Nicholas did not know if there was any homework assigned by Mrs. Miner, his teacher, at the Jerry Thomas Elementary School, so this tutor emailed his teacher to inquire. While awaiting her response, we pulled out some prior homework sheets to review problem solving and addition strategies and worked on the back side to a page from a prior assignment that tasked Nicholas with adding two numbers up to 10, then using the sum and the color key to color the flower design in which number problems were contained. Nicholas used an abacus to assist him and it appeared to facilitate his performance. He will occasionally work hastily, which necessitates him to backtrack and start over to achieve the correct response and occasionally benefits from being reminded to try to pace himself and be more reflective when performing these operations so that his impulsivity does not result in errors. Nicholas also wrote an inverted 3, but corrected it when it was pointed out to him. He also required prompts to remember how to write the number 8, but he was able to mechanically reproduce it correctly when afforded a descriptive cue (two circles, one on top of the other, or the body of a snowman). Nicholas also worked on addition sentences to add across as well as add down, finding the sum for each. We reviewed terminology such as sum, and Nicholas was tasked with identifying addition signs, subtraction signs, and the equal sign. He processes the signs by making a cross against his chest for addition and stated that the equal sign looks like the number eleven (this tutor added that it looks like a sideways eleven). Finally, Nicholas was shown that the subtraction sign looked like a dash. Nicholas was able to identify all the arithmetic terms, but pointed to an addition sign when asked to identify the equal sign. Mrs. Miner did reply back to the email and stated that there was, in fact, no math homework assigned over the weekend. She suggested we practice mixed sign addition and subtraction. Nicholas had not been assigned any subtraction homework but stated he has worked on it in class. When given a few problems to solve, Nicholas began by adding the two addends. He did this for two trials, but paid better attention when prompted to take note of whether he was asked to add or subtract and appeared to understand that subtraction involved taking away numbers. Once again, we used an abacus to facilitate his performance initially, but he was able to use his hands to perform the operation after one or two preliminary trials. For the remaining few minutes before his departure time, we played a game of Candyland to cap off the session. Nicholas again showed his kind heart by offering this tutor an extra turn so she could catch up to him. Mom arrived on schedule and was apprised of our work. She noted that Nicholas had accidentally left his agenda that had gone missing earlier in the week in his desk and that his teacher would not give him any work until it was found. Fortunately, Nicholas did find it and has since made up any missing work. Nicholas will not attend school on Monday, September 10, as it is a holiday.

Nicholas used his imagination to create characters with dinosaurs. He made up scenarios and took the dinosaurs on adventures that also allowed for singing. He came up with songs for the dinosaurs to sing in his scenarios.

- Nicholas practiced -ot words on the dry erase board
- Nicholas practiced -it words on the dry erase board
- With support Nicholas read a book with -ot and -it words
- Nicholas reread the book with -at words
- Nicholas practiced consonant blends
- I read Letters from Ike to Nicholas while he held the Ike stuffed dog
- Nicholas played with matching word cards
- I read There Was an Old Lady to Nicholas, and he told me what animal was next.

Nicholas and I used instruments to sing songs and dance around. We then began an imaginary play game with dinosaurs. Singing was incorporated into the play with dinosaurs.

- I read Tops and Bottoms with Nicholas acting out with puppets
- Nicholas practiced words with -at
- Nicholas reread the book with -at words
- Nicholas practiced consonant blends
- Nicholas practiced -ot words and -it words
- Nicholas read a book with -ot words and -it words.

