- I read The Bear Ate Your Sandwich while Nicholas played with a toy peanut butter and jelly sandwich and a bear puppet
- Nicholas and I read Brown Bear, Brown Bear together
- Nicholas drew a dinosaur from a video description
- Nicholas read the book Mat and the book Dot and Mit
- Nicholas practiced consonant blends

- Nicholas practiced words with at, op, and it families
- I read Horton Hatches an Egg to Nicholas, and he responded appropriately to comprehension questions.
- We completed Nicholas' math homework.
- We practiced letter sounds with a game.

- Nicholas practiced words with at, op, and it families
- I read Horton Hatches an Egg to Nicholas, and he responded appropriately to comprehension questions.
- We completed Nicholas' math homework.
- We practiced letter sounds with a game.

- Nicholas worked on the at, op, and it family
- I read to Nicholas.
- We played a sight word game together.

- I read to Nicholas, Horton Hears a Who, while he acted with the Horton stuffed animal.
- Nicholas read his two Bob Books with more fluency.
- Nicholas and I played a game with letters and sounds.
- I read the book, Peanut Butter and Jelly, while Nicholas played with a plastic sandwich replica.
- I posted these books in his reading log.

We began today's session with a review of mathematical terms used in problem solving. Nicholas was able to remember that a synonym for the answer in an addition computation problem is the sum. He had difficulty pronouncing the term subtraction but appeared to gain an understanding that it was the opposite of addition. In order to achieve this, we used an abacus to solve a result in unknown word problems: 10 - 2 = ? Unit cubes and other tangible/manipulatives found in the classroom were used to engage Nicholas and facilitate his ability to solve subtraction word problems with missing addend subtraction equations. By showing him the relationship between 'adding on' and 'taking away' Nicholas will learn to apply strategies to either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. He will come to see that, depending on how he comes to think about these word problems, either is appropriate for the "addend unknown" problems - and seeing it both ways emphasizes the relationship between addition and subtraction. We worked on a double-sided page of math homework (pgs. 11 and 12). Nicholas's mom was advised to let him work on i-Ready math at home on the computer as this was Monday's homework as noted in Nicholas's folder. He finished the session assembling a modular construction on a baseboard grid using Lego's, and demonstrated a vivid imagination regarding the objects he created and the scene depicted. For the remainder of the week, Nicholas will continue to work on applying strategies to model subtraction within 10, using models to solve and complete number sentences.

Nicholas used a music making app to create beats with melodies. We sang Disney songs. We also used rhythm sticks to copy each other's beats.

We reviewed pages 31 and 32 which had been assigned for Nicholas’s math homework. Nicholas was noted that he has been inverting the number 3 when he writes and requires reminders to reverse the direction; a model facilitates his performance and he is also aided by verbal cues. Nicholas worked on determining the unknown whole number in addition or subtraction equations relating three numbers. He was tasked with computing the sum of the numbers and writing the equation using appropriate mathematical signs (+, -, and =). He is now working on understanding the concept of ‘fewer than’ when performing subtraction problems. As this is more challenging for him to conceptualize, efforts to facilitate an understanding of greater or fewer was achieved through the use of visual and tactile tangibles provided by an abacus. Providing Nicholas with several intermittent breaks throughout the session helped him sustain his attention and buy in without growing frustrated, and pretzels were also successfully integrated into the activity to reinforce and consolidate the concept of fewer than and greater than in a more fun and relatable manner.

Nicholas had brought home a book from his school library about Transformers and we attempted to read it aloud. However, the words proved too complex, difficult, and challenging, so this tutor suggested that Nicholas look it over at home later, to which he agreed. We proceeded to the library where this tutor selected five (5) books ranging in level from K- first grade. Nicholas selected The Cat in the Hat, by Dr. Seuss. When he began reading, Nicholas made up his own story. He did not attempt to sound out the words. Through guided practice and prompts, Nicholas was able to sound out some of the smaller words, such as ‘the’, but he frequently looked at the corresponding page and continued to make words up. After this tutor used a pencil to point to each word and Nicholas was prompted to identify the initial letter and the sound it made, were we able to tackle the expectations of the reading exercise. We were able to complete about 18 - 20 minutes of guided work before moving on to another activity which Nicholas was allowed to select for demonstrating sustained attention to the task at hand. It would be beneficial for Nicholas continue to work on beginning sounds and to attempt to sound out words with different blends before proceeding to consonant digraphs such as ch, sh, th, wh and ph., etc. Using the pencil to guide his reading was facilitative to Nicholas’s ability to remain on track and engaged in purposeful activity. It should be noted that Nicholas needed reminders to read pages in order - first the left page and then progress to the right. He was reminded that reading is an exercise that requires effort and concentration necessitating that he sound out and combine the letters to figure out the words that are written on the page – not those created from his imagination. After his work was logged in for his teacher, Nicholas proceeded to assemble a 46 piece puzzle, demonstrating excellent eye-hand coordination, and visual perceptual performance skills. This was communicated to his mother when she arrived to pick Nicholas up at the end of the day.

- Nicholas dictated the answers to questions on the paper about Grandparents Day.
- I wrote his responses on a dry erase board.
- Nicholas copied the responses onto his paper.