I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included b, a, d, i, e, ir, u, x, o, sh, wh, ck. Phonemes included /er/, /w/, /k/, /sh/, /x/. Words on the blending board included bird, third, gird, gerd, herd, had hid, hide, ride, rid. We practiced phonological awareness using a PowerPoint slide with movable squares. Wyatt successfully deleted the first or second syllables of a two-syllable word. I introduced ur /er/ as a new concept using UFLI slides to guide my lesson. Wyatt read example words. To conclude, Wyatt read a decodable text, "We Can Get Fit."

I began with a review of the sound deck with auditory and blending drills. I reviewed two concepts; phonological awareness and the grapheme er. I introduced ir /er/ as a new concept using UFLI slides; Wyatt read example words. Wyatt wanted to read two books, so he read "We Can't Stop!" and "Fran can Flip." from FlyLeaf publishing. I dictated a sentence for Wyatt to edit using the CAPS mnemonic ("Fran can flip!)

I was happy to see that Wyatt was feeling better today. I began with a review of the sound deck with auditory and blending drills. Phonemes included /t/,/v/,/x/,/y/,/z/. Words on the blending board included win, wine, fin, fine, shine, shone, bone, throne, scone, stone. I introduced the grapheme er as a new concept. Using PowerPoint slides prepared by UFLI, I introduced the grapheme and associated phoneme and where it is located in a word. He read a decodable book, "Hints of Fall." I dictated the sentence "It is fall." for Wyatt to write and edit.

I began with a review of the sound deck with auditory and blending drills. Graphemes included b,a,d,nd,nt,i,e,u,x,o,y,sh,wh,ck,pl,tr. I revisited the FFLLSSZZ spelling rule. The new concept for the session was silent e. I dictated example words for Wyatt to write on the dry erase board. To reinforce the idea, he read a list of words on wheelofnames.com. The connected text was the decodable book "Fred and Max in the Sandbox."

I reviewed the sound deck with auditory and blending drills. Phonemes included /sc/,/b/,/st/,/c/,/sp/,/nd/,/u/,/nt/, Words on the blending board were VC-e words. To practice decoding CVC and VC-e words, we played four rounds of tic-tac-toe (each square was a word.) Wyatt read a decodable reader, "Dogs."

I began with a review of the sound deck with visual and blending drills. Graphemes included sc,b,st,d,c,sp,sm,nd,not,u.) The words on the blending board included swell, smell, small, best, west, went, wept, weld, wet, well. To practice phonemic awareness, we deleted one syllable of a two-syllable word using a visual prompt. The new concept was the V/CV syllable division pattern, as in the word tiger. Wyatt read the decodable reader, "Meg and Jim's Sled Trip."

I began with a review of the sound deck with visual and blending drills. Graphemes included b,a,d,nd,not,I,e,u,x,o,y,sh,wh,ck,pl. Words on the blending board included will, wiff, wind, wimp, wilt, wish, wisp, wing, and wich. For phonemic awareness practice, I used a PowerPoint with movable squares to help visualize the deletion one syllable of a three-syllable word. We reviewed the VC/CV syllable division pattern, marking the vowels and syllabicating the following words: torrid, poplin, ransom, signet, aspen, allot, gallop, and damson. Wyatt read a decodable reader, "Balls."

I began with a sound deck review with auditory and blending drills. Phonemes for the auditory drill included the long sounds of /a/, /e/, /i/, /o/, and /u/. I was pleased that Wyatt identified both graphemes (spellings) taught so far without prompting. Words in the blending drill included late, mate, skit, skite, ball, wall, small, and squall. I revisited phonemic awareness using a PowerPoint slide with manipulative squares as a visual aid; Wyatt accurately dropped one syllable of a two-syllable word. I re-taught the signal vowel rule and the soft sound of c /s/. Wyatt completed a syllable-sort to demonstrate his understanding of the concept.

I began with a review of the sound deck with auditory and blending drills. Phonemes included /f/,/l/,/s/,/t/ and /v/. Words included gate, nate, mote, rote, rot, roof, rand, and ring. We practiced phonemic awareness for concept review using a PowerPoint of manipulative squares as a visual to delete a syllable from a two-syllable word. The new concept was a as /o/ in words like ball and fall. The connected text, "Fun in Winter, Spring, and Fall," reinforced the lesson. I dictated the sentence, "The smell of fall is the best." Using the CAPS mnemonic, we edited the sentence.

I began with a review of the sound deck with auditory and blending drills. Phonemes for the auditory drill included /ch/, /sh/, /th/, /r/, /s/. I used the blending drill to revisit silent e and the FFLLSSZZ spelling rule. For connected text, Wyatt read the decodable book "It's Just a Box" but got frustrated, so we switched to an easier text, "We Can Get Fit." I realize that I need to re-teach the ending -ed as /d/ spelling pattern.