We began the session by singing a few songs we had learned in prior sessions, and Gabriela and Laina enjoyed filling in the lyrics when I paused to allow them the opportunity to do so. This demonstrated their good auditory memory and recall. One of the songs contained some French lyrics in it, and both girls asked if they could replicate the words; they enjoyed alternating doing so. I then brought out a variety of worksheets, a board game and dice and the girls asked if they could learn and play the board game. They used a gummy snack as their game piece - but Laina had a bit of difficulty refraining from nibbling on her gummy snack as it went around the board. The game/activity was called "Racing Downstream" and the girls were instructed of the rules of the game. They were informed that they just move their board piece in accordance with the number they rolled on the dice to see which little fish could swim home first. However, there were lots of hungry critters along the way and some obstacles which prevented an easy finish while proceeding through the stream. The girls needed to follow specific directives (i.e.; Skip a turn/Go ahead 3 spaces/Go back 1 space) to play the game correctly. It proved to be a fun way by which to address and facilitate their number recognition, ability to alternate turns, deal with frustration appropriately and maturely - and the possibility of losing. It further addressed and facilitated number and shape recognition, grouping and counting; letter recognition and reading; visual perception and color recognition; eye-hand coordination and manual dexterity. To cushion the girls' ability to adequately deal with frustration and the possibility of losing, they were reminded that one of them would indeed finish first but that had to do with luck and the number drawn on the dice - and not their ability or skill in the game; both girls assured me they would handle losing with grace and diplomacy (these words were introduced in our discussion and the character traits that go along with them were reviewed through examples demonstrating the ability of a person to deal with others in a sensitive and thoughtful way even if they are discouraged if/when they don't come in first). Laina ended up winning the game - as she got to the finish line first; however Gabriela reminded me that she was not going to cry - and both girls were permitted to eat their gummy bear marker pieces, which they enjoyed immensely. (Laina had already eaten half). The girls then showed me the play dough they had made earlier in the day using corn starch and conditioner. I asked them to repeat the ingredients that were necessary to make the play dough – and to then tell me the sequence of instructions required. Once this was satisfactorily accomplished, we used a variety of objects to make shapes in the play dough and to describe the shapes and textures using adjectives to describe them. The girls were very engaged in this activity and replicated shapes such as circles, triangles, rectangles, hearts, and diamonds. As there was less than 10 minutes left remaining in the session, the girls were asked to assist in cleanup and were then permitted to participate in a fun gross-motor activity with their friends. They enjoyed a dance party, and they used hula hoops to follow directions given to them verbally and to try to count aloud their number of spins. Laina and Gabriela enjoyed the day's activities and will be permitted to play again tomorrow, complete a maze, and paint Easter egg designs, replicating a pattern they will choose, prior to commencing the activity, to consolidate prior learning gains.