Libby and I practiced butterfly, staff pose, lean back, cow and cat, downward dog and meditation.

Libby seen in her room for a 45 minute occupational therapy treatment session. Focus of therapy on improving her ocular motor skills, visual perceptual abilities, fine motor development, visual motor skills, sensory motor skills and graphomotor skills. Began treatment session with fine motor task aimed to increase the strength in Libby's hands to improve control and distal hand achieving mature grasp patterns. Libby has been instructed on all the lowercase letters of the alphabet using Print Island - which is a multi-sensory program to teach graphmotor development. Libby seemed to enjoy learning with these visual cues, auditory cues, tactile and kinesthetic movements. She is now able to recognize and recall almost all if not all the letters of the lowercase alphabet comfortably. During today's session we played a game called "Cage the Monster". In order to put a bar on the monster's cage, Libby would have to form and place a lowercase letter correctly. She was able to form and size greater than 75% of the lowercase alphabet during this game. The letters she needs some assistance with were f, d (form only), and p (for line placement). Overall, she has done amazingly well with developing her handwriting skills and is establishing a solid foundation for academic success.

Session 1: MAP testing

Session 2: Read decodable book, find sight words in book, play upper and lower case letter matching game.

Libby completed her interactive calendar, read and discussed her vocabulary words, finished her calendar talk, watched a science video on how to make lightning, explored static electricity, put together her daily sentence puzzle, and worked on her phonics activities.

1. Set up a new creative play scene with Libby
2. Provide some new materials for setting the scene
3. Incorporate Libby's stuffy characters into the new scene

Libby worked on the MAP assessment this morning.

Libby completed her interactive calendar, read and discussed her vocabulary words, finished her calendar talk, put together her daily sentence puzzle, worked on her short a CVC words, reviewed the water cycle, and watched and discussed a science video about hail.

Session 1: Map Testing

Session 2: Finish MAP testing. Play a word game with the sight words. Find objects and say their beginning and ending sounds. Practice adding and taking away letters to make words. Read a decodable book.

I conducted visual, auditory, and blending exercises. For the visual drill, Libby identified 19/20 letter sounds correctly, only missing "w." For the auditory drill, she successfully wrote the letters for the following sounds: /sh/, /å/, /m/, /k/, and /w/. She confidently read CVC words with a short o. We reviewed her irregular word list, and I dictated two sentences: Baby is sad. She loves the rats. I introduced qu as a new concept, and we read example words. To conclude, I read several pages of the Kate DiCamillo novel as Libby colored the illustrations.

First, I conducted visual, auditory, and blending drills. Libby wanted to make a card for her dad, so I used that project to dictate encodable words. Libby wrote, "Hi Dad! This is for you! Love, Libby." I taught that names and the first word of a sentence are capitalized, and we talked about the punctuation marks period and exclamation point, and how they are different. We reviewed her irregular (sight) words. Libby read a decodable reader from FlyLeaf Publishing, "Can You See 3?" The story features a raccoon who plays a detective, so we talked about what a mystery story is. To conclude, I read several pages from "Where Are You Going, Baby Lincoln?" by Kate DiCamillo while Libby colored the illustrations. She is quite observant and naturally makes predictions while reading/listening, which is a terrific strategy for reading comprehension.