We started class by doing some practice ACT problems. We practiced geometry and statistics. Then we moved into the PreCalc content. I showed Matthew how to derive the arc length formula. We started with the formula for the circumference of a circle. Then I showed him how we could find just a piece of the circumference. We practiced using this formula to find how long an arc is given its radius measure.

Christopher wrote his spelling words in his dictionary. We read some of The Watsons Go to Birmingham and discussed it. Chris typed some of his Sonic story.

We watched the movie Hoot in preparation for reading the book.

Kellan dictated a story for me to type for him.

Kellan wrote his spelling words in his journal and highlighted letters to remember. We read The Watsons Go to Birmingham and discussed it.

Kaitlin wrote her spelling words in her journal and highlighted letters. We read 1984 and discussed it.

Using paint markers, Richard practiced his spelling words. With letter tiles, he read words beginning with wr and kn. He read books with words he can read.

S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. Some task refusal noted. O: Noah was first read a story aloud and asked mixed “wh” questions throughout. Noah completed the task with 71% accuracy. Next, Noah asked to complete a letter identification exercise with the 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 67% accuracy, and G-I (newly introduced) with 100% accuracy. Averages across letter groups give an overall accuracy of 89%. Lastly, Noah was probed with a variety of sight words then was asked to match the sight word modeled given a field of 3 sight word answer choices. He completed the activity with 83% accuracy. A: Noah displays increases across goals. P: Continue POC.

S: Noah was seen at the Batt School for treatment. Noah was eager to work with SLP for majority of the session. Increased distractibility noted during some activities. O: Noah was first asked to label the category of 3 items provided given no field of answer choices. He completed the activity with 60% accuracy. After, Noah asked to complete a letter identification exercise with the letters A-F. Letters were first reviewed, then identified in varying field sizes up to 3. Noah completed the activity with 68% accuracy. Next, Noah was probed with a variety of sight words then was asked to match the sight word provided given a field of 4 sight word answer choices. He completed the activity with 70% accuracy. Then, he was asked what does not belong in a group of 4 items. He completed the task with 70% accuracy. Lastly, Noah was asked to blend 3 letter words when given the 3 sounds verbally. He completed the task with 62% accuracy. A: Noah displays increases as well as decreases across goals. Decreases could be attributed to break between sessions due to spring break and/or increased level of distractibility during tasks. P: Continue POC.

First, sequenced the alphabet, identified the vowels, read closed and silent-e syllables, and voiced the sounds of all letters and digraphs. Next, he syllabicated VC/CV words with confidence. He is ready to move to another syllabication pattern next session. For spelling practice, I dictated irregular words (his, you, said, was, want) and regular words (silent e words) as well as a sentence. We practiced reading CVC and silent-E words by playing a round of SLAP! I introduced the open syllable (hi) and played a game of Phonics Dice with the three syllable types Cade knows: closed, silent-E and open. To conclude, Cade read two decodable books from FlyLeaf Publishing, "I See Three" and "Can You See Tom?"