Ben and I reviewed his homework assignment and how he would manage a newspaper company. We also discussed how media differs in coverage of politics and what that means for viewers, readers or listeners.
Ben and I finalized our course in Government reviewing our progress and work. We reviewed our sections from basis of our government to how it operates in practice.
Chris wrote his spelling words in his dictionary. We read more of the story from his textbook. We discussed the use of sentence fragments to create a mood.
I read a book about Olaf and Thanksgiving. I read about the pilgrims and Thanksgiving and talked about Abraham Lincoln declaring Thanksgiving a national holiday.
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 continues to be encouraged with a sticker chart to wear different clothes and her hair different ways. Began session with brushing Libby's hair which she tolerated very well. Continued with having Libby find hidden items in discovery putty. She was able to easily find 12/12 hidden items in the moderately resistive putty. We continue to do hand strengthening exercises like putty to imporove grasp patterns and endurance for writing, coloring, and cutting. Reviewed previously learned letters "r,n,m, and h". She was able to form them all correctly and needed cues for sizing. Libby was instructed on the next letter in the same group which was lowercase letter "b". It is important for her to write this letter correctly since there are two of them in her name. Until this point she has been observed to make "b's" using the motor sequence/form the same way you would make a number "6". She was instructed with visual and auditory cues (fall down, climb up, bubble) and was able to change her form and write it correctly several times today. Every time Libby writes her name it is imperative that she is cued to write this letter correctly, so she can create a new motor memory of how this letter is formed. She used her twist and write pencil today with an open web space and dynamic finger movements achieved.
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 continues to be encouraged with a sticker chart to wear different clothes and her hair different ways. Libby's art teacher, Ms. Anna was happy to report that Libby was asking her and letting her comb her hair in art class. Began today's session with upper case letter identification game. Able to recall and identify 95% of the upper case alphabet today. Libby is observed to continue to use a thumb wrap grasp pattern for coloring and writing unless she is prompted to use her twist and write pencil. This pencil helps her establish and maintain an open web space when writing. Instructed Libby on lowercase "h" today using Print Island handwriting program. She was taught using both auditory and visual cues. It was pointed out how this letter has the same movement as the previously learned lowercase letters in this group "r, n and m" with a fall down and climb up motion. It was further pointed out how this letter is different than the previously learned letter in this group because it is a tall "leaf" letter. Libby was able to form it correctly. Good session.
Libby and I played Bingo with short vowel words that she practiced reading. She used a sand tray and writing paper to practice her short vowel words and sight words (on, the, and). We watched a video of Bruce Degen, illustrator of The Magic School Bus books. I read Jack Prelutsky poems to her.
Chris took his spelling test. We read more of the story we have been reading and discussed it. We looked at the fantasy scene and discussed how sentence fragments impact the mood of the story.
