I began with a review of the sound deck with visual, auditory, and blending drills. Graphemes included o, u, er, ea, ee, ai, ay. Phonemes included /A/, /E/, /er/, /b/. Words on the blending board included bead, lead, read, bird, bard, yard, fard, fed, feed. I taught oo /oo/ as a new concept, using UFLI slides to guide my lesson. I showed Rhett where the grapheme can be found in a word, and we read example words. To reinforce the concept, we played a board game with ee and oo words. Rhett and I co-read two chapters in the decodable book "Queen Bee Needs to be Free." I dictated a sentence for Rhett to write and edit, "I like Minecraft a lot!"

I began with a review of the sound deck with an auditory and blending drill. Rhett is not retaining the recent graphemes taught (ai and ay). He can read them but not retrieve them for encoding. I spent sometime re-teaching ai, ay, ee, ea, and dictated words for Rhett to spell. Rhett read two chapters of a decodable reader, "Queen Bee Needs to be Free." I dictated two sentences for him to write and edit. ("What is a swarm? and "Queen Bee Needs to be Free!")

I began with a review of the sound deck with auditory and blending drills. The phonemes included /A/,/ar/,/er/,/or/,/ir/,/ur/. I introduced the grapheme ay as a new concept. Using PowerPoint slides provided by UFLI, I showed Rhett where in a word ai can be found, and he read example words. We co-read the decodable reader, "A Sled Dog Morning." I dictated a sentence for Rhett to write and edit (I jump from bed and put on pants and a jacket." To conclude, we played several rounds of tic-tac-toe with R-controlled vowel words.

Wyatt wasn't feeling well after a dentist appointment, so I taught Rhett for one hour. I began with a review of the sound deck with auditory and blending drills. Phonemes included /ch/, /sh/, /th/, /A/, /E/. Words on the blending board included shush, smush, mush, brush, crush, blush, slush, flush. We practiced phonemic awareness (dropping one syllable of a two-syllable word) using a visual aid (PowerPoint slide with squares.) I taught the grapheme /ai/ as a new concept. I explained its placement in a word and Rhett read example words. He read the decodable text "My Summertime Camping Trip." As a reward, we played tic-tac-toe with CVC and silent E words and Shoots and Ladders with consonant blends words.

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.) Rhett read a decodable reader, "The Case of Jake's Escape, Chapter 4."

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. Rhett read the decodable reader, "The Case of Jake's Escape, Chapter 3." I dictated the sentence, "Stop that big dog!" for Rhett to write and edit.

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. Rhett read a decodable reader, "The Case of Jake's Escape, Chapter 2." I dictated two sentences for him to write and edit (Jake likes snacks. Jake is a bad dog!)

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 Rhett 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; Rhett accurately dropped one syllable of a two-syllable word. I re-taught the signal vowel rule and the soft sound of c /s/. Rhett completed a syllable-sort to demonstrate his understanding of the concept.Rhett read Chapter 1 of a decodable text "The Case of Jake's Escape." He was intimidated at first with the idea of a chapter book, but he read well. I dictated a sentence, "Did Jake escape the yard?" for Rhett to write and edit.

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 sound deck review with auditory and blending drills. The phonemes for the auditory drill included /n/, /p/, /kw/, /m/, /r/. I used the blending board to revisit the graphemes ar and er and the FFLLSSZZ spelling pattern. I re-taught the signal vowel rule as it relates to soft c /s/. I used slides, dictation, wheelofnames.com, and a syllable sort to accomplish this. Rhett read the decodable text, "It's Just a Box." I need to re-teach the ending -ed as /d/ concept.