There was a substitute teacher assisting today, and she forgot to bring Rhett for his session. Therefore, I taught Wyatt for the entire hour. I began with a review of the sound deck with auditory and blending drills. I used the blending board to review silent e; Wyatt retained the information from yesterday's session. Using the game Phonics Dice, I reviewed the closed, open, and silent e syllable types. I was delighted that Wyatt could demonstrate understanding in a game (he has balked at other strategies.). He was enjoying it so much that we played several rounds.
To conclude, Wyatt read a decodable book, "Vivid" by FlyLeaf Publishings. Wyatt read very well. I was so pleased that I told him I would text his dad that he had done a great job.

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. Wyatt had been introduced to the idea, but didn't understand it. We practiced adding silent e to words like pin, hid, Jan, mad, gap. I dictated words for Wyatt to write. Next, he read a decodable book, "Fred and Max in the Sandbox" which included several silent E words. I dictated a sentence for Wyatt to write and edit using the CAPS mnemonic. ("Fred and Max like to dig in the sandbox.")

I began with a review of the sound deck with auditory and blending drills. The sound deck included the graphemes from the last session plus -nt and -nd. I revisited phonemic awareness with a syllable dropping exercise for concept review, using a PowerPoint slide with movable colored squares as a visual aid. For example, "say photograph; now say photograph but don't say photo." Dropping one syllable was a difficult concept for both boys; I will incorporate it every session until they achieve mastery. For the new idea, I introduced the signal vowel rule and the "soft" sound of c. When followed by the vowel e, i, and y, c makes its soft sound /s/. We read example words together )cent, race, ice, rice, cell) and reinforced with a wheelofnames.com list of words. The connected text was a decodable book, "It is Halloween." I dictated the sentence, "It is fun to pick hats and masks!" for the boys to write and edit using the CAPS mnemonic.

I began with a review of the sound deck with visual and blending exercises. Graphemes included b,a,d,i,e,u,x,o,sh,wh,ck,pl,sl,tr,fr. The blending board words included back, jack, tack, tang, band, sang, sing, ring, ding, dill, diss, diff. I revisited phonemic awareness with a syllable sort game. I introduced a new concept, the -nd and -nt ending blends. We read a word list together (went, pant, lint, hand, bland, rand), and I dictated several words to write on the dry-erase board. To reinforce the concepts, I created a "spinning wheel" on wheelofnames.com with more example words. The connected text was a decodable book from FlyLeaf Publishing entitled "I Can Plant a Seed." I dictated a sentence to write on the dry-erase board and edit using the CAPS mnemonic (capitalization, appearance, punctuation, and spelling.)

I reviewed the sound deck with visual and blending drills. Graphemes included b,a,d,i,e,u,x,o,sh,wh,ck,pl.sl,tr, and fr. To practice phonemic awareness, Wyatt did a syllable sorting exercise, alternately stomping his feet, fist, and placing his hand under his jaw to count the syllables in each word. The new concept was -nk. We read example words together (sink, pink, bank, thank). I dictated words for him to write on the dry erase board. To reinforce the concept, Wyatt read words on a "spinning wheel" that I created using wheelofnames.com. Wyatt read a decodable text, "Stink Bug" and was delighted to point out the text's -nk words. To conclude, I dictated a sentence for him to write and edit ("This is a stink bug.")

Wyatt was on time and ready to learn! I began with a review of the sound deck with visual and blending drills. The graphemes included the following: b,a,d,e,f,h,i,o,p.qu,sl,pr,sc,sp,st,ch. To strengthen phonemic awareness, we used Elkonin boxes to sort words with two and three phonemes. I taught Wyatt about the open syllable (a syllable in which the vowel is not followed by a consonant and makes a "long" sound.) Wyatt read example words of both open and closed syllables. He read the decodable reader, "My Wagon is Red." To conclude, we played a game of Phonics Dice with CVC words.

I was delighted to see Wyatt on my screen, on time, and ready to work! I began with a review of the sound deck with visual and blending drills. Graphemes included the following: b, a, d, e, f, h, i, qu, r, s, t, u, v, y, z, tr, bl, st, sn, cr, ck, ch. For concept review, I revisited the ng digraph, showing example words to read and dictating example words for Wyatt to write on the dry erase board. Today's new concept was suffix -ed (pronounced /ed/) added to a baseword to indicate past tense. I explained the idea and showed example words for Wyatt to read. To reinforce the concept, I created a "spinning wheel" of example words using wheelofnames.com. Wyatt read a connected text, "Jen's Best Gift," with Rhett's help.

I prepared a 30 minute OG lesson for Wyatt but he did not show up for the lesson. I stayed on the line for the duration of the session.

Wyatt was 15 minutes late to the session (there was some confusion in office, apparently.). I reviewed the sound deck with visual and blending drills. To practice phonemic awareness, Wyatt identified the sounds in two and three phoneme words using Elkonin boxes. The new concept was adding an "s" to make a plural word. The concept was reinforced by reading "This and That," a decodable reader by FlyLeaf publishing. Wyatt wrote a sentence from the book and edited with my help.

It was good to see Wyatt back at school today. I am glad that he wasn't sick! I began the session with a review of the sound deck with visual and blending drills. The deck included S blends (which I taught yesterday), and Wyatt picked up on the concept quickly. Today's new idea was the FFLLSSZZ spelling rule (in a single syllable word that ends in f, l, s, or z, double the final letter.) I introduced the concept, read, and dictated words for Wyatt to write on the dry erase board. To reinforce the idea, Wyatt read aloud the decodable book "Will Up at Bat." I dictated two sentences for Wyatt to write. We worked together to edit the sentences for capitalization, appearance, punctuation, and spelling.