Review the sound cards for the letters. show the words this & is. Read This Is a Peach. Work on recalling this and is. Practice sounding out the letters and then blending to make the words. Use the letter squares to build the words and practice the individual sounds then blending them.

Review the sound cards for the letters. show the words this & is. Read This Is a Peach. Work on recalling this and is. Practice sounding out the letters and then blending to make the words. Practice writing the alphabet letters on the white board.

Read the article about Ice cream and fill in the graphic organizer with details asked for. Look at the recipe and discuss what is included. Predict if this is a way to really make ice cream at home without an ice cream machine.

Have Nico write a how to make a PBJ sandwich and then based on what he wrote, do what his directions say. Talk about how specifics are important and so is using the proper forms of words: you instead of u when writing formally. Work together to expand on the how-to.

Talk about customs and what customs are for the USA. Talk about who Betsy Ross is and compare/contrast the first flag to the flag today.

Show writing practice board and the levels on it. Show Teddyy how to write the letters of his name while using the names of the lines. Have Teddy then write his name on the board While listening to me tell where to start and go. Read Mrs. Hen and Her Six Chicks. On the second reading, focus on pages one and two and have him practice sounding out the short vowel words.

I began with a one-minute awareness phonological exercise (deleting one syllable in a compound word). Libby is getting the hang of it! Next I conducted visual, auditory and blending drills (15 letters and one digraph). Libby missed /â/, /ô/, /sh/, and /d/ but voiced the other sounds correctly. When asked to write the letter that makes the sound, she correctly wrote a, o, d, s but missed sh. She struggled with the blending drill; while she could read the word "cat", when I substituted the initial sound with m, b, p, etc, she was unable to read the word. Moving onto spelling, we reviewed the word "and" and added the word "on". We made the words on paper plates with sand, creating a multis-sensory experience. To conclude, we read a Mo Willem's book, "The Pigeon Wants a Puppy." The remainder of Libby's session was dedicated to her parent-teacher conference.

We listened to and sang songs about different types of dinosaurs.

Using Light Weights and lots of reps to do a full-body workout,

Core strength training followed by basic kicks

Bag Work with kicks

2/6/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for a language screening assessment as well as initial therapeutic intervention for a speech sound disorder. She was eager to work with the SLP throughout the session. Play-based therapy techniques and language screening assessment were utilized to assist in developing an appropriate plan of care for Alexandra. Alexandra enjoyed playing with dinosaurs and unicorns throughout the session. O: Through play-based therapy and language screening assessment, Alexandra presented with a variety of language difficulties. These include receptive identification of prepositions (i.e. when provided a field of 4 answer choices (4 pictures) and a prompt to identify a specific preposition), expressive identification of prepositions (i.e. when provided a picture and a prompt to identify the location of a noun shown), expressive categorization (i.e. given a category, listing items within the category provided; e.g. name 3 items on a playground), identifying differences within similar objects (e.g. how are a plane and bird different), expressive use of the present progressive (-ing), and utilizing increased utterance length when discussing a picture scene. Through play-based activities, the /r/ sound continued to be addressed at the word level. Percentages across positions are as follows: initial /r/: 90%, medial /r/: 20%, and final /r/: 20%. /sh/ sound informally targeted. A: Alexandra presents with language difficulties that may impact her both socially and academically. The language concerns mentioned above will be addressed in her updated POC. P: Develop POC.