Kellan wrote his spelling words in his journal and highlighted letters to remember. He chose a character from the Watsons Go to Birmingham to describe in his journal. We read the book and discussed it.
Richard practiced his spelling words with magnetic letters. He read words ending with ve. He played Roll and Read to review CVCe words. He read books with words he can read.
I reviewed Reid's folder; we went over his spelling words (including definitions) and made flashcards for review. Next, Reid completed reading comprehension questions for chapters 15-17 of Charlie and the Chocolate Factory, requiring him to refer to the text. Reid also had unfinished work for the Louis Sachar book completed last week; I am unsure if he is supposed to finish this work in class. To conclude, we went outside to practice his spelling words and play Crazy Moose.
Pierce and I continued our Dr. Seuss theme. First, we co-read a chapter from "Who Was Dr. Seuss?" Pierce learned about his time in Oxford, England, where he met his future wife. She encouraged him to pursue his passion for illustration. Next, we read "Oh, the Places You'll Go!" We brainstormed all of the places in the world that interest him and located them on a globe. We then used these ideas to write a five sentence paragraph.
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. Began session Michigan tracking program which requires Richard to scan a jumbled paragraph to find words of a sentence mixed within. He is timed as he scans left to right and top to bottom. These are the same eye movements required for reading. Richard had two trials of scanning today. He was able to find 10 words in 1 minute and 2 seconds. For his second trail he was able to find 8 words in 45 seconds with no errors. We continued with the cursive writing review. Today we went over lowercase letters j and p. Richard expressed that he was concerned with his writing. I told him that he is learning script writing well and it is more effiecient that writing in print and that he is doing well. Good session.
Assignment
Continue to reinforce script handwriting practice throughout all settings
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. Began treatment with alternating between painting a Valentine's Day dog canvas and cursive review. He would paint one part of the dog and then write/review one to two cursive letters. Richard required moderate verbal cueing to correctly form previously learned cursive letters "i, u, w, r sand t". He needed reminders like where to start letters, to dot letter i after connecting and finishing whatever word it is in, and to size letters correctly (like to make the letter t tall). He did well with following directions and not getting frustrated. Good session.
Luke was seen in his room for a 45 minute treatment session today. Focus of treatment was on improving fine motor skills (hand strength, grip strength, dexterity and manipulation), visual motor integration, ocular motor skills, and graphomotor skills/keyboarding as an alternate means to written communication. Began treatment at his table with writing activity. We continue to focus on letter formations, line placement, spacing between words and refinement. Continued with visual motor work with sequence drawing activity. Luke was able to recreate by following a step by step drawing sequence the following objects: flowers, a cat, a castle, and a bunny. He us continuing to make his letter "o" the wrong way and requires verbal cues " to make a c first when making an o". He can readily copy a circle, square, traingle and cross. Good session.
