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

I spent the first 15 minutes of our session speaking with Cade's mother. I explained that in my professional opinion, Cade would benefit most from reading remediations (as opposed to practicing for the STAR test). Next, I took Cade outside for a relaxed first session. Addressing alphabetic awareness, I asked him to name how many letters are in the alphabet and to sequence the letters. He struggled with the tasks. He was able to blend CVC (consonant-vowel-consonant) words, but I noticed that he did distinguish between "short" e and "short" i. He was also inconsistent with short "o." Cade doesn't have the concept of silent E to automaticity. We played several rounds of Phonics Dice with CVC words which he seemed to enjoy. Using sidewalk chalk, I dictated irregular words for Cade to write (list is from the UFLI scope and sequence). From the first 15 words on the list, Cade did not know how to spell his, you, said, was, want. I will start a spelling deck for Cade to learn these irregular words. To conclude, we played hockey while practicing Cade's school spelling word list.

Richard and I played Jenga and built with magnetiles. He talked about his strategy for doing well in Jenga.

S: Noah was seen at the Batt School for treatment. Noah had some initial difficulty transitioning to work tasks, but he was eager to work with SLP for most of the session. Some distractibility noted and task avoidance 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 50% accuracy. He was then asked to identify which word rhymed with the word provided verbally, given a field of 3 verbal/visual answer choices. He completed the activity with 30% accuracy. Noah then completed a pronoun labeling activity with moderate support and verbal answer choices which he completed with 50% accuracy. After, Noah was probed with a variety of sight words then was asked to match the sight word provided given a field of 3 sight word answer choices. He completed the activity with 60% accuracy. Lastly, Noah was asked to follow directions with embedded spatial concepts. He completed the activity with 100% accuracy. A: Initial baselines taken on new goals. Some goals display decrease likely due to difficulty with transitioning and difficulty with focus during some tasks. Pronoun task displayed Noah’s difficulties with use of “he” pronoun. P: Continue POC. Continue to develop/probe literacy goals.

We began today by reviewing quadrilaterals and their properties. Then, Andrew had a quiz. He worked most of the period. When he finished we reviewed it together. Andrew got quadrilateral and parallelogram mixed up on a few problems. He got an 87%. We reviewed the problems he missed together.

I subbed for Ms. Teresa's Science class (my student Aiden was absent). Chris and I read an article about Biodiversity in Ecosystems. We learned about threats to Biodiversity. We discussed pollution, invasive species, habitat destruction, overexploitation, and climate change.

Addison used paint pens to practice words ending with se. We read Where Is Disney World? and discussed it.

I read Bud, Not Buddy to Richard and discussed it.

Today Ben was in a rough mood when I came in. He was giving me one word answers like "Hey Ben, what happened to your finger?" (it was bandaged), his response, "Stuff."
I knew that meant he needed some time to get started. He said he was in a bad mood because of the privileged students here. That don't have to think about money. They can buy food and get it delivered any time they want. I told him I understood that. I have to wait to buy groceries for when we get paid. I can't afford to have Chik-fil-a brought to me each day. Then I explained to him that I try to keep things in perspective for a need versus a want. That I don't really need Chik-fil-a, and that I'm fortunate to be able to bring some food from home. I told him that just because money is coming in, doesn't really mean that the "grass is greener" on the other side. We further discussed and I think he shifted his perspective a little bit.
We were able to be a little productive. I wrote some exponent problems on the board. I asked him to simplify them. He recalled that anything to a zero power is 1. He also recalled how to divide powers (by subtracting them).

Today we began a new unit on Trigonometry. We started with angles and their measure. We worked in a coordinate plane and discussed positive angles rotate counterclockwise, but negative angles rotate clockwise. We discussed the relationship between degrees and radians. Then we practiced changing given angles in degrees to radians and given angles in radians to degrees.