- I read Amelia Bedelia and the Baby to Nicholas
- Nicholas helped me read Old Hat, New Hat
- Nicholas read Mat, Bob Book
- We played the Alphabet Soup game

We began today’s session by reviewing counting by ones. Nicholas was tasked with doing so but was again challenged when asked to count past 39, as he has been in prior sessions. We again reviewed the strategy of focusing on the first digit in order to figure out the next in the series of ten. Nicholas required prompts but generally appeared more focused today. We used technology to help Nicholas sustain attention and together we typed numbers from 1-120. The first digit was bolded to demonstrate emphasis - and it was emphasized auditorily as well so as to engage as many senses as possible to facilitate learning. This two-fold sensory approach seemed to help Nicholas; however when he was asked to duplicate his efforts after a short break, Nicholas answered without thought, responding with random numbers. He required a pencil and paper to draw his attention to the first number (the tens column) to be able to state the next succeeding number. He stumbles most understanding the tens jump but he is able to count by tens to 100 by rote. It is strongly recommended that Nicholas continue to work on counting skills at home as well at program in efforts to promote understanding and consolidate gains noted. Nicholas had a worksheet to complete for homework and he had written down a page number in his agenda that did not correspond with his assignment. We therefore completed both, making a copy of the page he had written in his agenda. Nicholas said he did it at school, but we did it again. It dealt with the concepts of shortest to longest. We also worked on indirect measurement problem solving, but Nicholas was challenged as it required that he remember and compare three different variables. The use of a visual facilitated this process. The last problem required that Nicholas add the numbers 42+20, but Nicholas kept repeating "I don't know what you're talking about." He was asked to count by tens from 42 but was unable to do so. We used our fingers to help enable him to understand how to arrive at the number. Nicholas requires prompts to engage and sustain his attention but he is motorically very active and has difficulty sustaining eye contact with the material on which he is working. Working with Nicholas at home, after school and at the Batt program should benefit his understanding of mathematical concepts. We ended the day by playing a 5-minute game of basketball on the playground to release some of his energy and reinforce his efforts.

We began the session by reviewing counting by ones and tens to 100. Efforts to relate counting to addition were attempting using an abacus and counting ten more from a specified even number. For example, what is ten more added to 40. Nicholas has difficulty arriving at the next ten spot after 39. His answers are often random and he grows frustrated if asked to focus his attention on the strategies pointed out to him. He was reminded to visually look at the first number in the 2-digit number to figure out what the next ten would be. While this technique appeared to facilitate his performance, he required prompts to sustain his gaze where indicated and relied on other cues, such as auditory emphasis, to arrive at the correct answer. Nicholas forgot his math homework from school again. When asked if he had received it, he replied that he couldn't remember and that he changed classes. He has said this before when he forgot his homework. I wrote a note asking that Nicholas appears to require reminders to get his homework and put it in his folder and book bag before leaving school. I made a copy of the assigned page from the math workbook we have for him at our school and we completed the work together. Nicholas was tasked with using tens and ones to read and write numbers from 110 to 120 and to problem solve. Nicholas frequently repeated "I don't get it" when asked to resume work. He understood the expectation of bringing his work home.

- Nicholas practiced his sight words.
- Nicholas wrote words and read in the it and ook families.
- Nicholas read two Bob books.
- I read Amelia Bedelia and The Jolly Postman to Nicholas.

Nicholas did not come to class today. His mother called before class to inform us.

Nicholas reviewed and completed two pages of his math homework assignments aimed to help him understand that the two digits of a two-digit number represent amounts of tens and ones. Although we’ve worked with concrete manipulatives and an abacus, Nicholas is still having trouble understanding that 10 single ones represent one ten bundle. We explored different strategies to maximize his understanding; however Nicholas often requires prompts to focus his attention and is easily distracted, losing interest rather easily. Nicholas was shown a two-digit number with the ones and tens column pointed out. He had trouble, however, understanding what this represented despite the concrete examples provided. We showed two different ways to show the same number and arrived at the number that the models showed, when verbal prompts were provided. He had greater difficulty understanding the reverse of operations showing how to check subtraction using an addition equation. Nicholas finished the homework and solved a few problems in which he was tasked with showing numbers in different ways. We finished the session by counting to 100; however Nicholas required verbal prompts to accurately jump to the next ten once he got to 49 and thereafter. He did, however, show improvement when reminded to focus on the first of the two digits in a two-digit number to figure out what number came next. Nicholas used his fingers to do so and grew visibly excited if he got an answer in the next series of ten correct.

- Nicholas practiced his sight words.
- I read Amelia Bedelia to Nicholas.
- Nicholas practiced reading and writing at, ig, and ag words.
- Nicholas read Jig and Mag.
- I read Whales to Nicholas.

- I read Clifford's Good Deeds and Clifford's First Halloween to Nicholas.
- Nicholas practiced his word cards from school.
- Nicholas read the at words on a card from school.
- Nicholas read two Bob Books.
- Nicholas completed his math homework.
- Nicholas and I played a letter sounds game.

- I read The Three Little Javelinas and asked Nicholas questions to compare and contrast to the traditional Three Little Pigs.
- Nicholas chose Mat to read
- Nicholas practiced his sight words for school
- I grouped his sight words to show him which ones rhyme
- We worked on at, ag, it, and ot words with Nicholas writing the words

Nicholas had a homework assignment that should have been in his folder. While the folder was in his book bag, there were no worksheets there. We therefore concentrated on doing exercises out of the Go Math book to practice math facts, specifically addition and subtraction of single digit numbers. According to his teacher, Ms. Miner's notes, Nicholas should be practicing counting up to 120; however he has difficulty understanding the concept of counting sequentially by tens. For example, he was able to correctly count up to 49, but he then leaped to 60, after which he began arbitrarily guessing numbers, with a default response of 30. We reviewed counting strategies such as using the first digit as a guideline by which to figure out the next ten in the series, but Nicholas appeared tired and had difficulty sustaining attention to the task at hand. He was permitted to take some time out to create a model using Lego blocks while we continued to work on addition and subtraction facts. Nicholas was excited to get some answers correct but required the occasional reminder that subtraction meant to take away. It would be beneficial for Nicholas to continue practice counting by rote at home, using an abacus if one is available to aid in his understanding of one-to-one number correspondence. He finished the session performing a visual-perceptual task using shapes to replicate a model drawing and performed very well on this task. Nicholas also demonstrated excellent dexterity and bi-manual coordination in replicating the model.