Practice the letter sounds and symbols. Work on decoding short CVC words using the sounds of the letters and then blending. Read the sight words the & a in a short story. Practice writing the letters on white board.

Practice letter sounds and symbols. Read from Frog and Toad are Friends, looking for all sight words and CVC words to decode. Practice writing the word family words for -am and -it. Work on worksheet for sight words.

Review next seven homophones on spelling list. Talk about the makeup of proper sentences: subject and predicate to make them complete.

Take the writing done for the ice cream activity. Look at each sentence and decide how to improve on them by making them complex. Decide if the subject and the verb agree.

2/27/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was eating her lunch when the session began. Alexandra had some difficulty initially warming up and completing activities, but after transitioning from her room to the pre-k room, she was eager to work with the SLP and engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 60% accuracy. Next, Alexandra was asked to follow directions given spatial concepts (e.g. put the candles “on” the cake). She completed the activity with 60% accuracy. Then, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. After, Alexandra produced target sounds /sh/ when provided a model. She produced the the /sh/ sound across all positions with the following accuracy: /sh/ initial: 60% ; /sh/ medial: 60% ; /sh/ final: 0%. Lastly, Alexandra answered a variety of mixed “wh” questions about a story given immediate visual/verbal information and both a field of 2 and 3 answer choices. She completed the activity with 80% and 60% accuracy respectively. A: Alexandra displays some progress/stability on POC goals. She displays increased difficulty with /sh/ in the final position. P: Continue POC. Increase targeting of /sh/ in final position of words.

2/25/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was completing a puzzle when the session began and continued to work on puzzles with the SLP. Alexandra was eager to work with the SLP and very engaged throughout the session. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”). She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 70% accuracy. Lastly, Alexandra produced target sounds /r/ and /sh/ when provided a model. She produced the the /r/ sound across all positions with 40% accuracy and the /sh/ sound in the initial position of words with 25%. A: Alexandra displays some progress/stability on POC goals. She was reprobed with /sh/ sound and displays increased stimulability in targeted production. P: Continue POC.

2/20/2025 12:36PM-1:25PM
S: Alexandra was seen at the Batt School for therapeutic intervention for both a language and speech-sound disorder. She was completing a puzzle when the session began. Alexandra was eager to work with the SLP throughout the session and very engaged with the SLP. Play-based therapy techniques and structured language tasks were utilized throughout the session to target POC goals. O: Alexandra first completed an expressive spatial concepts activity in which she was asked to identify the spatial concept provided given a visual/picture (e.g. a picture of a cow behind a barn with the prompt, “Where is the cow?”) and a field of 2 answer choices. She completed the activity with 60% accuracy. Next, Alexandra described and asked questions about a picture utilizing increased MLU (3+ word utterances). She completed the activity with 40% accuracy. Lastly, Alexandra produced target sounds /r/ and /j/ when provided a model. She produced the the /r/ sound in the medial position with 58% accuracy and the /j/ sound in isolation and in the initial position of words with 40% accuracy and 20% accuracy respectively. A: Alexandra displays some progress on POC goals and is displaying increased stimulability for speech sounds. P: Continue POC and develop baselines.

Ben and I discussed the complexities of software in the current economy and how reliant Arge and small businesses are on software. We also discussed how the energy grid is very relied upon in order for the economy to thrive.

Lucas absent

read headlines and intro paragraph of German current affaire website
(popularity of the AfD in Eastern states at General election and popularity of electric cars in Germany)

brief conversation