After noting the date on our wall calendar and a discussion about the upcoming summer month that will commence on Friday, Alexandra engaged in a guided reading exercise. Although initially hesitant to sound out words, with prompts and modelling techniques and supported with encouragement, Alexandra read a few sight words that were repeated in the text and matched them with her emergent reader and 'short a' word list. She was offered support if needed and identified and matched the words effectively. Alexandra was then invited to predict and discuss the meaning of the text/story, demonstrating very good comprehension when queried. She finished up the session completing a final letter/word work activity.

After working on a calendar talk and writing activity, we focused on identifying 2D and 3D shapes. Alexandra recalled the number of sides of various shapes and found them in her classroom. She made a playdough snake which she shaped into a circle, then built a hexagon from toothpicks and clay, practicing its name. She traced different-sized circles with objects, improving visual motor and bi-manual coordination. We finished by gluing and labeling the circle and hexagon on a sheet.

Alexandra participated in a guided reading exercise using two of her books. We reviewed titles, authors, illustrators, and story characters, and Alexandra was prompted to follow the written words as I underscored each word with my finger. We worked on a reading comprehension booklet and sequenced different events. She then was prompted to read a series of 8 pre-primer sight words, doing so correctly 7 out of 8 words. Mastery of these words will help Alexandra gain confidence and momentum in her reading development. Furthermore, automatic recognition of these (Dolce) sight words will help her focus on comprehending the meaning of the text which in turn facilitates a love of reading and sets the stage for academic success. Alexandra asked me to read one of the books twice, but this was contingent on her reading certain words aloud when pointed out and assisted, if necessary, with prompting methods. I also showed her a book about sign language and after explaining it to her, we signed a few key words such as I love you, mom and dad, and toilet, or bathroom. We finished the session listening to ‘The Planet Song,’ and Alexandra pointed out her favorite planets and requested one about the dwarf planets to conclude our day.

S: Alexandra joined the session in good spirits. She greeted the clinician.
O: Alexandra was asked to follow directions with spatial concepts embedded (90%). She was also asked to use prepositions to describe the location of objects (80%). Alexandra produced /ch/ in the initial position of words during structured therapy tasks. She answered wh-questions with 75% accuracy during a shared story book reading activity.
A: Alexandra displayed strengths using prepositional phrases and following directions with them embedded. She continues to benefit from verbal/visual cues for /ch/ productions. She was observed remembering to round her lips for /ch/ productions.
P: Continue with POC.

Practicing and reviewing the vocabulary.
Practicing the vowels and sounds as well as the vocabulary words that go with the vowels.
Introduction of the basic consonants and the sounds. Connecting vowels with consonants-
Open conversation using expresions : Me gusta , te gusta , porque, etc.

Alexandra requested that I read her the book "Mouse Soup," which is about a clever mouse who outwits a weasel in order to survive. We discussed the title, author, and illustrator, and I explained how the author of the book, Arnold Lobel, also illustrated it. As I read the book, I finger pointed to the words, prompting her to read some that are sight words and on her emergent reader word list. I also made note of the exclamations of surprise and questions, prompting Alexandra to identify and explain story details including the characters, settings, events and to retell what the story is about. As the book teaches about problem-solving and creativity, we explored these themes in our discussion. At the end of the class, I drew an illustration of the book's cover and included the title and author/illustrator (definitions). Alexandra received verbal praise and a sticker for her hard work and active engagement in class, and she stated that the book was one of her favorite stories.

We continued to work on math concepts and reviewed how many sides are in various 2-Dimensional objects by creating them using common craft items. Learning through concrete manipulatives that she can see, feel, mold, and move helps her better understand what is meant by angles and vertices, some of the math vocabulary I've introduced in discussion. I've pointed out right angles in the hallway to Alexandra when she turns a corner and continue to point out objects and examples in everyday life to better enable and facilitate transfer and application of her newly acquired knowledge. We reviewed how many sides are in various 2-Dimensional objects by creating them using common craft items and pointed them out in her surroundings as much as possible. We discuss the characteristics of each shape, including how many sides it has, whether all the lines are straight or curved, and whether all the sides are the same. Alexandra also completed an activity sheet to reinforce these facts. In addition, I've afforded Alexandra strategies to help her remember her right from her left and which shoe goes on which foot, and she has been making progress in this area and is well able to understand positional and prepositional references when used to direct and or orient her. Upon saying good-bye this afternoon, Alexandra sweetly and politely said "thank you, bye. I'm going to miss you!" What a sweet girl!

