Alexandra completed her interactive calendar, read her sight words, put together her daily sentence puzzles, worked on her phonics activities, finished her calendar talk and calendar writing, and had Storytime.

Alexandra and I worked on counting to 100 using the hundreds chart. We also used an interactive number chart to recognize the patterns of rows and columns within the chart. Alexandra used colors to highlight each column while saying each number together. Then, we worked on a listening and counting activity. Alexandra listened to an addition story and counted each group to find totals to 10. We finished with a cut-and-paste activity with the 3-D cube shape.

Alexandra completed her interactive calendar, read her sight words, worked on her phonics activities, put together her daily sentence puzzles, and finished her calendar talk and calendar writing.

Alexandra completed her interactive calendar, read her sight words, finished her calendar talk and calendar writing, she worked on her phonics activities, she put together her daily sentence puzzles, and had storytime.

Substitute Plans Provided. Counting and adding shapes and animals.

Music

Alexandra ate her lunch, completed her interactive calendar, read her sight words, finished her calendar talk and calendar writing, worked on her phonics activities, put together her daily sentence puzzles, and had story time.

We played math games and wrote her numbers.

I started class by offering Alexandra some butterfly coloring activities as a warmup. Alexandra wanted to write a funny message for her mom, spelling out “Ax Exl Alexa.” We practiced proper spelling of her name and then moved on to more butterfly coloring. We practiced drawing a cat. I suggested a break to visit the baby chicks in the classroom next door.

5/15/2025 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 /sh/ and /ch/ across positions of words when provided with an initial model. She completed the activities with 60% and 65% accuracy respectively. She then answered basic “wh” questions given a field of 3 visual/verbal answer choices. She completed the activity with 65% accuracy. Last, Alexandra completed an expressive spatial concepts activity in which 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. She completed the activity with 75% accuracy. A: Alexandra displays progress/stability on POC goals. Large increases shown with /ch/ production. P: Continue POC. Target /sh/ and /ch/ sounds together to assist with placement/production.