S: Alexandra joined the session in good spirits. She just woke up from a nap prior to joining the session but joined the session without difficulty.
O: Alexandra was asked to produce /sh/ and /ch/ in the initial and final position of words 76%. She used correct prepositions to describe the location of objects with 100% accuracy. She followed directions with spatial concepts embedded with 90% accuracy. She was asked to expand her utterances to describe a scene using 3+ words.
A: Alexandra displayed mastery of following directions with spatial concepts embedded as well as using prepositions to describe the location of objects. She displayed improvements producing affricate speech sounds (ch, sh). She sometimes continues to use the phonological pattern, fronting, benefitting from cues to move her tongue back from her alveolar ridge to her palate (cues to slide her tongue back). She continues to benefit from cues to expand her utterances when describing picture scenes.
P: Continue with POC.

S: Alexandra joined the session in high spirits. This is her first session back since her being out for a couple of weeks. She reported that she went to dance camp prior to joining the session at school.
O: Alexandra was asked to produce /sh/ in the initial (60%) and final position of words 50%. She used correct prepositions to describe the location of objects with 90% accuracy. She followed directions with spatial concepts embedded with 83% accuracy. Wh-questions were targeted during a shared story book reading activity.
A: Alexandra displayed strengths following directions with spatial concepts embedded as well as using short prepositional phrases to describe the location of objects. She displayed strengths answering “what” and “where” questions during structured activities. She continues to benefit from reminders to round her lips during /sh/ productions. However, she is highly receptive to feedback regarding tongue and mouth placement for speech sound productions, and she often benefits from verbal and visual cues.
P: Continue with POC.

We reinforced last week's lesson by reviewing 3-D shapes, their features, and related vocabulary, while introducing new terms. We covered cubes, pyramids, cylinders, cones, spheres, and cuboids. Alexandra identified real-life examples in the classroom—dice and blocks for cubes, books and tissue boxes for cuboids, the globe for a sphere, and a toilet paper roll that I had brought in for a cylinder. (She got a kick out of this last example)! Drawing and connecting these examples helped solidify and concretize her understanding of each shape.

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

This afternoon, I guided Alexandra through a hands-on activity to deepen her understanding of wholes and parts and to gain practice partitioning objects into parts. I introduced specific vocabulary to help Alexandra master identifying and describing "wholes" and "not wholes." I then began introducing the concept of partitioning objects where a whole can be split into parts. For hands-on work, we used organic crackers, which was easy for Alexandra to divide in two, and we used pictures of an apple and banana that we cut in different ways using scissors.

Alexandra completed her calendar talk, calendar writing, daily sentence puzzle, read her sight words, phonic activities, and worked on unscrambling sentences

After practicing our skip counting, we got to work on a hands-on model of an eight-sided figure, using playdough and toothpicks. Alexandra practiced saying octagon while counting the sides, and we also reviewed prior two and three-dimensional shapes. I introduced prepositional and positional phrases to piggyback on and reinforce some skills Alexandra has been working on in her other class. Prompting methods as yet facilitate Alexandra's recall of the names of the different-sided figures, so we will continue to practice these to reinforce recent learning acquisition and consolidate gains. We also practiced simple addition and subtraction problems and patterns to end our session today and discussed parts of a whole by observing the components of various objects we had available.

We played reading games focusing on the middle vowel sound.

Alexandra completed her calendar talk, calendar writing, daily sentence puzzle, read her sight words, and worked on several reading comprehension activities.

We began today's session reviewing prior work on 2 and 3-dimensional shapes and Alexandra then completed a hands-on activity - assembling a 7-sided figure, known as a septagon or a heptagon. Alexandra enjoyed connecting the 7 round balls of Playdough with toothpicks - and then counting the sides. We then glued the figure onto a paper and labelled it appropriately. Next, we worked with the dollhouse in another classroom to reinforce our skillsets. Alexandra created her own scene using the figures to depict a growing family and was delighted to find 2 boxes of "casa Tena' - or tiny animals. She selected the sets with which she wished to work (swans and ducks) and was tasked to count the items. This activity enabled us to strengthen concepts of greater than and less than as well as presented several addition and subtraction problems to figure out. Alexandra used the animals in a row as a number line to help her solve the problems. She commented on how much fun she had today!