Alexandra completed her interactive calendar, ate her lunch, finished her calendar talk and calendar writing, worked on counting money, practiced adding with zero, listened to a story and answered comprehensions questions pertaining to the story, put together her daily sentence puzzle, and had Storytime.

Alexandra completed her interactive Calendar, finished her calendar talk and calendar writing, ate her lunch, practiced counting money, and put together her daily sentence puzzles. She worked on her phonics activities, a reading comprehension story answering questions over the story, and several math activities.

Alexandra completed her interactive calendar, finished her calendar talk and calendar writing, read her sight words, put together her daily sentence puzzles, worked on her phonics activities, read a reading comprehension story, worked on math activities, and had Storytime. She ate her lunch.

Alexandra painted with watercolors today and shared that painting is her favorite art activity. She created several crown-themed images, while I helped her by painting dinosaurs alongside her. She stayed focused and joyful throughout the class. We wrapped up by washing our hands and watching the last 5 minutes of The Land Before Time as a special treat.

5/22/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was eager to play/work with SLP throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra began with speech sound activities in which she produced /ch/, /j/, and /r/ blends across positions of words when provided with an initial model. She completed the activities with the following accuracy: /ch/: 70% ; /j/: 40% ; /r/ blends: 85%. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 70% accuracy. Last, throughout the session, Alexandra was asked to describe and ask questions about items/picture scenes utilizing increased MLU (3+ word utterances). She completed the activity with 85% accuracy. A: Alexandra displays progress/stability on POC goals. P: Re-evaluate and assess skill level after summer break to develop appropriate POC based on progress/possible regression.

5/20/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was eager to play/work with SLP throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra began with speech sound activities in which she produced /ch/ and /r/ blends across positions of words when provided with an initial model. She completed the activities with 65% and 85% accuracy respectively. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 70% accuracy. Last, Alexandra completed both an expressive and a receptive spatial concepts activity. For the expressive spatial concepts activity, she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”) and a field of 3 answer choices. For the receptive spatial concepts activity, Alexandra was verbally given a spatial concept and was asked to identify the concept provided in a field of 3 picture answer choices (e.g. which bug is “on” the leaf). She completed the activities with 80% and 85% accuracy respectively. A: Alexandra displays progress/stability on POC goals. P: Continue POC.

Alexandra was invited to join in a game of "Hedbanz" with a classmate in Kindergarten. It's a question-guessing game where players try to guess what's on their headband without looking at it. Each player wears a headband, and a card is placed on it, facing the other players, not themselves. The player is to take turns asking yes or no questions to try and determine what's on their card. The cards are divided into three categories - animals, objects, or food. Although Alexandra did not wish to wear the head band, she enjoyed identifying the pictures on the cards. I also queried her if she know the words in Spanish - and she knew horse and chicken. It was a good effort to learn how to follow the rules, and i was pleased that she agreed to participate.

Since Alexandra wanted to watch "Land Before Time", we focused on colors and shapes. Alexandra had a great time and laughed a lot.

Today, Alexandra worked on a 3-D shape activity on the cone, sphere, and cube. After we discussed the attributes of each shape, Alexandra sorted pictures printed on flower petals into like shapes. Then, she glued each petal onto its corresponding shape flower.

Alexandra completed her calendar talk and calendar writing, put together her daily sentence puzzles, worked on her phonics activities, and practiced sounding out CVC words.