Award-Winning Phonics Tutors serving Vancouver

The student read through some first grade sight words; she knew 16 out of 40. We read a story; when she got to a word she did not know she would omit it or wait until I told her what it was. We are focusing on blends and diphthongs so we played a matching game where I had her match the blend with the rest of the word. I saw slight improvement from last session on her knowing how to pronounce the blends.

I met the student today and began our tutoring session with some quick assessments to determine our starting points. She is eager to work and learn! I determined that she needs some practice with short vowel sounds. We worked through some blend ladders (sa, se, si, so, su, etc.) and will continue to practice these until the recall is automatic. We also went over her sight word list from school and played games with some of the words she struggled with. She read a decodable book to me with good accuracy and we did a good deal of 'word work' with the words from the book. We will focus on consonant-short vowel blends and sight word games for the next several sessions.

The student and I read some books to familiarize him with the alphabet. We played a game to work on his letter recognition. We then worked on writing his name. He came up with a great idea, and in my future sessions with him, we will be working through a book that he is very interested in.

We went over the sounds of a few vowel digraphs (au, ew, oo), different sounds of y, read some CVC and CVVC nonsense words, hard/soft g and c, and syllables. The student knows the rules for reading CVC and CVVC words and would sound each part out correctly, but sometimes would change from long vowel to short vowel when blending them. We worked on blending the ending sound first and then adding the first sound to that.

Student 1 - I am going to work on blends and digraphs with her. Today we began the "Ch" and "Sh" digraphs. She was very good at identifying the sounds. Student 2 - He tries to read the sentences very fast. When prompted, he can sound the words out. We began the "EE" and "EA" vowel teams.

Continued to focus thesis and add detail to outline, including specific relevant case studies and statistical information. Began outlining for annotated bibliography entry summaries by breaking articles down by subtitles. Assigned student to check the library for two books that could be helpful for understanding the "Propaganda Model" and "Fear Discourse".