S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. O: Noah was first asked to label the category of 3 items provided without a field of answer choices. He completed the activity with 80% accuracy. Next, he was asked what does not belong in a group of 4 items. He completed the task with 50% accuracy. After, Noah participated in an alphabet identification task, identifying letters A-I. Letters were first reviewed, then identified in a field of 3 letters. Noah identified letters A-C with 100% accuracy, D-F with 89% accuracy, and G-I with 89% accuracy. Averages across letter groups give an overall accuracy of 93%. Lastly, Noah completed a pronoun labeling activity where he was provided picture scenes and asked to choose the correct pronoun in a field of 3. He completed the activity with 70% accuracy. A: Noah displays increases across most goals. Decrease on “what does not belong” activity likely due to increased difficulty of task. P: Continue POC.

I conferred with Judie about our upcoming meeting at the Trinity School.

I began with alphabetic knowledge: sequencing the alphabetic, identifying the vowels, defining a syllable, and building closed, open and silent-e syllables. Cade can now sequence the alphabet in just over two minutes. My goal is under one minute. I conducted visual, auditory, and blending drills with all letters and digraphs. Concept review included VC/CV and V/CV syllabication. Cade is growing more confident in the skill and is quite pleased when he can read the words without syllabicating. For spelling practice, we reviewed the FLSZ spelling rule and the irregular word "are". I dictated the words as well as two sentences with the words, which Cade edited using the CAPS acronym. He read two decodable books from FlyLeaf Publishing: To the Top and Dot Can Dig. Cade decoded well and read with better fluency and expression today. To conclude, we played a game of SLAP! to review CVC vs silent-E words. This skill is not yet automatic for Cade; he often requires prompting to distinguish between CVC and silent-E words.

Christopher took his spelling test. We read some of The Watsons Go to Birmingham. He typed some of his story.

Kellan dictated a story for me to type for him.

Kellan took his spelling test. We read Dog Man and discussed it.

I read Hoot to Richard, and we discussed a comparison to the movie.

Richard took his spelling test and wrote sentences I dictated for him. He practiced reading words beginning with kn and wr. He read books with words he can read.

Kaitlin took her spelling test. We read 1984 and discussed it.

We began with alphabetic knowledge: sequencing the alphabet, identifying the vowels, and buiding closed, open, and silent-E syllables. I conducted visual, auditory, and blending drills with all letters and digraphs. I introduced a new concept: the V/CV syllable division pattern (such as the word "tiger.") Cade practiced the skill. For spelling practice, we reviewed the irregular words that Cade has learned with me" his, is, you, said, was, want, what and introduced "are." I introduced the FLSZ spelling rule (when a short word ends in f, l, s, z, double the final consonant). Cade made a spelling deck with example words (and the irregular word "are") to take home for additional practice. I dictated sentences using the words; Cade edited the sentences using the CAPS acronym. To conclude, Cade read three decodable books from FlyLeaf Publishing (Pam Likes to Nap, We Can't Stop, and Dot and Dan). He decoded well. Practice will lead to improved fluency.