added a new word: egregious.
We began by reviewing Eliana's homework. She struggled with writing her spelling words in cursive (specifically connecting "oo" to words such as "room"), so I retaught her the concept. She re-read her oral reading fluency passages (Wilson 3, pp. 28-29). We reviewed last session's concept (oo /ū/), and I taught oo /û/ as a new concept. Eliana read example words, and we made cards to add to the vowel combinations SLAP! Game. We played several rounds to reinforce the various vowel combinations. Eliana syllabicated two-syllable words with VCCCV patterns. To conclude, we read "Dogman" by Dan Pilkman.
I continued the lesson on middle-syllable schwa; Colson read and spelled example words (emphasize, complement, chocolate, insulin) syllabicating if necessary. He read a timed oral-reading fluency passage (Megawords 3, List 18, p. 77) in one minute, ten seconds with no errors. He correctly answered the reading comprehension questions, referring to the text as necessary. We reviewed his morphology list, including the word parts' meaning, spelling, and example words. I taught him the cursive letters of his first name; he practiced each letter independently and connected. I will be absent tomorrow; in preparation for his substitute, I introduced the short story they will co-read, "The Hitchhiker" by Lucille Fletcher.
I taught middle syllable schwa as a new concept (Megawords 3, List 17, p. 39). Colson read example words and syllabicated as necessary. He read a timed oral reading passage and answered reading comprehension questions (Megawords 3, List 17, p. 54). We co-read a short story by. Neil Gaiman, "Click, Clack, the Rattle Bang." It is an example of the gothic, or horror, genre. As we read, we paused to clarify unfamiliar vocabulary, make predictions, and ask questions. Colson demonstrated good reading comprehension and seemed to enjoy the unexpected ending of the story.
We reviewed Eliana's homework. I conducted visual, auditory, and blending drills. I dictated spelling sentences for Eliana to write in cursive and edit (Did you enjoy the snack? What did you do to annoy your sister?) I taught the vowel combination oo as a new concept. Eliana wrote example words on cards to create a spelling deck to study before the next session. We played a game of Crazy Moose to reinforce the syllable types known. To conclude, Eliana read two oral reading passages (Wilson 3, pp. 26-27).
