Becca and I began our session with a coloring activity. Then, she completed a trace, write, color, glue activity on the words an and she. After, I introduced her to the letter X discussing the sound X makes and words that begin with X. We created a xylophone to hang on her word wall to represent the letter X. Becca and I played a matching game using pictures of food, water animals, Farm animals, jungle animals, and clothes. She had to say the name of the picture and match it to the correct category. She created a sight word book of "Hickory Dickory Dock." After reading through the book a few times she was able to recite most of the story.
Becca and I began our session with a coloring activity. I introduced Becca to the letter U. We discussed the sound the U makes, words that begin with U, and completed an activity on Starfall using the letter U. Then, we completed an underwater picture to hang on her wall that represented the letter U. We completed rhyming activities and a matching game. At the end of our session, we had storytime and read a few books.
Today Becca and I began our session creating an underwater ocean scene to hang on her letter wall for the letter U. Becca completed an activity coloring pictures that began with the letter U. In addition, she practiced tracing the letter formation for the letter U with her finger using manipulatives. Then, she traced the letter U with hand over hand assistance using a colored marker. I introduced Becca to the sight words "the" and "we" and she completed a coloring, cut, and paste activity using both sight words. Becca and I made a lot of progress today reading a sight word reader titled "Who is in the Tub?" Using the pictures in the story Becca was able to recite the story, such as "The pig is in the Tub." After we practiced reading it a few times Becca read the story to a few students at the school and also to Ms. Elise. I was so proud of her! Yay Becca! Becca completed an activity where I asked her to draw something she thought she might see at Disney during her trip. She drew a picture and when I asked her what the picture was she told me it was a monster from Monster Inc! She completed a matching activity were she drew lines between two picture words that sounded alike such as moon and balloon. She did excellently with this activity! At the end of our session Becca and I had story time and we read a few books. We read the story "No Moon, No Milk" and "Ten Little Caterpillars." Her focus seemed to be a little off when we were reading the books and she would try to turn the pages before I was finished reading the page. I told her that I would read the story to her first and then after I finished reading to her she could hold the book and look at the pages.
Becca was very warm, loving, and kind during our session today. We began our session by painting a picture of a tiger to represent the letter T to hang on her letter wall. We discussed the sound T makes and words that begin with the letter T. She completed an activity on the letter T using the starfall application on the iPad. During our pre-writing activity Becca traced lines across and down to help her with the letter formation for T. Then, she used the letter T manipulative to trace the letter formation with her pointer finger. After, she practiced tracing upper and lower case T with a thin marker. She likes using the markers because she gets to decide which color she wants to trace the letter with. Becca and I completed a cut and paste activity for the blend "sl" and created a little book of "sl" blends. After finishing the book she went through the pages and identified each "sl" word by looking at the pictures. Becca and I read a story about stars, which she brought home with her to practice reading. During music, Becca and I practiced making rhythms with musical instruments such as the drums, tambourine, triangle, and bells, which she really enjoyed doing. I introduced Becca to a cut and paste activity where she sorted pictures of items that were single or in pairs. We discussed that single means one and pairs are two of something. Becca and I read the story "Llama Llama Red Pajamas" and I asked her comprehension questions throughout the story. She had a very productive day today!
Becca and I began our session by introducing the letter R and completing a rabbit coloring activity page. We discussed the sound R makes and words that begin with the letter R. In addition, Becca completed the letter R activity on the starfall application. Then, we went into the art room and painted Becca's hand with red paint to create a red rose for the letter R using her hand print. Becca used green paint to create the stem of the rose and added grass to her picture. After it dried we hung her picture up on her letter wall in her room. During our pre-writing assignment Becca traced lines going down, diagonal, and circles to prepare her for writing the letter R. Becca used the letter R manipulative to trace the letter formation with her pointer finger. She practiced tracing upper and lower case R with a thin marker. I read Becca the story "Mouse Trap" and "Goodnight Moon" during our session. She was able to recall the story of "Goodnight Moon" using recall picture cards to identify parts of the story. Becca completed a cut and paste activity on the sight word "is" and we read a sight word reader that emphasized this sight word. Using flashcards Becca was able to identify prepositional words by the pictures on the flashcards. She did well with going to the potty today and there were no issues! She seemed a little cranky at times today but she was able to regroup and get back on task quickly.
We began our session by Becca completing a coloring activity. Then, I introduced her to our letter of the day, which was Q. We began our letter Q lesson by creating a queen for the letter Q to hang on Becca's wall. Becca and I discussed words that begin with Q and the sound that it makes. She used the starfall application to continue our lesson on the letter Q. After, Becca used the letter Q manipulative to trace the formation of the letter with her pointer finger. She used a pencil to trace the letter Q completing a worksheet. I introduced Becca to the sight word "the" and she completed a color, cut, and paste activity to go along with the sight word activity. In addition, we read a sight word reader that emphasized the word "the." After reading through it a few times Becca was able to identify the word 'the" in the reader. Using manipulatives we practiced counting up to the number 20. Also, Becca completed a ABA pattern activity with colored legos and completed each pattern. She did not want to use the potty again today and refused to go when I took her into the bathroom.
