The teacher presented the fruits using flashcards. The student repeated each fruit after the teacher. The student also worked with a set of 18 flashcards showing the fruits in Spanish and English. The teacher then asked the student to identify specific fruits (e.g., sandía), and the student held up the correct card while saying the word aloud. To finish, the student played a memory game with the flashcards, saying each fruit in Spanish when making a match.

Libby began with daily fast facts on adding 1 before completing yesterday's lesson on how to model adding using tools. Then, we worked on an enrichment activity on understanding the equal sign and making true equations. Libby used flashcards with addition expressions, single digits, and an equal sign to create true equations. Then, she checked her work by performing the addition on one side of the equal sign to see if it matched the value on the other side.

Libby began with daily fast facts on adding 1 before today's lesson on how to model adding to using tools. Libby used cubes to model adding to a group while also associating the vocabulary words plus, equal, sum, and addition sentence. She worked independently on solving problems and will complete the remaining questions from the lesson tomorrow.

Libby and I discussed the concept of acceleration. We talked about the types of things that use acceleration.

Libby completed her interactive calendar. She reviewed what a sentence was and worked on activities demonstrating her understanding of how a sentence should be written. She took her spelling test and her test over sentences. She recounted and wrote down story details from the story "Jack Can." She completed and activity pertaining to the (at) family.

I began with a one-minute phonological awareness exercise (Kilpatrick, D2, #1). With support, Libby sequenced the alphabet and identified the vowels and consonants. I conducted visual, auditory, and blending drills with all letters and the digraphs qu, ch, and ck. Libby did much better than last session, missing only qu and ch. Blending is emerging, but was also better this session. I dictated regular spelling words: up, nap, can, hit, sit. With exaggerated pronunciation on my part, Libby was able to spell and write the words.

The teacher presented the colors, and the student completed an activity by coloring according to the instructions. The student repeated each color after the teacher and then identified the correct color when prompted. The teacher also reviewed the days of the week, and the student completed an activity to reinforce this vocabulary.

1. Brain Warm Ups: "Alpha Toss", "b/d Punch"
2.Chart Tapping: 2nd Chart (Modified Chart 1) Short Vowels and consonant sounds; "Point and Say" dictation
3.Word study. CVC ie: bed; arm tapping

I assessed Libby using the Quick Phonics Screener. She correctly identified all 26 letter names. She identified 21/26 letter sounds, missing /u/, /e/, /w/, /y/, /qu/. When asked to read consonant-vowel-consonant (CVC) words, she could sound out the letter sounds individually, but was unable to blend (read) the sounds. She was unable to read 9/10 common beginning and ending digraphs. She read /ck/, but missed /sh/, /th/, /ng/, /ch/, /wh/, /ch/. In conclusion, Libby lost many of the skills that she had at the end of last year. I am working with Pam Grunow (who teaches her on Tuesdays and Thursdays) to coordinate her OG instruction.

Libby completed her calendar work. She wrote a spelling sentence for her last 4 spelling words. She read and discussed her first story in her reader, "Jack Can." She learned about the main idea and story details. She reviewed what a sentence was and worked on several activities demonstrating her understanding of how to recognize a sentence. She practiced spelling her spelling words. She worked on the (at) family words. She completed several activities pertaining to short (a) words.