- Nicholas read Jig and Mag and Dot and Mit.
- I read Sunken Treasure, Commotion in the Ocean, and The Magic School Bus on the Ocean Floor.

Nicholas left his agenda and all his work at his Aftercare Program in school; therefore, we were unable to work on his homework assignment or review his spelling words. As I know he has begun working time-telling skills of late, I had him work on telling and writing time in hours and half-hours using an analog clock. (This addresses Common Core MAFS.1.MD.2.3). I copied 4 pages of problems from his G0 Math workbook, half of which reviewed telling time to the hour. We also worked on how to tell time to the half hour and I told Nicholas that it could also be referred to as half past the hour. Nicholas was able to follow some simple tips and strategies to facilitate his time telling skills and recall. He also worked on a spiral review, which tasked him with adding the sum of two digit numbers and problem solving. He was reminded to review his work as he inverted the number 3; however, he was able to re-write it correctly upon prompt. Nicholas's parents were apprised of the situation with him leaving his work at school when they arrived to pick him up.

- Nicholas read Jig and Mag, Dot and Mit, and Dash on the Path.
- I read Mary Manatee, Somewhere in the Ocean, Dolphin's First Day, and Manatee Winter to Nicholas.
- We looked at pictures and discussed the Shark book.

Nicholas used incredibox to make beats. He then came up with a science themed improv to do that involved dinosaurs.

Nicholas seemed a bit tired today. He began the session by telling me that his car had a nervous breakdown; it had broken down on the way to school. We began by reviewing coin values and denominations, and I checked Nicholas's computational skills on his worksheet. We then proceeded to his math homework on which he has begun working on time-telling skills to the hour, using only the hour hand of a clock. He did well on his worksheet. When we proceeded to this week’s 8 new spelling words, Nicholas lost a bit of steam. He grew tired, was unable to sustain attention. We reviewed three of the eight words, using various sensory modalities (visual, auditory and tactile) to help him sound out the words, increase phonemic awareness and facilitate recall skills. We will need to review and practice these and the remaining 5 words when he returns on Wednesday. We finished up the session by making a card for his teacher’s upcoming birthday, 4/19). Nicholas drew a rainbow Easter bunny, coloring it all the colors of the rainbow. It was a very good way to end the session and Nicholas left rejuvenated and in happy spirits.

- Nicholas practiced his spelling words, orally and reading what I wrote.
- Nicholas read Mat and Jig and Mag.
- We read Dash on the Path together.

- Nicholas read Mat, Dot and Mit, Sun Sets, Jig and Mag.
- I read Officer Buckle and Gloria, Fred and Ted Go Camping, and Big Dog, Little Dog.
- We read Go, Dog, Go together.

Nicholas was visibly sick today. He was sneezing many times, had watery eyes and a runny nose, and was extremely tired and unable to concentrate. Despite this, I encouraged him to try to make an effort on his math homework, adding that we could move to another location to work on spelling; his spelling test is this Friday, 4/5/19, and there are 7 words for him to study. We began working on the math assignment, which Nicholas found challenging. He was tasked with combining values of money in cents up to the dollar, working with different units of currency (pennies, nickels, dimes, and quarters). We practiced adding by tens and fives to help facilitate his computation of the different denominations. Nicholas had difficulty remaining focused and often arbitrarily guessed answers. While he's made some gains in coin identification and their value, he needs more practice, especially when adding amounts to a total (e.g., adding pennies, nickels, and dimes to 2 quarters, or 50 cents). Nicholas then asked to lie down and rest, but I was able to refocus his attention and we moved to a different location to practice spelling. This, too, proved challenging for Nicholas, but I offered him various strategies to improve the recall of certain words by putting them to tunes. For example, the word, 'going' was put to the tune of "BINGO ('g.o.- ing'), and so forth. I also asked that Nicholas write the words down so that there would be other modalities involved in reinforcing the spelling recall. Nicholas enjoyed this strategy and it helped facilitate his short-term recall; however, when queried later, his recall diminished and he required prompting reminders. The word, "what,' was explained as starting with the letter "w", with a hat on top of it; however, Nicholas needed help and repetition. It is anticipated that more practice, when he is feeling better, will improve his recall and performance. There are 7 words for this Friday's test. We will resume practicing the words when we meet again on Wednesday, 4/3/19. Nicholas's dad was informed that he had a cold. He said he had become aware of it when he picked him up form school. I told him that we did two days of math homework, but it should be reviewed, and that we practiced our spelling words, but that they, too should be reviewed at home to maximize results.

- Nicholas practiced spelling words.
- I read Officer Buckle and Gloria, Looking Out for Sarah, and Flap Your Wings to Nicholas.
- Nicholas read Dot and Mit, Mat, Jig and Mag, and The Vet.

We began the session outdoor as Nicholas assisted me in watering a thirsty tree and plants. We discussed the importance of caring for nature, the skills needed, the responsibility it teaches, and the value it serves to the environment. We engaged in some narrative pantomime, with Nicholas being the story-teller/leader and I, the student. Nicholas has an active imagination and runs with whatever activity is going on at the moment that stimulates his interest- often taking the story on tangential directions that are playfully constructive, wildly imaginative, and that reveal his understanding and knowledge of the subject matter, as well as his care, empathy, and compassion. Today, he took some parts of a dying plant and re-potted it in a pot he found, directing me to assist him in the endeavor and creating a story around it involving a new plant growing and efforts to sustain and nourish it properly. We then proceeded indoors to the science lab where Nicholas and I continued improvisational activities involving him as a scientist in a lab and me as the new hire under the watchful eye of an unseen boss. Allowing and facilitiating Nicholas in such creative outlets and activities respects his subjectivity and inherent nature to explore, allows him to use his senses and interpretative ability, permits a safe opportunity to diverge from conventional thought and action, and encourages and develops an empathic appreciation for different perspectives. While waiting for his grandparents to arrive, Nicholas was excited to engage in a watchful vigil, procuring imaginative props in which to outfit himself while watching from the outdoor preschool house that permitted a view of the school driveway. He first directed me to stand vigil, then he assumed the job, insisting that I get some rest, and ending the session in a suspenseful imaginative scenario involving team collaboration and partnership. It was a fun and engaging session, and Nicolas clearly appreciated being given the leeway and latitude to self-initiate activities and orchestrate dramatic play.