extra hrs. logged

Circle Time: Calendar, weeks, months, 100 chart.
Small Motor: Introduced dot-to-dot, Individual work folders: mazes, dot to dot, printing letter and number.
One on one: math concepts-left/right, above/below/between, middle, longer/shorter, taller/shorter, empty/full,
Snack
Free-time:introduced Tiddly Winks and puzzles
Language Arts: alphabet sequence. Individual work stations: Alphapets Game, Leap Frog Letters, Alphamatch
one to one: alphabet sequence
Played with rhythm instruments.
Lunch
Dojo: jump ropes, hula hoops, ball toss, stretching
Science: reviewed our list of what we saw on yesterday's walk. Discussed how they were alike-common characteristics.
Quiet book time. Listening to teacher read and answering comprehension questions. Retelling the story in their own words.

Calendar, Days of Week, introduced Months of the Year song. Hundreds chart. Number identification. Introduced how to start a letter at 2 o'clock and touch top and bottom lines. Board printing practice. Snack, Individual work: number identification, maze, printing numbers. Science: exploring our environment. Walk, made word list of things we saw, drew what we saw.
Lunch, free play, Music-rhythm instruments- repeating a pattern, playing along to a song.
Quiet book time, listening to a book and answering comprehension questions.

additional hrs logged

Explored the new room and played with some toys. Discussed reading tent rules. Calendar, learned the Days of the Week Song. 1-100 chart - counted how many days until we can have a 100 day celebration. Introduced individual work clipboards. Mazes, writing numbers 1-10. Coloring number of given objects. Quiet individual book time. Listening to books and comprehension questions. Jumping, hopping, galloping,ball tossing, somersaults, stretching in dojo room.

Understands rhyming words but cannot identify what are the varying beginning sounds. Synonyms: was able to identify if words had the same meaning. Opposites: didn't understand the meaning of 'opposite'. However, when I gave him examples, he seemed to catch on. He still could not tell me the opposite of a given word, but was able to pick out the opposite when show pictures. Listening Comprehension is fantastic. Was able to listen to stories from K-first level and accurately answer questions about what took place in the story. Able to use context clues to
answer questions. Able to retell a story in his own words.

Left to right progression - excellent. Able to sing Alphabet Song but could not put the letters in order past 'c' so I helped him. When I gave him 'k', he said "Wait a minute, I thought 'A' was the first letter. It appears that they both sound the same to him because they have 'ay' sound. This refers back to him not being able to isolate the first sound in a word. Great understanding of literary concepts:Fantasy/Reality, Sense/Nonsense,Cause/Effect,Plot. He knows all of his colors. Appears to have knowledge of shapes but was not consistent at choosing the right one from a group. Unable to add or subtract groups of objects. He was not consistent in his ability to recognize patterns.

Book and Print Awareness: He likes books. When given a few books, he was able to choose one and spend time on his own looking through it - very focused on every illustration and asked questions about what was happening. He was able to make predictions based on illustrations. He asked me to read it, so he is aware that the print is used to communicate what is happening. Identified front and back of book and where to begin reading. Some confusion between a letter and a word and was confused over the concept of 'sentence'. He enjoyed listening to me read about Henry Ford and was later able to relay some of the information to his mother. He often displays a concern about whether or not characters or toys are good or evil. For example; a toy truck with a mouth, a racing car, a picture of a king with a staff, aliens. He also often says, "That scares me", or "That freaks me out" or "That is creepy". Phonemic Awareness: Not aware that words are composed of individual sound units. Difficulty choosing first or last sound in a word, even his own name. However he was able to listen to a word that is segmented into phonemes and blend the parts together to make a real word. For example, the teacher says /ch/ /ip/ and he says "chip". Didn't recognize any words on a Kindergarten word list and said that every word that started with 'c' was cat or car. When shown only those two words together, he could not decide which was which. Snack and dojo: He chose the jump rope to play with as he said, "Is this a jump rope? We did not have these at my other school. Can I play with it? I don't know how to jump rope." I said, "It is tricky and you will have to practice" and I demonstrated. He watched, took the rope and jumped forward and then backward. He said he had never been able to jump rope before but I am not so sure.

Small motor coordination: Tries to cut on lines but needs more practice. Poor printing - difficulty holding pencil properly. He can orally spell is name but continuously left out the 'u' when writing it. He prints name with capital 'Q' and 'N' and lowercase 'i'. He cannot form the 'N' properly. He has picked up some bad habits when forming letters but is willing to try to do it a new way. Gets frustrated when he can't do it right and says "This is boring". However, willing to keep trying when I told him that he will learn to do it if he keeps practicing. Some problem focusing on the printing task at hand - had to tell him several times to look at what he was doing because he started to look around the room even though his hand kept moving. He needs to be allowed to master these skills at his own pace so he doesn't get turned off and refuse to try. We practiced printing arcs and then forming the letter 'C'. Sent home a worksheet to practice letter 'C'. Math: Today I pressed him to go further than ten when counting. He gets confused when counting the teens-mixes up the order. He knew that twenty came next and was able to count from 20-29 but then went to twenty-ten instead of thirty. Same pattern when counting objects. He cannot identify any written numbers beyond ten. Since he is able to count and identify through ten, I am assuming he can master numbers beyond that with practice. Shared his cookies, ate snack and played in the dojo. He asked me how the tent looks when it is all together. So we spent some time putting the pieces in their proper places. He understood that the holes had to match up before putting the screws in and he was able to question and reason as to where the pieces would go. Trying to help him set boundaries- not going into other rooms without a teacher, don't touch or take things that belong to someone else without asking, don't run in hallway.
Encouraging him to look at people when they speak to him. He tends to ignore their presence as if he didn't hear them. Yet, when he is asked if he heard them, he immediately responds to them. So he does hear them and he does register what they are saying - he just doesn't always acknowledge or respond.

Very cooperative
Alphabet recognition: Identifies uppercase A,B,C,D,H,I,L,O,Q,R,S,U,X,Z
Identifies lowercase c,o,s,t,u,x,z
Letter sounds - 's' was the only sound he consistently identified
Color and Object recognition was good - he always came up with an answer even when the object was difficult to recognize - for example: beads were popsicles, futuristic chair was a drum, dice was a diamond, a bucket was a can.
Speech: sometimes drops the last letter of a word, especially 't' as in tent, shirt
Identifies numbers 1-10 -counts 1-10 - did not attempt further - he said he was tired
snack, playground - rode toy car, parked all the cars, said, "I need exercise" and played basketball. Said, "Can I tell you something? I am hot, so can we go see the computers?"
Looked at toy cars on computer and found some for the classroom.
Says he will like karate and Spanish.