I engaged Santino in playful activities that promoted social interaction. We sang together, and Santino occasionally followed by repeating a few parts of the melody. I also recited some nursery rhymes, positioning myself in front of him and close to eye level, so I was sure he heard and saw me. If Santino's attention waned, I requested a high five, placing my hand just above my eyes so he would make eye contact. Gestures and eye contact build a foundation for language, so I always try to encourage Santino by modeling and responding to behaviors. I imitated a lot of his sounds, verbalizations, and positive play behaviors as a means by which to encourage increased vocalizations and interaction. It also tends to encourage Santino to copy me and take turns. For example, when Santino rolled a car, I did the same, and when he hopped around the room, I copied him. He enjoys this interaction and it fosters increased interaction. As usual, I followed Santino's interests. Rather than interrupting his focus, I followed along with words and narrated whatever it was he was doing. Today, when he was playing with a shape sorter, I repeated the word “in” when he put a shape in its slot, and said the shape and the word 'shape’ (e.g., ‘circle shape’), whenever he held up the shape, and I said “dump circle shape” when he dumped them out to start over. Talking about and narrating activities in which Santino is engaged associates vocabulary to functional speech. I also gave Santino an opportunity to enjoy some outdoor time and he washed up when we returned indoors. Santino drank a sip or two from a cup; however, once inside the classroom, he became upset when we could not find any Pediasure to pour in his bottle. He kept handing it to me and grew frustrated when he took sips and found only water. I mentioned this to Ingrid when she came to pick Santino up, and she’ll include some in his book bag tomorrow. Santino left in good spirits, and was interested in looking at the Beta fish that was a new addition in the classroom.