Today's lesson aimed to build upon an understanding of the relationship between adding and counting using a variety of hands-on models to achieve this. Included in this array were discrete objects and length-based models (e.g., Legos and cubes connected to form lengths) to model adding to, taking away from, putting together, taking-apart, and comparing situations to promote meaning for the basic operations of addition and subtraction. Building upon these concepts, Nicholas can begin to formulate and develop strategies to solve arithmetic problems with these operations. We worked on 2 pages of homework and completed the assignment; however Nicholas needed frequent prompting methods to re-engage his attention to the task at hand. In order to help him sustain attention, he was permitted to build objects with the Lego pieces but was tasked with counting and adding using one-to one-number correspondence methods while building his structure. Nicolas was tasked with solving a word problem that called for addition of two whole numbers whose sum was less than 10 using a symbol for the unknown number to represent the problem. This tutor read the word problem to him and Nicholas correctly added the corresponding number of symbols to arrive at the 'sum', a term we reviewed during Monday's session. It was noted that Nicholas reversed the numbers 5 and 7, as he did with the letter 'h' when writing his name; however, he was able to recognize and correct the numbers and letter when it was pointed out to him. We used a whiteboard to practice writing the numbers with and without the use of a model. His performance improved with practice. After completing the assignment, we discussed stranger danger. Nicholas was able to identify and distinguish between strangers and friends and participated in a variety of role playing scenarios to afford him strategies to employ if faced in any compromised situations. The role-playing activity sufficiently engaged his attention and Nicholas demonstrated a good ability to apply and transfer the practical information that he acquired to novel scenarios subsequently created for him.

- Nicholas practice -at words
- Nicholas read a book with -at words
- Together we read Yo! Yes? and discussed exclamation and question marks
- Nicholas practiced consonant blends
- We played a matching game of sight words and pictures

Nicholas began by briefly summarizing his summer vacation, expressing that he would rather have remained in the Cayman Islands than be back in Florida. However, he seems to have had an enjoyable first week in school and told me his teacher's name, Ms. Minor, and that he has made a good friend there already by the name of Noah. When asked if he had any workbook, agenda or homework, Nicholas took out a Go Math Florida workbook and an assignment that he was to complete pages 3 and 4. We began by reviewing basic addition concepts within the domain of algebraic thinking. This allowed for a preliminary assessment of Nicholas's understanding of one-to one-correspondence and understanding of basic addition. We reviewed the pages assigned and the work he had competed earlier. Nicholas used his fingers to obtain the sums of 2 single-digit numbers. We reviewed the word 'sum', its meaning and use in a sentence and Nicholas was periodically queried to determine his short term recall. He enjoyed a little joke conjured up to help him remember the word. He was reminded that although he couldn't remember the word now, when questioned earlier, he was able to remember it 'sum'times. Nicholas laughed hysterical once he got the joke and chided this tutor by elbowing her and saying "I get it, do you get it?" Nicholas appears to be a visual learner. He correctly counted different objects to calculate correct single digit sums using paper clips to add. He subsequently worked on a tally table; Nicholas learned how to count tally marks and then add them together to arrive at a sum. We finished up the session by working on a color by sum activity. He seemed to enjoy this hands-on activity and it was an effective method by which to practice and consolidate prior gains. Nicholas enjoyed adding the two numbers, and then coloring the sums to make a picture using a color key. We practiced reversing the numbers, looking for and expressing regularity in repeated reasoning in order to reinforce domain operations and algebraic thinking as it facilitates understanding and application of the properties of operations strategies ( Examples: If 5 + 3 = 8 is known, then 3 + 5 = 8 is also known; the Commutative property of addition). Nicholas was thrilled with the way the picture came out. He repeatedly exclaimed it was really beautiful and asked if he could take it home so that his mother could hang it on the refrigerator as she does with all his work.

- Nicolas did his math homework of addition. He counted numbers on dice to get the answers.
- He did more math practice rolling large dice and adding.
- I read Tops and Bottoms to Nicholas while he played with animal puppets from the story. Afterward, we filled in the information on the school reading log.
- I used flashcards of consonant blends to have Nicholas practice his sounds.

- Concepts of print - Nicholas understands how books work
- Letters and sounds - Nicholas knows all letters and sounds individually
- Sight words - Nicholas knows 3 or 4 sight words
- Math - Nicholas tossed dice and added the numbers by counting

Nicholas correctly identified all lowercase letters. He printed his first and last name. He spelled "Dedona" with a "b"--- Debona. He knew all his "special" sounds: sh ch wh er th... Today we worked with "ing." Nicholas read words with all of these sounds. He read all of his sight words, only having difficulty with "and" is for a at it go to the in me see can look up on an no we... Today we looked at the word, "like." I dictated a sentence to Nicholas and he printed it. --- We can look up at the sky. Nicholas sounded out the word "can" by himself. Usually I say the word slowly so that he can hear each sound. My goal was always to have him sound out the words independently and print what he hears. Nicholas read a "level B" book, "I Like Dogs." Words in the story that could be sounded out included --- but big wet hot... Nicholas counted to 39. Using numbers 1-19, Nicholas should practice identifying 12 13 15.

Nicholas played the widest variety of percussion instruments yet to date! We played a little bit on the drum set and later moved onto a "marching band parade" where we switched between about 3 small percussion instruments. All the time that we were playing these, we made sure to stomp our feet in time on the ground as we marched around. Finally, we also spent some time on the piano and I introduced Nicholas to the first few keys in the C scale.

As a review, Nicholas identified all capital letters. He did well, only naming "M" as "W." Nicholas read his "special sounds" correctly. --- sh ch wh th. The new sound today was "er." Nicholas read words with these sounds. Sight words/Dolch words were reviewed: I is for a at it go to the and in me see can look on an no up. The only word that Nicholas had difficulty with was "up." I asked him to "sound it out," but he made the /y/ sound instead of the /u/ sound. Nicholas' new word today was "we." He also read some new "word family" words from the "-am" family: bam ham ram jam Pam yam. Nicholas reread the story, "I am Quick." This is a story sent from Mrs. Berman. Today, Nicholas showed improvement. Nicholas' counting is inconsistent. Today, he had difficulty remembering what comes after 19. In previous sessions he has counted to 29. Nicholas identified the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 16, 17, 18, and 19.

Nicholas reviewed the name and sound of each letter of the alphabet. He reviewed "special sounds"---sh ch th and I introduced the sound "wh." Nicholas read words from the "-ad" family, the "-ag" family, and the "-ap" family. --- clap slap dad sag gag... He also read the words--- I is for a at it go to the in me see can look an on... He had difficulty with "and" and "up." I reminded him that he can stretch both of these. His new word is "no." Nicholas used "up," "on," and "no" in oral sentences. I dictated and he printed "A girl runs up the hill." We stretch words together. I would like to see Nicholas start listening for the sounds on his own. Nicholas read the sight word reader "take-home" book, "Camping." Nicholas identified the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 16, 17, 18, and 19. He did not identify "15." We have not yet focused on 12, 13, or 20. I stated the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14, 15, 16, 17, 18, and 19 in random order. Nicholas was able to write all except "15." He counted to 29.

I spent most of the time with Nicholas reviewing rhythms that he learned from the previous lesson. He made improvements on them. We are continuing to work on becoming more aware of his right and left hand and building longer durations of patience.