I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included b, your, ai, d, ar, or, it, ur, p, qu, ea, ay, er, ai. Phonemes included /A/, /k/, /f/. The words on the blending board included bead, read, lead, paid, braid. We played a game of Phonics Dice to practice syllable types. Wyatt read one chapter of a decodable reader, "The Two Dogs."

I began with a review of the sound deck with visual and blending drills. Words on the blending board included feed, deed, heed, herd, nerd, nod, node. I introduced the grapheme ea /E/ as a new concept; Wyatt read example words. We co-read a decodable book, "The Frog King," which Wyatt found hilarious.

I began with a review of the sound deck with visual and blending drills. I re-taught the grapheme ai, and Wyatt read example words. We co-read an article entitled "Visit to a Volcano" from Readworks. I dictated a sentence for Wyatt to write and edit, "The rock is big."

I began with a review of the sound deck with visual and blending drills. The sound deck included the same graphemes as the last session with the addition of ee. The blending board's words were feed, deed, heed, seed, week, paid, maid, raid, rid, ride. We played a game of tic-tac-toe with digraph, trigraph, CVC, and CV-e words. Wyatt read a decodable reader entitled "The Cat Bandit."

I began with a review of the sound deck with visual, auditory, and blending drills. I utilized the same graphemes and phonemes as yesterday's lesson. For the blending drill, I focused on ai and ay words, such as day, bay, bail, bait, ball. I taught the grapheme ee as a new concept utilizing UFLI slides to guide the lesson. To reinforce the idea, Wyatt read the decodable text, "I Can Plant a Seed." With a few minutes left in the session, we played a game of Hangman.

I began with a review of the sound deck with visual, auditory, and blending drills. I utilized the same graphemes as yesterday's lesson with the addition of ay. We played the "syllable walk" game to review closed, open, and silent e syllable types. I taught the irregular words (what, and, of ) as new concepts. Wyatt and I co-read "The Case of Jake's Escape" to conclude.

I began with a review of the sound deck with visual, auditory, and blending drills. For the visual drill, graphemes included b, ur, ai, d, ar, or, it, u, x, ur, p, qu, er. For the auditory drill, phonemes included /ar/, /er/, /or/, /w/, /x/, /z/. I focused on ai and ar words for the blending drill, such as wait, gait, chart, part. I introduced the grapheme ay as a new concept. Using a slide lesson from UFLI, I explained the grapheme placement. Wyatt read example words on wheelofnames.com. He read a timed oral reading fluency passage, "Fox and Frog." I recorded correct words per minute (CWPM).

I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included b, ur, d, it, u, x, it, p, qu, er, sh, wh, ck. Words on the blending board included date, rate, crate, fate, skate. We practiced closed, open, and silent E syllables with a game of Phonics Dice. I taught ai as a new concept utilizing UFLI lesson slides. Wyatt read a decodable text, "I Sang a Song to Spring." I dictated a sentence for him to write and edit (My dog barks a lot!)

I began with a review of the sound deck with visual and blending drills. Graphemes included b, ur, di, it, u, x, it, x, p, qu, er, sh, wh, ck. Words on the blending board included fern, tern, stern, turn, churn, spurn, bird, gird, third. Wyatt syllabicated and decoded compound words, including sunset, bobcat, inlet, Batman, pigpen, catnip. This concept was a review for him; it is so encouraging to see his confidence in reading "big words" increase.

I taught or as a new concept, demonstrating where it occurs in a word and reading example words (fork, corn, for, store, orb). Wyatt read a decodable text, "The Sunset Pond." I dictated a sentence for him to write and edit (Bud is the best dog!)

I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included b, a, d, I, e, u, x, o, sh, wh, and ck and phonemes /er/, /w/, /k/, /sh/, /x/. Words on the blending board included bird, third, gird, hard, herd, had, hid, hide, ride, rid. I reviewed phonological awareness using a PowerPoint slide with movable squares to help Wyatt visualize the syllables in a word and then delete one syllable of a two or three-syllable word. I introduced the grapheme ar as a new concept. Using UFLI slides to guide the lesson, I showed Wyatt grapheme location, and he read example words. To reinforce the concept, we co-read a decodable text, "Marvin's Trip to Mars."