Alexandra completed her interactive calendar, wrote her numbers from
1-31, read her sight words, finished her calendar talk activity, worked on her phonics activities, put together her daily sentence puzzle, practiced reading her number and color words, and had story time.

Alexandra and I played a roll-and-color dinosaur dice game. We took turns rolling 2 dice, counting the number of dots on each die, and counting on or forward from the larger amount. Then, the dinosaur on the gameboard showing the total dice amount was colored if available. Next, Alexandra created a dinosaur pictograph. She glued dinosaurs into columns according to type and then practiced following the row over to determine how many.

Alexandra started off by introducing me to her unicorn and turtle. Once we were acquainted, we started identifying words with the /r/ sound. I pointed to the picture and word, and she identified the ones she knew. For the ones she didn't recognize, I pointed to the picture and the word and pronounced the word. Then, I had her repeat after me. Next, Alexandra wanted to put together a few of her puzzles. As she worked, I prompted her to identify the names of the dinosaurs, the trucks, and the pieces that fit into a specific category (i.e. the sports hub needed the mitt, football, soccer ball, and roller blades). Alexandra did a great job of picking the correct pieces and was able to name 10 out of 12.

Alexandra was absent today.

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

Alexandra and I worked on counting this morning. We began by counting dinosaurs up to 20 using a tens frame for easy number recognition to ten or tens and ones. Then, we practiced counting to 100 using dinosaur-themed counting songs. While the songs played, we sang and pointed to each number on a hundreds chart. Finally, Alexandra used a dry-erase marker to skip count by ten, circling each multiple of ten on the hundreds chart.

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. Throughout the session, she enjoyed telling the SLP about her upcoming trip to Colorado. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed a receptive spatial concepts activity in which she 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 activity with 65% accuracy. Next, Alexandra produced target sounds /j/ and /r/ when provided a model. She produced the target sounds with the following accuracy: /j/ isolation: 30% ; /j/ initial: 10% ; /j/ medial: 10% ; /j/ final: 15% ; /r/ medial: 60%. Last, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and a field of 3 answer choices. She completed the activity with 40% accuracy. A: Alexandra displays some progress/stability on POC goals. Decreases displayed with answering “wh” questions in a field of 3 answer choices. It is noted that Alexandra would often choose the last answer provided. P: Continue POC. Monitor “wh” question goal.

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 eating her lunch throughout the session. Increased, trial-based, speech sound tasks were given to accommodate Alexandra eating throughout the session. O: Alexandra completed speech-sound tasks that included /sh/ in isolation and across positions at the word level, as well as /r/ across positions to assist with the phonological process of gliding (i.e. replacing /r/ with /w/). She received an initial model for each target word/sound. Her data is as follows: /sh/ in isolation: 60% ; /s/ initial: 65% ; /sh/ medial: 60% ; /sh/ final: 20% ; /r/ across positions: 45%. A: Alexandra displays some progress/stability on POC goals. Speech-sound targets had increased trials to accommodate Alexandra finishing her lunch. P: Continue POC.

Alexandra completed her interactive calendar, she read her sight words, she worked on CVC words and her phonics activities, she finished her calendar talk activity, she put together her giant puzzles, and she had story time.

To begin, Alexandra rolled a dot cube twice, used dinosaur cutouts to make 2 groups with those amounts, and counted each group to find the total amount of dinosaurs. Then, she used the same dinosaur cutouts to fill in a 10-frame to show the different ways to make 10. Next, she completed a dot-to-dot with the numbers 1 through 12 to make a Stegasourus and she finished with a counting dinosaur footprint activity.