Today we started with a nonfiction book called "Giraffes". We discussed features of the giraffes in the pictures. We then colored and assembled a paper bag giraffe puppet. (Becca was given the option of making a giraffe for the wall like her elephant, but she chose the bag puppet). We looked at the body parts of the head of the giraffe and what the parts do. We counted the body parts and the number of spots we put on our craft. We watched G on Starfall and RAZ Kids "Go, Go, Go". We used the magnetic letters on the whiteboard today to practice initial consonant sounds and letters. There was a field of approximately 15 letters. I would ask her what letter says "giraffe" and she'd search for the letter. She did a terrific job finding the letters. She performs very consistently with consonants; we will work more on strengthening identification of words that start with vowels, which is a more difficult task. We watched “Winter” and “Summer” on RAZ Kids again to reinforce exposure to those two concepts. We then repeated the picture sort activity we did last week, in which at that time, Becca answered “summer” for each of the items. Today she sorted 9/12 of the pictures correctly. We re-read “Mrs. Wishy-Washy‘s Farm today. I emphasized the rhyming in the words and with repetition, there is the hope that Becca will be able to fill in the rhyming word when I pause. We then completed our emergent reader "Who Is In the Tub?" Becca helped color the pages and then we read the book. Becca helped name animal in the tub and as she caught onto the repetition of the book, she helped say “the tub”. (The sentences are: “The (pictured animal) is in the tub.”) We watched “The Big Pig Song” today and then finished our –ig word booklet. We added –ig to the beginning consonant to make p + ig. We then read each one. We also worked with our wooden letter block lacing. Now instead of just asking Becca what the letter “says” (its sound) and “is for” (words it starts), I’m encouraging to list more than one word. We completed a rhyming picture sort of –ear / -air and –ock. Becca typically gets about half of these correct. We then read and I really emphasize the ending sounds. Finally, we looked at a few pages in the Princess ABC book. (Thank you to Becca’s family for the bag of materials.) We finger traced some letters. What I’m finding in terms of coloring and tracing at this point is that Becca is offering limited attending to the task. She is often looking around the page or even at the walls and not at the particular item. There are times when she’ll offer more attention in these tasks, but typically I notice she is not focused on the particular part of the page, especially when tracing. There are times she goes to write but doesn’t have the pencil anywhere near where she’s supposed to trace. I’ve noticed this at times in tasks where she’s required to point as well. She will more so point in the general area or tap multiple times in various places. We will continue to work on seeing if we can achieve a more specified point and holding her finger there. While it may seem like an odd task, it may help in bringing her focus to target areas on the page.