Libby had a doctor's appointment and arrived a few minutes late. I began with phonological awareness (Kilpatrick, E1#2). Libby sequenced the alphabet using alpha-chips and identified the vowels. I reintroduced the concept of a syllable (a word or a part of a word with one vowel sound) and built closed, open, and silent-e syllables. I conducted visual, auditory, and blending drills, focusing on the digraphs sh, th, and ch. For regular spelling, I dictated words with initial and final digraphs (bath, much, pack, that) and demonstrated "finger-tapping" as a way to segment and spell words. I re-taught silent-e. Libby does not grasp the concept yet. To conclude, I read a Halloween book that Libby selected from the school library, "The Good, the Bad, and the Spooky" by Jory John and Pete Oswald.

Libby was late today.

1. Brain Warm up- Alpha Toss, Alpha cards, Alpha chart
2. Phoneme/Grapheme practice- BFR Chart 1 (Consonants, short vowels, ..., 'L blends"
3. Dictation of phonemes- point and say , Write and say
4.Arm tapping words with target sound.
5. Word study with target sounds- identify and highlight
6. Phrase and sentence work with target sounds. read/make short phrase with words studied
7. Review and reinforce lessons in Language Arts reader previously taught by Miss Barbara. (First two stories)

I showed Libby my very favorite book from when I was a child entitled A Quiet Place. We both agreed that we love the illustrations in the book especially of the house, the cat, the little girl, and the little boy who screams. Libby giggled over the little boy who screams until the little girl shares part of her sugared bun with him. Libby said she would like to make a book like it. I told she absolutely could write her own story and illustrate it. Then I showed her the fall landscape I painted and identified the foreground, the middle ground, and the background. Objects in the foreground are larger in size, sharper in detail, and brighter in color. As objects move back in space, they get smaller in size, fuzzier in detail, and duller in color. I demonstrated how to draw pumpkins, and then had her try it. She drew her landscape with a tree, pumpkins, a house, and some cats. She will finish it next week during art.

Libby worked on a computer program that teaches students where the letters are located on the keyboard.

Libby completed her interactive calendar. She reread two stories 'Nat and Sam," and "Six Kids." She was able to explain all key details in the proper sequence. She practiced sounding out her r-blends, s-blends and l-blends. She read all her sight words. She practiced making all her short vowel sounds. She explained what a statement is and what punctuation marks are used for a statement. She practiced using the proper punctuation marks for an exclamation sentence and a question sentence.

Libby and I continued to work on how to model taking apart using counters. Libby listened to problems and drew counters to represent the total amounts. Then, she colored or crossed out the counters to model the amounts being taken away from the group before writing the corresponding subtraction sentence. While working, Libby and I focused on vocabulary terms and understanding what the answers represent.

Practice Math facts

Libby was absent today.

Libby was absent today.