Alexandra viewed an illustration and chart of the solar system and was afforded prompts to identify the 8 planets, and their relationship to one another and to the sun. We started by reviewing the planets in order, starting with the closest one to the sun, Mercury. I also used a mnemonic device to help her with recall (My Very Educated Mother Just Served Us Nachos). While this is a difficult concept, my intent was to familiarize her and help her focus on the beginning letters of the planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune). I then showed her a 2-dimensional representation of the Earth - a globe - to facilitate Alexandra's spatial awareness; Alexandra correctly identified Florida as where we live. I also used a mnemonic device to help her with recall ('My Very Educated Mother Just Served Us Nachos'). While this is an abstract and difficult concept for a child of Alexandra's age to comprehend, my intent was to familiarize her with the planets names and help her focus on their beginning letters (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune), to help her with recall. We also listened to two catchy songs about the planets of the solar system using the names of the planets. She was even introduced to information about dwarf planets. Alexandra visibly enjoyed watching the videos and hearing the songs - and asked to play them again. These lessons aim to develop and strengthen Alexandra's spatial awareness and ability to understand her surroundings and position in relation to objects and surrounding space.

We began today's patriotic theme by having Alexandra decorate two red, two white, and two blue stars with glitter, pom-poms, and patriotic fabric. I played patriotic songs for kids while she worked. Then we arranged the stars in a red, white, and blue pattern and used patriotic ribbon to attach them. Alexandra has a banner for Fourth of July decorating at home.

Then we went to the carpet area and sang classic songs: Head, Shoulders, Knees, and Toes; If You're Happy and You Know It; and The Hokey Pokey. Alexandra liked doing the movements for If You're Happy and You Know It. She asked to hear the song several times.

Then we worked on some teacher-made patriotic activities using Q-Tips and ink and dot markers to improve her fine motor skills. She really enjoyed this activity completing five of them: an American flag, a heart shaped American flag, a patriotic hat, three stars, and fireworks.

Then she created three teacher-made Fourth of July activities using washable paint and her handprints. One was the Statue of Liberty where she made her handprint in yellow to create Lady Liberty's flame. Then she used her blue handprint for the stars on the American flag, and lastly she used both hands in red to make sparklers. The teacher-made templates were a big hit with Alexandra. She washed her hands between each printing and wore her smock.

Lastly, we sat at the white erase board and drew animals from one of my easy how to draw books using simple shapes in a step-by step-process. We drew the Statue of Liberty, a unicorn, a dragon, a snake, a dog, a peacock, an ice cream cone, a frog, and a bunny. Alexandra was very engaged in this drawing activity.

It was a great day of learning for Alexandra!


National Core Arts Standards Pre-K
VA:Cr1.1.PKa
Engage in self-directed play with materials.

VA:Cr1.2.PKa
Engage in self-directed, creative making.

VA:Cr2.1.PKa
Use a variety of artmaking tools.

VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.

VA:Cr3.1.PKa
Share and talk about personal artwork

MU:Cr2.1.PK
With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments)

S: Alexandra joined the session in high spirits. She joined the session with the unfamiliar clinician.
O: Clinician built rapport during the session. Baseline measures taken for production of /ch/ and /sh/. Alexandra produced /ch/ with 30% accuracy without support. She answered WH-questions during a structured therapy activity with 75% accuracy. Alexandra was also asked to produce /r/ blends at the word level with verbal/visual cues. A: She quickly warmed up to new clinician. She continues to require support producing affricate sounds (ch, sh). She is receptive to feedback regarding mouth placement (rounding lips). The phonological process gliding was observed. Gliding is when a child produces /r/ as /w/. P: Continue with POC.