I began the session with a review of the sound deck with visual and blending drills. To strengthen phonemic awareness, we segmented words using Elkonin boxes. We revisited yesterday's concept, compound words.

I continued to build a list of irregular and high-frequency words. Today we tackled the, is, his, as, has, and you, practicing both reading and spelling.

The connected text was a book from Flyleaf Publishing entitled Scamp Gets a Bath. This decodable text included the irregular and high-frequency words above, as well as opportunities to practice reading CVC, CCCVC, compound words, digraphs, and blends. I dictated a sentence from the book and helped edit using the COPS acronym.

Wyatt arrived at our session on time, ready to work. I reviewed the sounds deck with visual and blending drills. To reinforce phonemic awareness, we played a sorting game to count and classify words. I taught compound words (sunfish, sunset, catfish.) Wyatt seemed proud to read big words. Next, he read a decodable book called The Sunset Pond. He was very appreciative of the illustrations and read very well.

I reviewed the sound deck with auditory and blending drills. The graphemes included initial L blends. I introduced a new concept, initial R blends such as br, dr, fr, gr, pr, tr. I dictated words for Wyatt to write on the dry-erase board (frog, trap, brag, crib, drip.) Wyatt read a decodable book reinforcing the concepts (Ted Can Do Tricks by FlyLeaf publishing.) I dictated a sentence from the book for Wyatt to write; we edited using the COPS acronym (capitalization, order, punctuation, and spelling.)

I reviewed the sound deck with visual and blending drills. I reviewed the irregular words the, you and too. Wyatt demonstrated that he can read and spell the words. I presented the -ng and -nk word endings with example words. I dictated words for Wyatt to write. He read two decodable books (FlyLeaf Publishing) to reinforce graphemes learned to date.

I reviewed the sound deck with visual and blending drills. Wyatt is starting to get the hang of the graphemes introduced this week (initial L blends.). He was eager to read a book; he read two decodable readers (Dot Likes to Dig and Hal Has Lots of Hats!). He is improving with this CVC decoding.

I began with a review of the sound deck with visual and blending drills. I included the "L blend" graphemes taught yesterday in the sound deck. We discussed the definition of a syllable, and Wyatt sorted 2, 3, and 4 syllable words. He "pounded and sounded" to count the syllables. I taught the irregular words the, you and to. We discussed what part of the words is irregular, or unexpected and not able to be sounded out. Wyatt wrote each word three times on the dry erase board and three times using "air writing." He read a decodable text "Dot and Dan" which provided CVC decoding practice and the irregular words taught today.

Wyatt attended the first half of the session. I conducted a sound deck review with visual and blending drills. I reviewed the concept of a syllable (a part of a word with a vowel) and a closed syllable (a vowel followed by a consonant and makes a short sound.) I taught a lesson on "l" blends (bl, cl, fl, gl, ph, sl) and dictated example words for Wyatt to write (blot, clap, flop, glop, plum). We "finger tapped" the letter sounds. Wyatt read a decodable book, "We Can't Stop!" I dictated a sentence for him to write ("The cat can stop!"), and we edited it to correct punctuation and capitalization.

I began with a review of the sound deck with visual, auditory, and blending drills. To conclude, Wyatt read a Flyleaf decodable reader, Pam Likes to Nap. I am pleased that Wyatt asks to read a book at every session.

Wyatt did a great job today. I began with a review of the sound deck with auditory and blending drills. Wyatt came up with the idea of rolling the dice to pick the vowels for the blending exercise; this kept him engaged. We played a syllable counting and sorting game; Wyatt stomped his feet to count the syllables. Next, we talked about the definition of a syllable (part of a word with one vowel sound), and I taught Wyatt about the closed syllable (a vowel followed by one or more consonants; the vowel makes its short sound.) Wyatt read aloud a book by Flyleaf Publishing call "C or K?" which he seemed to enjoy.

Wyatt was in great spirits today. I reviewed the sound deck with visual and blending drills. Wyatt asked if we could keep working on -ck words because he "messes those up a lot." I was pleased with his self-advocacy! He re-read yesterday's book; I had it open on my desktop from Rhett's session, and I thought the repetition would be beneficial. To conclude, we played a round of Phonics Dice with CVC words.