I began the session with alphabetic knowledge: identifying the number of letters, initial, final, medial letters, sequence, vowels, consonants. Caden showed significant improvement in these skills. Next, I conducted visual, auditory and blending drills (all letters and digraphs, including wh and ph). I reviewed two concepts from last session: silent E and syllabication of VCCV words. We played a game of SLAP! to reinforce CVC and silent-E decoding. For spelling, I dictated silent E and the irregular word "said" After spelling, I dictated several sentences for Cade to write and edit with the acronym CAPS. I see improvement in his spelling and editing, including word spacing. To conclude, Cade read one oral reading fluency passage with silent E and VCCV words, "Riding Bikes." (opensourcephonics.org). He read with improved confidence.
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. O: Noah was first asked what belongs in a category given the category verbally and a field of 4 picture answer choices. He completed the activity with 80% accuracy. He was then asked to label the category given a field of 4 pictures. He completed the activity with 70% 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 64% 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 95% accuracy. Lastly, he was asked to blend 3 letter words when given the 3 sounds verbally. He completed the task with 75% accuracy. A: Noah displays consistency/progress across goals. Decreases displayed when activities increase in difficulty (e.g. letter identification given more letter options). 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. Some distractibility noted. O: Noah was first asked to sort items provided into different categories provided (e.g. apple would be put under the fruit category). He completed the activity with 75% accuracy. He was then asked to label the category given a field of 4 pictures. He completed the activity with 60% accuracy. After, Noah was asked to complete a letter identification exercise with the letters A-C. Letters were first reviewed, then identified in varying field sizes up to 3. Noah completed the activity with 65% 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 80% accuracy. Lastly, he was asked to blend 3 letter words when given the 3 sounds verbally. He completed the task with 50% accuracy. A: Noah displays consistency/progress across goals. Decreases displayed when Noah was noted to be distracted. P: Continue POC.
Today we did a PI day activity! Today's date is 3/14 so it's "Pi Day". We discussed the digits of pi. It has an infinite number of digits and has no pattern to it, so it's considered an irrational number. We discussed that Pi is found by taking the perimeter of a circle, also known as circumference, and dividing by the diameter. Andrew and I started with his water bottle. We used a string and ruler to measure the distance around the water bottle (circumference). Then we measured the distance across the bottom (diameter). We recorded our findings. Then we divided the two numbers and got 3.09. We compared it to Pi's rounded value of 3.14. We discussed why our answer wasn't exact. Andrew understood it's almost humanly impossible to get a perfect PI, only because it's difficult to get accurate readings. We are using our fingers and eyeballs and since we are not robots/computers, our findings could be off by fractions. We used this process to measure the clock, and a plate we found in the cafeteria. Each time we got pretty close to pi.
Today we did a PI day activity! Today's date is 3/14 so it's "Pi Day". We discussed the digits of pi. It has an infinite number of digits and has no pattern to it, so it's considered an irrational number. We discussed that Pi is found by taking the perimeter of a circle, also known as circumference, and dividing by the diameter. PJ and I started with his water bottle. We used a string and ruler to measure the distance around the water bottle (circumference). Then we measured the distance across the bottom (diameter). We recorded our findings. Then we divided the two numbers and got 3.09. We compared it to Pi's rounded value of 3.14. We discussed why our answer wasn't exact. PJ understood it's almost humanly impossible to get a perfect PI, only because it's difficult to get accurate readings. We are using our fingers and eyeballs and since we are not robots/computers, our findings could be off by fractions. We used this process to measure the clock, and a plate we found in the cafeteria. Each time we got pretty close to pi.
Joshua and I continued with Sinusoidal functions today. We worked on transformations in the order HRSV (horizontal, reflections, stretch/shrink, vertical). We practiced considering how the amplitude, period, frequency, and midline would be affected. These problems are quite challenging but Joshua is doing great.
Matthew was curious to see if his magnets were a conductor of electricity. He experimented with his magnets and batteries. Next, he had the idea of creating static electricity with his blanket. He rubbed the blanket on his head and could see little sparks. We turned the light off and tapped our fingers together and we created a spark between our fingers - it was a mini shock too! We noticed that once the color was yellow and then white.
We worked on organizing our thoughts and specifically addressed the purpose, value and strategy of using transitional phrases to show the relationships between sentences and paragraphs and to make the transitions, when writing, smooth and relevant. Quinn selected one of three prompts about which to write and chose one that allowed him to write about the job he would consider the coolest. He was shown options and asked which he thought was most effective choice to communicate the next thought or idea. He then was tasked with developing a transitional phrase that would improve the efficacy of his writing and relate the transition between his thoughts smoothly. When writing, Quinn requested some assistance to spell words. We were able to review homonyms, as he was challenged with certain spelling (i.e., their/there/they're). The exercise also allowed us to refine and edit our writing while developing and fleshing out our composition, and Quinn was careful to make a concerted effort to write legibly. We made a copy and added it to his binder. Quinn was pleased with his effort and Ms. Judie afforded him well-deserved praise after reading his composition. Quinn was afforded a 5-minute break and then requested that we read another chapter in the novel. We read chapter 24 and Quinn answered correctly when queried about the characters and relationships.
We began the session reviewing and syllabicating Reid's spelling words. After two rounds of Crazy Moose, we co-read "ReStart" by Gordon Korman, pausing to define unfamiliar vocabulary, summarize the plot, and make predications.Reid is motivated to finish the book over spring break.
