Libby was seen in her room for a 45-minute treatment session with the focus of therapy on fine motor skills specifically grasp patterns, ocular motor skills (saccades), self care skills, and handwriting. OT has also focused on sensory processing and having Libby be more comfortable with wearing a variety of clothes (weather appropriate) and different hairstyles (only wants to wear her hair one way which is down). Libby was happy upon therapists' arrival. She told OT that she moved into her new house and loved it. Began treatment session with writing and creating on a "Buddha Board". On this board Libby used a paint brush with water to write letters. She was excited to tell the OT that she could write some three letter words and wrote the following words in uppercase CAT, PAT and MAT. During todays session we reviewed the lowercase letters c, o and a. Libby was instructed on correct formation of the lowercase letters d and g today. She required hand over hand assistance at first to make the "d" with a "c" first. She required visual cues and visual boundaries to form the "g" correctly as well. She needs continued practice to form these letters correctly. Continued gamer with site word fishing game. She had difficulty with reading the site words so we practiced her recall for lowercase letters and she would read out the letters of the words if she was unable to read the word. Good session.
Assignment
Continue to practice recognition and formations of lowercase letters in print with verbal and visual cues provided as needed.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
When playing the site word game Libby was ready to give up because it was difficult. She was easily encouraged though to stick with it and she understood that she would get better with practice.
Practice the letter sounds that have 2 different sounds. Identify words that start with those sounds. Review sight words and practice using some in sentences. Complete vowel sounds worksheet. Read short vowel words book and point out the words. Practice writing the words from the book.
Letter Recognition, sight words, reading, handwriting
Lesson Outline
Practice the letter sounds that have 2 different sounds. Identify words that start with those sounds. Review sight words and practice using some in sentences. Complete vowel sounds worksheet. Read short vowel words book and point out the words. Practice writing the words from the book.
Libby was seen in her room for a 45-minute treatment session with the focus of therapy on fine motor skills specifically grasp patterns, ocular motor skills (saccades), self care skills, and handwriting. OT has also focused on sensory processing and having Libby be more comfortable with wearing a variety of clothes (weather appropriate) and different hairstyles (only wants to wear her hair one way which is down). Libby was happy today and participated well during her 45 minute session. Began treatment session with resistive putty to work on intrinsic hand strength. Libby is observed to use a immature grasp pattern on her writing utensils at times and by increasing her hand strength she was have more control and stability for fine motor tasks. Worked on visual motor development and executive functioning skills by going on previously learned print lower case letters. Libby does best when provided with some verbal and visual cues to recall form of some of the lower case letters she has previously learned. She review the first group of letters learned which included "r,n,m,p,f,b, and h" and worked on "c,o and a" today. Good session.
Assignment
Continue to write in lowercase with verbal and visual cues provided when needed.
I began with a one-minute phonological awareness exercise, dropping one letter from and initial blend (Kilpatrick, K1 #2, p. 200). Colson accomplished the task with ease; we will move up next session. Next, we practiced the -dge spelling pattern. Colson is close to mastery on this skill. Colson syllabicated unfamiliar three-syllable words using the strategies taught in class (malcontent, fandango, contralto, intrinsic, asbestos). To conclude, we co-read a short story by Shirley Jackson, "Charles." I modeled how to underline important phrases and take notes in the margins. Tomorrow Colson will answer the written comprehension questions.
I assessed Lilly using the Quick Phonics Screener, a tool to determine her phonetic knowledge. Lilly identified all 26 letter names. Lilly was unable to voice the following letter sounds: /â/, /û/, /ê/, /w/, /y/, /h/, /qu/, /g/, /x/. When asked to decode consonant-vowel-consonant (CVC) words, she attempted to sound out each letter, but was unable to blend the words successfully. We played a game of Phonics Dice to practice the sounds of the letters; Lilly was thrilled to win the game! To conclude, I read a Mo Willem's book, "I Was Invited to a Party."
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Libby's unsteady understanding of the letter sounds (particularly the vowels) explains her difficulty in decoding. I will tackle the skills with Orton-Gillingham strategies following the UFLI scope and sequence. If there is more time available in her schedule, she would benefit from more hours.
Exercises relating to Easy German ´Introvert vs. Extrovert´ - exercise on word order
Assignment
respond to open questions at the end of the unit, if time permits
Session Minutes
45
Minutes Student Attended
40
Lesson Comments
After some conversation practice, we continued working on the exercises relating to the Easy German video ´Introvert vs. Extrovert´. Today we focused on the B1-level word order exercises .
