Session Date
Lesson Topic
Language Arts and Pre-Math
Lesson Outline
Today was W day! We started with a w-walrus pictures pocket. We reviewed the w pictures. We also looked up walrus on the Internet, discussed features, and wrote facts on our walrus for ongoing discussion. We watched the w video on Starfall.com. We then watched "Water" and "We Build" on RAZ Kids. We completed an initial sound discrimination activity in which she had to determine if the word started with W or not. She labeled all 6 correctly! She then required a lot of help tracing the w letters. We watched the RAZ Kids story on "Winter" again to reinforce learning of items that go with winter. We read the cute story of "Mrs. Wishy-Washy's Farm" and how all of the animals got dirty in the mud. We started to color an emergent reader called "Who Is In the Tub?" We looked at pictures of the circus online and then completed a cut and paste worksheet looking at items that belong in the circus. We read a rhyming book called "Llama Llama Red Pajama". Llama Llama was sad and missing his Mama after being tucked in at night. We then did an activity listening to words with -en and -ed endings and sorted them. These are challenging words. We also explored the -en endings on Starfall Learn to Read. Becca enjoyed some learning songs about shapes, numbers, planets, and colors while she ate her snack.
Potty: She finally reached a point around 10:45 where she was holding herself non-stop and wiggling around. She denied that she needed to go to the bathroom, but I felt like it was reaching a point that she just needed to be taken. She did go as soon as she sat down on the toilet.
Potty: She finally reached a point around 10:45 where she was holding herself non-stop and wiggling around. She denied that she needed to go to the bathroom, but I felt like it was reaching a point that she just needed to be taken. She did go as soon as she sat down on the toilet.
Session Minutes
180
Minutes Student Attended
180
Lesson Comments
I presented Becca with the first task in the new reading curriculum. This task is very simple, but quite sterile. The student is required to look at the target word in various written presentations and a plastic reading guide tool is used (all black and white, just the word by itself and with other words). The student is required to “look at”, “touch”, “say”, and “read” the word in varying directives. Becca started out attentive, but after approximately 5 lines, she just started grabbing the booklet, slamming her finger all over the page (instead of pointing), and grabbing the reading tool. I tried to encourage her to get through the complete first task but it seemed useless. I just casually said to her, “we’ll try again tomorrow”. When she doesn’t want to do something, she typically will use a defiant tone of voice and say “no, I don’t want to”. However, after I made the comment today, she started bawling crying and said “I don’t want to” and continued to wail for a few minutes. Then she began demanding to watch one of our “letter videos”. While her knowledge and use of sounds seem to be indicating reading readiness, I question if her attention span and maturity are ready for this structured task. I will briefly try the first task again here and there. I don’t want to turn her off of the task all together by pushing exposure if she is not ready. She could get to where she immediately has a negative reaction if she sees the materials and I don’t want that to happen.
Session Hours
3.00
Hours Attended
3.00
Entry Status
Review Status
Student Name(s)
Subject
School