Becca and I began our session by creating a penguin for the letter P to hang on her wall. Then, we read a story about penguins that introduced the sight words the, see, look, and in. After, we played a game of sight word bingo, which included the sight words that she has been introduced to thus far. During our pre-writing assignment, Becca completed a worksheet where she traced lines from top to bottom in order to introduce her to tracing the letter P. Then, she used the letter P manipulative to practice tracing upper and lower case P with her pointer finger. Once she got the motion down she practiced tracing the letter with a pencil with hand over hand assistance. Becca and I discussed the sound P makes and words that begin with the letter P. She completed an activity where she repeated after me "P is for pizza, P is for pumpkin." Then, I said a few P words out loud and Becca identified the sound she heard at the beginning of each word. In addition, she traced the letter p starting at the big dot and colored the page. She completed an activity on the letter P using the starfall application. Becca had popcorn for her snack, which she told me starts with the letter P! We used her popcorn to help her count to twenty. She can count to ten without my help but after ten she needed some assistance. We will continue to work on this. She had a great day but did give me trouble when we went in to use the potty. She would not sit on the potty and was very upset. I am not sure why she was acting this way considering going to the potty is part of our everyday routine but I wanted to note it.
Becca and I began our session with a coloring activity and she was introduced to the letter O. Becca and I completed a pre-writing activity where she traced circles and lines with her finger and a pencil. We discussed words that begin with O and the sound O makes. She completed a worksheet with pictures that begin with the short vowel O sound and identified each picture. She colored the pictures and traced the letter O with a pencil with hand over hand assistance. Finally, she created an owl out of the letter O to hang on her wall. Becca and I worked on a farewell card for Ms. Johanna, which turned out very cute! During science, Becca and I read a story about stars and during snack she watched an episode from The Magic School Bus related to stars. At the end of our session we played a game of Candyland, which she really enjoyed!
Becca and I began our session with a coloring activity where she was given directions to follow as to what color each object in the picture needed to be colored. She did a fantastic job following the directions! I introduced Becca to our next letter, which was the letter N. We created a nest for the letter N to hang on her wall. She glued pom pom balls to fill in the letter N on construction paper as well as colored a nest adding blue pom pom balls to the nest to represent eggs. In addition, she glued together a red robin bird to go along with our nest theme. It turned out very cute! After, Becca traced a pre-writing worksheet with straight lines long and short as well as half circles. We did this to help her with the letter formation for capital and lowercase N. In addition, we discussed the sound N makes and words that begin with N. Becca traced the letter N using a letter manipulative with her pointer finger. Once she seemed ready to move on she traced the letter N using a crayon. She is getting closer to the dotted lines on the letters we have been tracing, which is great! Since the number nine begins with N we completed a cut and paste activity to represent the number nine. Becca completed a blend sorter for -tr and -cl. She identified these blends by identifying pictures that began with each blend and placed them under the correct blend sound. During reading, Becca and I reviewed the two sight word readers that were introduced to her earlier in the week that emphasized the words the and see. Finally, Becca identified healthy and unhealthy eating choices using pictures of healthy and unhealthy foods. She was able to identify the pictures of the food but needs more practice with which food choice each picture falls under. We will continue to work on this. She was very pleasant and focused today!
During our session Becca and I completed the letter K and created a kite to hang on her wall. She identified the letter K, the sound it makes, and words that begin with the letter K. Then, we completed an activity on the starfall application using the iPad to continue our lesson on the letter K. Becca and I completed a pre-writing worksheet where she traced straight and diagonal lines with her pointer finger. After, she traced the lines with a pencil with hand over hand assistance. I am noticing her grip on the pencil is getting stronger and more steady. Then, we used the letter K manipulative to practice tracing the letter formation with her pointer finger. After she seemed comfortable with the formation of the letter K she used a crayon to trace capital and lowercase K. The pre-writing assignment seemed to help Becca with the formation of this letter because it included straight and diagonal lines. Becca and I completed an activity on -sn and -sm blends. She identified the sounds of the blends and pictures that such as snail, snake, smile, and small that began with these blends. She completed a word sorter placing the pictures in the correct box under each blend. I introduced Becca to a new sight word reader that emphasized the words the and see. After reading through this booklet a few times Becca was able to read majority of the words in the story. I was so proud of her! She worked very hard on this! During math, Becca completed AB patterns and cut out pictures to paste each one next to the correct pattern. We reviewed the number ten identifying different ways to make ten using manipulatives such as blocks. Then, she completed a cut and paste worksheet on the number ten. I am so impressed with how much Becca has accomplished in the past month we have been working together!
