S: Alexandra was seen at the Batt school. She transitioned into the session without difficulty.
O: Rapport was built with Alexandra. Play-based therapy was used to build rapport with Alexandra. Alexandra produced /ch/ with 30% accuracy without support. She answered wh-questions during a structured reading activity with 60% accuracy. Her accuracy increased when binary choices were provided. She was also asked to follow directions including spatial concepts (in, on, under, behind, next to).
A: Alexandra displayed difficulty producing /ch/ but she benefitted from models and verbal/visual cues. She displayed strengths answering wh-questions when binary choices were provided but had more difficulty with open-ended wh-questions.
Introduction to our lesson-
Review of the vocabulary previous learned-
talk about, it practicing role play situations.
Review new vocabulary words-
Review and make connections with the vowels A, E, I , O U-
New words that started with vowels-
Assignment
Practicing vowels in home, she still confusing . She has to learn 5 new words in home the start with each vowel in Spanish.
It was another great day of learning for Super Learner Alexandra! Today’s theme: All About Me, Liking Myself, and Being Me.
Lesson Outline
First, Alexandra painted and decorated the air-dried clay donuts and dinosaurs from yesterday’s lesson. She did an amazing job! Alexandra asked me to play music while she worked. She requested to hear the music with birds chirping. She remembered this music from her bird art lesson.
Then we read three positive books about liking who we are: You!, I Like Myself!, and Be More Cat. We talked about liking who we are, being brave and curious, and believing in ourselves. I gave Alexandra a teacher-made girl body template: head, shirt, skirt, arms, and legs to assemble and decorate to represent herself. She decorated her clothing, and we added yarn and a ribbon for her hair. I gave her some information cards to complete: her favorite color, her age with a birthday cake, her favorite food, and her favorite ice cream flavor. She completed the age sheet and added three birthday candles to the birthday cake. We also had her name spelled out in scrapbook letters. We arranged her name on a large sheet of paper and put her self-portrait image on the paper along with her age and birthday cake worksheet. Alexandra also completed a worksheet where she stamped her name and birthday using block stamps and ink. She added this sheet to her poster. She also completed a stamp art project on a dinosaur shape stamping horns with upside down uppercase V's and scales with uppercase O's. Alexandra's work was excellent today!
Book References:
Magsamen, S. (2015). You! Sourcebooks Jabberwocky.
Beaumont, K. (2004). I like myself! HarperCollins Publishers.
Davey, S. (2024). Be more cat. Boxer Books Ltd.
The frosting on the donut of her super day was when a new student came to visit! Miss Judie introduced the new student to Alexandra, and Alexandra was a wonderful and welcoming ambassador of The Batt School!
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:Cr1.1.PKa
With substantial guidance, explore and experience a variety of music.
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Alexandra was a superstar today! I am so proud of the work she completed! Alexandra was a wonderful ambassador to our new student when she came to visit with her parents! It was a magic and organic moment when Alexandra asked the new student, "Will you please come to my school?"
Alexandra completed several reading comprehension activities about dinosaurs. She made a reading comprehension booklet and a dinosaur measuring booklet about dinosaurs.
Alexandra ate her lunch. She completed her calendar talk and calendar writing. She put together her daily sentence puzzle, her daily sentence scramble. read her sight words, read her emergent readers, and finished her phonics activities.
I continue to engage Alexandra in activities that involve counting, recognizing numbers, and understanding their relationships. Examples include playing number games with dice, using a 120 chart for counting and number patterns, and utilizing manipulatives such as a large-scale abacus, counting cubes, and ten frames to visualize quantities and help her better understand place values. We began to continue work on our 2-D shapes activity using play dough and toothpicks to create the shapes, and glued the shapes we completed thus far onto a paper today and reviewed how many sides are in each shape. Practicing this skill will help reinforce and consolidate Alexandra's recall of the names of the shapes and how many sides each has, and b an introduction to angles and geometric reasoning. Real-life scenarios are being used to help to concretize and transfer Alexandra's understanding. Alexandra was also challenged to find other shapes of simple geometric figures that occur naturally in our environment (e.g. triangles - trees; circles - ponds, tree trunks; squares rocks) and to find other 2-dimensional geometric shapes in her classroom - and name them (rectangles - building blocks; squares - notebook). Math vocabulary continues to be used and reinforced, (via verbal praise and stickers) with increased evidence of correct usage and application. We ended our session constructing marble runs to enable and facilitate advanced cognitive skills while also improving motor skills and teaching problem solving and memory. Alexandra worked with another child for part of this activity and demonstrated excellent team work skills, sharing, kindness, and compatibility.
Introduction to vowels in Spanish,
Conversational Spanish practicing previous vocabulary
Lesson Outline
Sing along and practice vocabulary previously learned
Introduction to our new lesson, the vowels in Spanish A - e - i - o- u
Conversational Spanish Can I ? Role playing situations -
After we read the story, Dinosaurs Love Donuts, Alexandra rolled out some air-drying clay and used her hands and rolling pin to make donuts. While the donuts were put aside to dry before they could be painted, I gave her more air-dry clay to roll and cut out more dinosaur figures using cookie cutters. We put those aside to dry. Then I gave Alexandra four dried clay dinosaur figures to paint. I had made these ahead of time with air-dry clay and cookie cutters, as they take at least 24 hours to dry. She did a great job painting them and adding glitter and googly eyes.
Book Reference:
Okon, B. (2024). Dinosaurs love donuts. Younger Media, LLC.
Then we read and looked at more books about dinosaurs. I gave Alexandra a teacher-made dinosaur headband template to color the parts and assemble them with glue. I had two examples of completed headbands for her to follow. I wore my dinosaur headband throughout the morning's lessons. I also gave Alexandra a teacher-made template of a baby dinosaur hatching from an egg to color each part and assemble the parts with glue. She really enjoyed the dinosaur art activities.
We also listened to songs about dinosaurs and roared and acted out the music.
It was a fun 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.
MU:Cr1.1.PK
With substantial guidance, explore and experience a variety of music.
MU:Cr2.1.PK
With substantial guidance, explore favorite musical ideas (such as movements, vocalizations, or instrumental accompaniments).
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
It was a bumpy start to today's lessons. We were sitting on the rug in the preschool room to read the story Dinosaurs Love Donuts. After we finished the book, I had Alexandra's art activities ready for her to start at the small table in the preschool room. She wanted a popsicle, but I told her it was too early for a popsicle and that we had fun work to do. I encouraged her to come to the art table for almost 30 minutes. She would not participate and sat in her chair on the rug. I talked to her about making good choices. I told her if she wanted a popsicle, she would have to choose to come to the art table with a positive attitude and work on the art activities. If she did not join me at the art table, she would not get a popsicle. Finally at 9:45 am, she came to the art table and worked hard. She had a positive attitude and expressed joy in her creating.
After she finished, she asked for her popsicle. We went to the lunch room, and while she ate her popsicle, we read several dinosaur books. Then Dr. Mary came to speak with us. She told Alexandra that she had heard that Alexandra had five popsicles the previous day asking her teachers throughout the day for a popsicle. Dr. Mary said that having one popsicle was a nice treat, but five popsicles were too many. She told Alexandra that she needed good food to support her learning. I asked Alexandra if she understood what Dr. Mary had said and had Alexandra repeat it in her own words. She did so and showed she understood. I told Dr. Mary I would let Miss Barbara know that Alexandra already had her popsicle for the day.
After she finished her popsicle, Alexandra said she was hungry and wanted to eat. I told her that she just had her snack, and we had to finish our work for the day. She was engaged and completed her work.
