Today Becca enjoyed receiving some Valentine's from fellow school mates. I introduced Becca to the “Days of the Week” song to the melody of the old “Adams Family” t.v. show song. We’ll do this each day.
We enjoyed the book Richard Scary's "Be Careful, Mr Frumble". We worked to find his hat that he kept losing on each busy picture page.
Today we colored and assembled a fish for our F pocket pictures. Becca did a great job coloring independently today. We then reviewed the pictures, with lots of modeling to use at the short sentence level. She traced the letter Ee and Ff with hand-over-hand assistance and labeled the 4 photos for each, to use in our starting sounds word sorts. She scored 7 / 8 in the E and F discrimination sort. She is performing this task more independently each time. Modeling is provided to increase her language from the word level to lengthier productions. We also counted eggs and traced the number to match how many.
We started a segmenting activity today in which we worked on segmenting sounds of short words. I presented Becca with a picture and the three letters to spell the word. She then used letter tiles to match the letters. We then sounded out the word each sound at a time, then said the complete word. Becca did well with the exposure to this task. We did “cat”, “pig”, and “fan”.
We read the first two stories in the Reading Milestones, Level 1 story book. The first story focused on "the boy" and "jumps". The second story added "the girl" and "runs". Becca has memorized some of the stories already and can provide the next word before I even turn the page. We added the third story today which adds “the dog”, “sits”, and “swings”; all while still using the previously introduced words. There is a great deal of photo support as well. On RAZ Kids she echo read about ½ of one of her favorite stories “My family”. I did take Becca to the restroom several times and kept her on the potty to try a bit with some “Old McDonald Had a Farm”. She never went. Around 11:30, she did tell me she had to go, so we raced down to the restroom. She may have felt the urge, but fought it back. After getting her clothes back up and washing her hands, she grabbed herself and said “yes” when I asked her if she needed to go. Again, she did not go. I had try to encourage with the treasure box, by letting her know she had told me she needed to go, so if she went, she’d get a treat. I then let her know that because she didn’t go, I couldn’t give her a treat. I was torn in the situation as I know she has some discomfort urinating right now. I wanted to acknowledge that she asked but then did not want to confuse the reward process since she didn’t actually “go”. We got back to the classroom and she said she had to go again. We unfortunately ended with the same result (no production).