(I chose the five highest interest ones -- VAN, GAS, CAB -- he loves cars and all things around them!-- )
I presented the cards -- asking him the second part of the Three Period Lesson -- giving him a choice between two word cards -- for ex, saying "Which card says VAN?"
He got the concept almost right away and did a great job matching the words with the pictures.
At the end he was almost up to the task of matching five sets by himself, without my prompting. He would get too excited and mismatch them sometimes, and then I would have him sound out the letters to try to give himself a clue.
NOW -- as I mentioned in an earlier post -- he doesn't really "get" sounded-out words, but this process helps him practice it and also demonstrates to him the usefulness of sounding-out. He grasped that fast too, and would "sound out" by himself even though it didn't completely help.
I noticed that in the process of working with him, I was quite naturally helping his pronunciation, so it was a phonological lesson as well as a sort of motor programming and thinking skills lesson. That is what I LOVE about open-ended methods -- there is more than one learning process going on at the same time.
Trying to match
Success!
Then I asked him to choose one word to write. I was expecting this to be less fun, but he liked it so much he asked to write several words. (I use the Writing Road to Reading "language" to help him think about the mechanics of the handwriting, but unlike WRTR, I hold him next to me and hold my hand over his very gently -- he has some spasticity and tremors and this along with his motor processing makes it very difficult for him to tell his hands and fingers what to do)
Then he wanted to paint. More letters! He can make a capital A, I, O, and X by himself now, which is definite progress from last year. 
"Cooking" with playdough and the pots.
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