We began the session reviewing Sasha's school packet and assessing her work for the week. She wrote her spelling words three times and wrote and illustrated a sentence using two of the words. Next, she read an oral reading fluency passage (including many of the spelling words) three times. I was pleased at her improvement in accuracy and fluency with each read. To conclude, Sasha logged into her Razz Kids account; she completed a comprehension test on a text about birds that we read last week and began a new text about karate. She was thrilled to earn 150 points for the completion of the tasks.

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 session with peer and other teacher playing ping pong outside with a focus on sportsmanship and regulation. It was hard for Luke not to feel sad when losing a point and overly celebratory when winning a point or game. In room worked on writing with Pokemon activity. Luke is writing a book about Pokemon called "Its Raining Pikachu". He wrote well and ended the session in a good regulated state.

Today we used the formulas we learned yesterday to determine the surface area of a given cylinder. Carson recalled how to find the formula for surface area of a cylinder. He remembered the area of a circle is A=pi(r^2). Then we considered the base of the cylinder. Carosn needed a reminder how he could come up with the area of the base. We recalled the top of the base is actually the circumference of the circle (pi*D). And the height of the cylinder was h. So he recalled the area of the base is 2PiR*h.

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. Aiden 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. Aiden 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 I met Ben on Teams. We first did a few review problems with simplifying exponents. He is getting good at remembering the rules/properties. Next we discussed the concept of Pi. 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.

Richard was seen in his room for a 45-minute treatment session. His session focuses on improving his postural control, integration of retained reflexes, visual motor skills and integration, fine motor skills, dexterity, manipulation, ocular motor development and graphomotor development/keyboarding as an alternative means to written communication. Richard was very talkative today which at times made it take longer to get his work completed. Worked on reviewing and writing in cursive today. Richard required reinstruction on the letter "y" in cursive but was able to recall the letters "i, u, w, j, r, t and p" from the "Monkeys Go Surfing" group in Script Island. Reviewed letters "c,o,a" from the "Mikey's Hut" group. Richard made a picture of the island to use which serves as a visual guide to make the letters for the "Mikey Hut" group of letters. He can trace the path with his fingers which corresponds to the formation of the letters. This is a multi-sensory approach to learning writing. Good session.

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 session outside with 10 minutes of a heavy work activity for proprioceptive input. Set a timer to help with a smooth transition back inside. Used Rol-n-Write to practice letter formations of the lowercase alphabet. Luke's sessions continue to focus on refining his graphomotor and visual motor development. He is making steady progress in these areas. Sessions also continue to focus on increasing listening skills, attention span to task, and regulating emotions. He is improving slowly in all areas.

Today Ben and I met on Teams. We had difficulty getting started, but we ended up being productive. Ben was in a great mood and willing to work. He had a sense of humor while he was working and we rolled with it. I asked Ben a lot of WHY questions to get him to think about the reasoning behind the properties we're using. I showed Ben the problem we worked on yesterday and asked him to explain it to me. He said he understood it but couldn't explain it. So I explained it to him with a visual aid to support, WHY we add exponents when we are multiplying them.

Today Andrew and I began discussing basic trig functions. We used the acronym SOHCAHTOA to learn that sine=opp/hyp, cosine=adj/hyp, and tangent=opp./adj. We used the white board to draw a triangle and label the sides as opposite, adjacent, and hypotenuse. Then from the angle theta, we recognized what the sine, cosine, and tangent of theta would be. Then I have Andrew a problem on his own to try. With help, he was able to find the ratios for sine, cosine, and tangent.

Today Joshua and I continued with working with the graphs of sine and cosine. We discussed vocab words such as amplitude, period, frequency, and midline. Then we looked at the equation's functions and identified how the graphs of sine/cosine would be transformed by stretching/shrinking, reflecting, or shifting up/down. Joshua got practice graphing these on his own. These are quite challenging problems. I have been impressed with Joshua's level of understanding on this. We are moving quickly through these problem types and he is keeping up with his end.