I began with a review of the sound deck with visual, auditory, and blending drills. The grapheme and phoneme lists were the same as the previous session. Rhett has learned several new vowel teams, and I think that he will benefit from a little time to process the new concepts. Words on the blending board included coin, join, loin, groin, groan, moan, loan. We played a game of Phonics Dice to practice syllable types. I introduced the Fry Word list; Rhett successfully read the first 18 words. I taught the word they as a new concept. Rhett read a chapter of the decodable book, "Kate's Book." I dictated a sentence for him to write and edit, "They are mean!"

I began with a review of the sound deck with visual, auditory and blending drills. Words on the blending board included die, pie, tie, too, foo, food, good, hood, loud, proud. I taught ea /e/ as a new concept; Rhett read example words. Rhett read three chapters of a decodable book and recorded them in his reading journal.

I began with a review of the sound deck with visual and auditory drills. I taught the grapheme ow /ou/ as a new concept. I dictated a list of words for Rhett to write on the dry-erase word, including owl, tower, clown, brown, flower, power. Rhett read a decodable text, "Amazing Snakes" and recorded the book in his reading journal. I dictated a sentence for Rhett to write and edit, "Listen to me now!"

I began with a review of the sound deck with auditory and blending drills. Rhett enjoys writing on the dry erase board and always asks for the auditory drill! Phonemes included /er/, /f/, /O/, /A/, /E/. I am delighted that Rhett has mastered the multiple spellings for the long vowels. Always eager to read for his reading journal, Rhett read chapter three of "Summer Fun at Duke Park" and chapters one and two of "The Cat Bandit." With the time remaining, we played Hangman; the category was "the beach," and the words were sand and water. I emphasized syllables, ending blends, and R-controlled vowels in the context of the game.

I began with a review of the sound deck with visual, auditory, and blending drills. I utilized the grapheme and phoneme decks from our previous session to bolster Rhett's confidence. I revisited the irregular words want, and water, by dictating sentences (My cat wants to play. My dog jumped in the water.) I taught the grapheme oa as a new concept with UFLI slides and wheelofnames.com to reinforce. He read a timed oral reading fluency passage, "Seeds and Fruits," and I recorded correct words per minute (CWPM). We played a game to practice the diphthongs oi, oy, ou, ow.

I began with a review of the sound deck with visual, auditory, and blending drills. I used the existing grapheme deck with the addition of ou. I focused on ou words such as out, ouch, gout, scout, trout for the blending board. I taught the grapheme ie /I/ as a new concept. Rhett read example words on wheelofnames.com. Rhett was eager to read, so he read two decodable books, "Phil Can Read" and chapters one and two of "Fun at Duke Park." He recorded the books in his reading journal.

I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included it, u, er, ea, ee, ar, ur, a, or, ay, oi. Phonemes included /A/, /er/, E/, /oi/. For the blending drill, I focused on ea words, such as beam, team, seam, teal. I revisited the irregular words want and water and taught what as a new concept. Rhett wrote the words on the dry erase board. I dictated two sentences to write and edit (What do you want? I want water!). To conclude, Rhett read the decodable text "Mister Mole's Stove." It is endearing that Rhett always brings out his reading journal to write down the book.

I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included it, u, er, ea, ee, ar, ur, ai, ur, or, ay. Phonemes included /E/ and /A/. I re-visited irregular words want and water. I taught oi as a new concept using UFLI lesson slides and a wheelofnames.com list to reinforce. Rhett read chapter 3 of "Frank the Fish" and "Interesting Elephants."

I began a review of the sound deck with visual and blending drills. Graphemes included it u, er, ea, ee, at, ur, ai, or, ay. I revisited the syllable division pattern V/CV; Rhett syllabicated a list of unfamiliar words with ease. I taught two irregular words as a concept, want and water. Rhett read chapter two of a decodable book, "Frank the Fish Gets his Wish." I dictated a sentence for him to write and edit (Frank swam in a big glass tank.)

I began with a review of the sound deck with visual and blending drills. Graphemes included o, u, er, ea, ee, ai, ay. Words on the blending board included bat, chat, cleat, clean, mean, bean. Rhett practiced the VC/CV syllable division pattern with a list of unfamiliar two and three-syllable words. He read chapter one of a decodable text, "Frank the Fish Gets His Wish." I dictated a sentence for Rhett to write and edit.