Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began treatment with ball hanging on string tracking/cognitive multi-task activity. Luke was able to alternate hands to push the ball back and forth with the OT while reciting the alphabet in sequence with good timing and accuracy and minimal mistakes with both the alphabet and alternating of hands. Continued with graphomotor work to refined handwriting. Luke needs to continue to practice and learn the size and line placement of the lower case alphabet. Steady progress seen.

Luke was seen in his room for a 45-minute occupational therapy treatment session. Focus of treatment was on improving his bilateral integration/hand usage, fine motor development, graphomotor skills, postural control and sensory processing/organization for improved general performance in various environments. Began our treatment session outside with basketball. We took turns and talked about different zones of regulation and what is expected and unexpected behavior. For example, pushing peers while playing basketball would be unexpected behavior. Continued to Luke's room to work on graphomotor development. Luke was able to write/copy from near point a sentence with accurate letter formations, size and line placement with some verbal prompts needed. He made a Pokemon book which he took home. Good session.

Today we spent the class going through the mock exam I had assigned him for homework. There was a problem that we both had difficulty with. I looked into the PreCalculus community of teachers that I’m a part of and I searched the concept. We were able to determine the error we were making and rectify it. It left Josh a bit confused and he was tired. So next class I will reiterate this concept to him so we don’t make the same mistake again. Otherwise, Josh did well on assignment.

I was super proud of PJ today. Yesterday, he completed the assignment I had for him with his substitute. He got every problem correct and the substitute wrote a note that he did it all on his own. Some of the problems were a bit challenging. I told PJ how proud I was of him and thanked him for doing the work I assigned him to. Today we moved into the last section of the chapter about writing equations given a set of data. PJ was asked to look at a table of values, write an equation to represent the data, then use that equation to make a prediction. I did an example for PJ and asked follow up question to make sure he understood. Then he tried on his own. He found it challenging at first, but with some guidance he understood what to do.

JPaul was absent for class. The time was used to update grades.

Cade's mother canceled at the last minute. I spent the session time organizing my notes and planning for my next session with Cade.

I began with alphabetic knowledge: sequencing, identifying vowels and consonants, defining a syllable, and building closed, open and silent-e syllable types. Cade sequenced the alphabet in 1:18, very close to my goal of one minute. I dictated detached syllables; Cade wrote the syllables, matched them to make "real" words, and wrote the words (rodent, magnet, reptile.) He successfully syllabicated a list of "rabbit" and "tiger" words using the strategies he has learned (14 total). For spelling practice I dictated FLSZ words: fell, huff, mess, jazz and the irregular words said, was, and want. I notice that Cade has difficulty retaining irregular words. I dictated two sentences for Cade to write and edit ("She likes jazz music." and "He said the dog made a mess in the mud!") I introduced a new concept, the r-controlled syllable "er." He read a list of words and syllabicated two-syllable words with "er" (permit, master, sister, hunter." To conclude, Cade read a decodable book, "The Lake at Sunset."

I began with alphabetic knowledge: sequencing, identifying vowels and consonants, defining a syllable, and building closed, open and silent-e syllable types. Cade sequenced the alphabet in 1:29, a big improvement. He read detached syllables for time (17 syllables in two minutes). I dictated detached syllables; Cade wrote the syllables, matched them to make "real" words, and wrote the words (tantrum, pumpkin, hundred). For spelling practice I dictate FLSZ words: gull, yell, mess, fuzz, and huff. I dictated two sentences for Cade to write and edit ("The gull is on the lake." and "I will yell if she makes a mess.") To conclude, Cade read two decodable books, "Fran Can Flip" and "Ted Can Do Tricks."

Today I introduced Pierce to World War II in preparation for the novel "I Survived Pearl Harbor!" We watched a short YouTube video about the war, including actual footage of the bombing of Pearl Harbor. Pierce had quite a bit of background knowledge. Next, we co-read two chapters of the novel, focusing on concepts such as setting, main character, and "in media res" (beginning the story in the middle of the action. Pierce wrote two paragraphs to summarize what he read. We edited his work together.

He had plans that asked him to read an article. Phillip said he already completed that assignment. So then Phillip explained to me his financial investments and websites he uses to facilitate it.