Nicholas works best when provided with short breaks after about 10 minutes of focused work. He is responsive when he gets answers correct but encouragement helps him persevere if he feels challenged by an exercise or problem. This tutor had received an email reply back from his teacher at Jerry Thomas Elementary School, Mrs. Miner, and worked on the areas she mentioned he has some difficulty. To facilitate Nicholas's understanding of one-to-one number correspondence, an abacus was utilized. Nicholas responded well to the manipulative. At times, he will count quickly and lose his place or skip a number; however, efforts and prompts to refocus his attention and slow down his response time have been helpful in improving accuracy. We worked on the pages that were assigned for homework, which included adding with pictures and equations where one addend is unknown. One strategy this tutor taught Nicholas, and also explained to his mother, is to have Nicholas identify the higher of the two addends (numbers), in an equation before adding the lesser number to it. This strategy was beneficial and seemed to facilitate Nicholas’s performance as he completed the assignment. We also reviewed adding zero to a number in order to reinforce and consolidate gains noted in a prior session. Ms. Miner noted that students will be having a math test on addition this week and that students have been adding to 20 in class; however, Nicholas’s math homework assignments have only focused on adding up to 10. We therefore worked on a few exercises where Nicholas was tasked with adding numbers to sums greater than 10. Use of the abacus was instrumental in helping him arrive at the correct answer. Finally, we reviewed terminology and symbols; specifically the meaning of 'sum/'answer' and identify the addition and equal symbols so he would understand the signs and verbiage that might be found on the test. He also practiced bubbling in correct answers on some of the homework problems given. It should be noted that Nicholas needed to look at certain numbers (7 and 5 for example) which he occasionally reverses in order to write them correctly. As explained to Nicholas's mother, Nicholas is able to self-correct if/when an error of this type is pointed out to him and he had no trouble writing the 'h' in his name today, which has challenged him in the past. Nicholas took a few short breaks during our session which allowed him to dispel some energy and subsequently sustain attention to the task at hand for a longer period of time. He enjoyed putting on a superhero costume he found in the room and asked to build a structure using Lego blocks for the remaining few minutes of our session after completing his work. Nicholas’s mother will be provided with instructions on how to access the session summaries written by Nicholas’s tutors at Batt. This should prove helpful as it provides information about Nicholas’s performance, reviews the work being done, and suggests strategies to help reinforce and consolidate emergent gains.

- Nicholas listened to three stories by Denise Fleming and looked at pictures in a book about the author/illustrator.
- Nicholas added consonants to -at and read the words.
- Nicholas practiced consonant blends.

We began the lesson by working on the 2 pages assigned by Ms. Miner due Wednesday. The focus is on mathematical operations providing the foundation for algebraic thinking and relating the process of counting and addition. Nicholas was guided to use counting to find the sum of two numbers. He uses his fingers to add numbers and understood that his second hand was necessary for him to count above 5, showing a preliminary understanding of grouping. Today's focus was adding the number zero to a number. When asked what happens when you add zero to any number, Nicholas was able to state that the number remains the same. He began solving the problems and did satisfactorily; however, for one or two of the questions, he stated the sum was zero but self-corrected himself when he noted a hesitation on the part of this tutor. At times, Nicholas wants to hasten the lesson and will impulsively state the last thing he has heard as the answer; however, when prompted and cautioned to slow down and think before replying, he is often able to generate the correct response. It has been helpful to use manipulatives and switch activities with Nicholas in order to sufficiently engage his attention to the task at hand. He is responsive to praise and the high fives that are afforded him for evidence of sustained attention to the expectations of that with which he is tasked, but if he does not wish to do an activity, Nicholas will attempt to negotiate, and he can become less than enthused if his requests are not met. In efforts to consolidate gains noted in a creative manner, this tutor used dice to reinforce Nicholas's addition skills. He was tasked with calling a number before rolling the die and to then calculate the sum. This tutor had to do the same, but Nicholas had to state who won if the number on the die matched the number called. Nicholas correctly used the dimples on the die to count the total and in this manner, his counting of ones was reinforced. Nicholas was also tasked with writing two equations that corresponded to counting strategies used in word problems and performed well on this task with minimal prompts. Nicholas demonstrated that he understands how to bubble in the correct response underneath the correct corresponding written number, which will help him during assessments he will be taking. We finished the few remaining session minutes by playing a game that required strategic thinking and Nicholas demonstrated good recall. He also demonstrated he is very kind, wanting to allow this tutor to win a round and trying to manipulate the game so that she could come out ahead. He is a very innocent and genuinely kind soul, who loves socializing and playing with adults and children, respectively. Nicholas did not want to leave when his mom came to pick him up; he appears to genuinely look forward to coming to the program and working with his tutors at Batt. This tutor will be contacting his teacher, Ms. Minor, to learn of any particular areas she would like addressed. Nicholas's mother was informed of this intention and indicated her approval and desire for feedback.

- Nicholas worked on consonant blends.
- Nicholas practiced -at words.
- Nicholas read Mat (a phonetic book).
- I read Mary Manatee and Clifford's Hiccups to Nicholas.
- Nicholas put together sight word puzzles.

- Nicholas did his three pages of math homework, using teddy bear counters.
- I read No, David! to him for his Reading Log.