I concluded the lesson on the -ti and -ci /sh/ endings (Megawords 7, List 37, p. 61). Colson read examples of words with -cial, -tial, -cious, -tious, -cient, -tient, -tience endings. I dictated the following words for Colson to spell: gracious, provincial, sequential, precocious, especially. We reviewed morphology and SAT words to build his vocabulary. Colson expressed interest in writing his name in cursive, so I taught him that skill (we will revisit). To conclude, Colson read a timed oral reading fluency passage (Megawords 2, List 12, p. 62), highlighted the two words he read incorrectly, and answered reading comprehension questions. I emphasized looking to the text for the answer, putting the answer in his own words, and inferring meaning beyond the literal.

I continued the lesson on the -ti and -ci /sh/ endings (Megawords 7, List 37, p. 61). Colson read examples of words with -cial, -tial, -cious, -tious, -cient, -tient, -tience endings. I dictated the following words for Colson to spell: gracious, partial, financial, delicious, patience, patient, initial, infectious, nutritious, especially. We reviewed morphology and SAT words to build his vocabulary. To conclude, Colson read a timed oral reading fluency passage (Megawords 2, List 11, p. 47) and answered reading comprehension questions. I emphasized looking to the text for the answer, putting the answer in his own words, and inferring meaning beyond the literal.

I was late today for an unexpected pet emergency; Libby had 20 extra minutes with the occupational therapist, Christina. In the remaining 25 minutes, we accomplished the following: I conducted visual, auditory, and blending exercises. Using manipulative letters, Libby builds CVC words and substitutes the vowels as directed to make new words (usually she substitutes the initial sound; this was a significant change for her). I dictated five CVC words for Libby to spell and write. I taught her to "tap and sound out" as she wrote. We went outside and sequenced the alphabet while bouncing a ball. Libby is close to mastery in this skill. To conclude, Libby read a decodable reader from FlyLeaf Publishing, "To the Top."

Today, we worked on building Colson's morphology and vocabulary decks I taught the following prefixs: pro, pre, trans, inter, de, and per We brainstormed example words for each I taught two new SAT words: deleterious and amicable Colson read two oral reading fluency passages for time and accuracy (Megawords 2, Lists 13 & 14) both of which contained words with example prefixes learned. He is improving with his reading rate and accuracy His reading comprehension remains quite literal; we will continue to work on making inferences from the text.

After a snack, we did two alphabet awareness activities: sequencing while bouncing a ball and sequencing with manipulative letters. I conducted visual and auditory drills. I reviewed the letter v and introduced letter g as a new concept. We read a Sesame Street book, "Grover Finds His G." Saskiia practiced tracing the letter G with a pink marker. To conclude, she made a cover for her notebook, practicing writing her name and decorating it with her favorite colors.

Eliana arrived with a book she was excited to read, so we began with that. Entitled "Kung Pow Chicken: Let's Get Cracking," it is a graphic novel that (while silly) is precisely on her grade level and of interest. I conducted visual, auditory, and blending drills. We reviewed the ee vowel team, and I taught ea /ē/ as a new concept. Eliana chose examples of words to add to her SLAP vowel team deck. To conclude, we organized her backpack and school notebooks.

To begin, Eliana re-read her oral reading fluency passage assigned for homework (Wilson 2, pg. 43). I conducted visual and auditory drills of the vowel patterns we are working on (er/ir/ur, ar, or, ai, ay). Eliana read a list of example words, and then we played a game of SLAP with all syllable types learned for reinforcement. For spelling, I dictated sentences for Eliana to write and edit (She will bite her sister. She put the tray on the sand. He hit the nail with the hammer. My dad will save the day.) I taught the vowel combination ee as a new concept; Eliana read a list of example words (Recipe for Reading, pg. 127. I had Eliana sort the SLAP game into syllable types; we divided the cards into two games (closed, open, silent-e, r-controlled for game one, vowel combinations for game 2). To conclude, Eliana read an oral reading fluency passage (Wilson 2, pg.. 44).

I began with visual, auditory, and blending drills. Libby read CVC words with all short vowels. For spelling, I dictated similar words for Libby to write. Someone had given her a metal ring from the supply closet; we decided to cut out her irregular word list (tactile sand words made on paper plates), punch holes in them, and add them to the ring. After this activity, we reviewed her irregular word list. To conclude, Libby read a decodable book from FlyLeaf Publishing, Can I See Tom? I will have her re-read the book in the next session to improve her oral reading fluency and build her confidence.

I began with visual, auditory, and blending drills. Libby read CVC words with all short vowels. For spelling, I dictated similar words for Libby to write. We reviewed her irregular word list and learned a new word: to. Using glue and sand, we created a tactile flashcard for Libby to add to her list. To conclude, Libby read a decodable book from FlyLeaf Publishing, Can I See Tom?"

We went outside for today's session. Libby and I sequenced the alphabet while bouncing a ball back and forth. Next, Libby independently sequenced the alphabet using manipulative letters. We identified the vowels and consonants, and I explained that a vowel is in every word or part of a word (syllable). I conducted visual, auditory, and blending drills. Libby is beginning to understand a digraph (two letters, one sound, such as /sh/, /th/, and /ch/. We read a new Mercy Watson book, Mercy Watson the Piglet. Libby enjoying learned the backstory of Mercy Watson!