This was our last session before Jonathan was leaving school. We reviewed the strategies for tongue placement and air-flow to produce a strong, but not too noisy /s/. With losing teeth, his airflow has been disrupted so we were working on re-establishing the skinny air flow for our target /s/. He said he wants to keep practicing so he was encouraged to practice with some of the lists I provided. He is a great, bright kid and a pleasure to teach.
Jonathan was flexible with scheduling today so we had an earlier session than planned. He was in a silly mood so we practiced our /s/ sounds with silly sentences involving different animals. He was most fascinated by the giant squid so we used our creative story telling to create a story about a Giant squid using many /s/ words as describing and action words in the story. Jonathan was very pleased with his work and asked to read it to some peers nearby. His speech was noticeably improved when presenting to his peers.
Jonathan and I packed his items into a box. I also wrote Jonathan's credentials and steps to get onto google classroom, if in the future, his school went virtual.
Jonathan read clues and had to figure out which community the person lives in. Jonathan completed five of these clues. Jonathan created clues himself for me to figure out which community the person he created lives in.
Jonathan completed fifteen minutes on Iready. Jonathan read an Easter paragraph. He used proofreading symbols to fix the paragraph. Jonathan read a short Easter story and answered comprehension questions.
Jonathan created postcards for urban, suburban, and rural communities. He pretended that he visited each community and created a picture for each postcard and a letter describing what he saw and what he did in each community.
