Alexandra completed her calendar talk and calendar writing, put together her daily sentence puzzle, finished her phonics activities, read her sight words, and read, discussed, and answered questions pertaining to the story.

Today, we continued to focus on foundational number sense and basic operations. This included counting to 100, skip counting, recognizing and writing numbers, comparing numbers, solving simple addition and subtraction problems within 10, and identifying basic geometric shapes. Alexandra worked on a cut-and-paste activity to identify different sized figures and was introduced to academic subject-specific vocabulary pertaining to shapes ((e.g., hexagon and octagon). As promised, I brought in additional connect-the-dot exercises and she completed three of them, receiving stickers for her finished work. The use of hands-on activities and manipulatives facilitated and helped foster development and refinement of recently acquired skills.

Alexandra worked on several skills this afternoon. She began with a tracing activity and demonstrated excellent fine motor control and fine-finger dexterity using a pencil; she prefers a short pencil as she has greater control with it. I introduced word problems in this session and Alexandra was permitted to work with manipulatives to arrive at the answers. I introduced additional terminology that offered clues as to whether addition or subtraction was the strategy to use in each problem. For other math exercises, we used dominoes and Alexandra counted the dimples on the tiles to arrive at answers to the addition problems. She enjoyed receiving sparkly stickers for task completion and following directions promptly. During her break, Alexandra clearly enjoyed assembling a marble run with her sister and both guessed which trajectory the marbles would follow depending on how the connecting pipes were configured. Alexandra joined her sister for the last five minutes of class and they both took turns on an educational game which incorporated several of the skills acquired in class and called on the execution of higher order cognition to achieve successful outcomes.

Alexandra completed her calendar talk and calendar writing, read her sight words, completed her phonics activities, put together her daily sentence puzzles, and read, discussed and answered questions pertaining to her story.

I worked with Alexandra from 2:30 - 4:00 this afternoon. She was already familiar with me so the transition from Reading to Math was not difficult. We began with a calendar activity to help orient Alexandra to day, date, time, and she pointed out the sun when asked about the weather. She also referred to a wall calendar to identify the date as the 9th and was helped to recall the month is June. Alexandra was given initial assessment math questions to determine what she already understands about numbers and counting and to gauge what would be a good starting point with her, such as one-to-one number correspondence, sorting things by size and understanding basic math concepts. Alexandra was given an activity sheet tasking her with sills practicing counting. She was asked to count the number of scoops of ice cream scoops that were on cones and to then write the number. This exercise also allowed us to reinforce concepts of shapes (e.g., circles, cones, triangles). Alexandra was also asked to use scissors to cut out various numbers on a sheet and followed direction to use a glue stick when engaged in a cut-and-paste activity that required her to paste the correct number under corresponding pictures showing different numbers. Next, she was given a connect-the-dots activity which required her to count by twos. Afforded minimal prompts when she reached higher two-digit numbers, Alexandra was able to connect the dots by twos up to 68 and was delighted to find that she had completed a picture of a corgi dog. She enjoyed this activity very much and requested more. I assured her I would bring in similar activities tomorrow. Alexandra demonstrated that she understood that when we add a number to zero, the result is the number itself. This exercise allowed me an opportunity to introduce the term "sum" to our arithmetic vocabulary. Alexandra also began working on a cookie addition activity and we incorporated materials she collected from outside during her break to assist us in adding. We used pieces of coconuts and shells, along with other manipulatives, to help solve simple addition problems. As we neared the end of our session, Alexandra grew a bit tired so we used the materials to make a picture of a sunflower, incorporating our identification, recognition, and knowledge of shapes into our math language repertoire. Alexandra finished the day taking turns on an academic computer activity which allowed her to practice and reinforce many of the higher-level thinking skills and concepts she's integrating into her knowledge base.

Alexandra completed her calendar talk and calendar writing, read her sight words, completed her sight word activities, worked on her phonics activities, put together her daily sentence puzzle, and read, discussed, and answered questions over her story.

Alexandra completed her calendar talk and calendar writing, ate her lunch, worked on her phonics activities, put together her daily sentence puzzle, read and answered questions pertaining to a story, read her sight words, and engaged in math activities.

Alexandra completed her calendar talk and calendar writing, she ate her lunch, finished her phonics activities, read her sight words, worked on her math problems, and left early.

Alexandra was absent today.

Alexandra completed her calendar talk and calendar writing, she read her sight words, completed her phonics activities, ate her lunch, put together her daily sentence puzzles, worked on coin recognition, read and answered questions pertaining to a reading comprehension story, and finished her math and graphing activities.