I began with a review of the sound deck with visual, auditory, and blending exercises. I taught y as /i/ as a new concept; Rhett read example words. He syllabicated a list of unfamiliar three-syllable words. We co-read two chapters of the decodable book, "Grace." To conclude, we played Phonics Dice and reviewed the soft and hard sounds of g and c.

I began with a review of the sound deck with visual and blending drills. The graphemes were the same as the last session with the addition of y as /E/. I re-visited the irregular words could, should, and would; I am delighted that Rhett has mastered their spelling. I taught y as /I/ as a new concept. Using PowerPoint slides, I demonstrated the placement of the grapheme, and Rhett read example words. I dictated three sentences for him to write and edit. To conclude, we co-read a chapter of a decodable reader, "Grace: Mister Spencer and the Rabbits."

I began with a review of the sound deck with visual and auditory drills. Phonemes reviewed included /O/, /ow/, and /A/. I re-taught the irregular words could, would, and should. Next, I introduced y as /E/ using UFLI slides and wheelofnames.com to reinforce the concept. We began a new decodable book, "Grace."

I began with a review of the sound deck with visual and blending drills. I introduced three irregular words: could, should, and would. We discussed the irregular parts of the words (ould), and Rhett wrote the words three times each while articulating the spellings. He read a chapter of the decodable book "Kate's Book." To conclude, we played a game of Phonics Dice to reinforce Rhett's knowledge of closed, open, and vowel-consonant-e syllables.

I began the session with a review of the session with visual and auditory drills. Rhett has been reviewing "sight words" in class. I used the Fry word list to assess his progress; he correctly read 71/72 words. I will use this information to guide my instruction. He read two chapters of the decodable book "Kate's Book: The Scoop" and "Kate's Book: TV Stars." I dictated a sentence for Rhett to write and edit.

Rhett was ten minutes late, so we had an abbreviated session. I began with a review of the sound deck with visual and blending drills. I am pleased that Rhett is mastering the vowel sounds of ou, ea, ow without prompting. He read a chapter of the decodable book, "Kate's Book: The Big Dig." We played a board game with two-syllable R-controlled vowels.

I began with a review of the sound deck with auditory and blending drills. Rhett correctly identified 4/5 spellings of /A/, 1/2 spellings of /oi/, 1/2 spellings of /ou/, 2/2 spellings of /oo/, and 5/5 spellings of /O/. I re-visited "signal vowels" and the soft sound for g /j/. He read example words, and we played a game of Phonics Dice to reinforce soft c and soft g. To conclude, we co-read a chapter of the decodable book, "Kate's Book: Two Good Things and One Bad Thing."

I began with a review of the sound deck with visual and blending drills. I taught the "signal vowel" rule as a new concept. Rhett read c as /s/ words, both in a list and on wheelofnames.com. He was quite enthusiastic about reading the decodable book, and we co-read three chapters! To conclude, we played a game of Phonics Dice to review syllable types.

I began with a review of the sound deck with visual, auditory, and blending drills utilizing the same graphemes and phonemes as the last session. For the blending board, I focused on the "tricky" variant vowel teams. Rhett read Chapter 3 of a decodable book, "Kate's Book." I dictated a sentence from the book. We concluded with a game of "hangman."

I began with a review of the sound deck with visual, auditory, and blending drills. We reviewed /er/ words with a board game. Rhett read two chapters from the decodable book "Kate's book." I see significant improvement in his decoding and prosody.