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 ocular motor tracking activity. Libby was required to find her way through 1/2 inch wide maze. She was observed to hit the sides or "go off the path" frequently but was able to solve the maze quickly. Continue with another maze in which Libby had to get through by following arrows which pointed up, down, left or right. She required max. assistance to make her way through this type of maze. She enjoys doing mazes, even if difficult, and asks to do more. Lastly, we reviewed previously learned letters in lowercase print, concepts of "leaf" letter (tall lowercase letter), "trunk" letter (sit in the middle of the writing line), and "root" letter (goes under the writing line). Libby has not completely grasped this concept yet. She was also instructed on the lowercase "u" today and wrote it well. Have a wonderful Spring Break.

Practice letters and their sounds. Review the sight words with a chart. Practice decoding words by tapping the letters and then blending together. Read a book about spring and point out words she recognizes. Write the words on the practice white board.

Point at and say letter sounds on the alphabet chart. Read decodable book for short -a, practicing sounding out the words. Practice writing using handwriting paper to properly form letters. Practice tapping letters and then blending to decode words. Practice sight words learned so far.

Today, we worked on counting, reading, and writing 16 and 17 with a focus on the number 17. Libby used base ten cubes to model 17 with one tens stick and 7 ones and colored in pictures of base ten blocks, tens frames, and objects to model 17. Then, Libby completed equations to make teen numbers using connecting cubes to model each problem. Finally, we used objects to model adding and subtracting within 5.

Libby completed her interactive calendar, read and discussed her
vocabulary words, put together her daily sentence puzzle, finished her calendar talk activity, planted sunflower seeds, and learned abort the
water cycle.

We looked at verbs like poder, querer, jugar.

Today, we began the lesson on counting, reading, and writing 16 and 17 with a focus on the number 16. Libby used base ten cubes to model 16 with one tens stick and 6 ones and colored in pictures of base ten blocks, tens frames, and objects to model 16. Then, she worked on mixed facts on adding and subtracting 1. She was encouraged to focus on the operation sign and use her number line for help. Finally, we counted to 100 by ones and tens using the hundreds chart.

I began with a phonological awareness exercise, asking Libby to drop the first syllable of a two-syllable word. Next, I conducted visual, auditory, and blending drills. Libby's blending of CVC words (e.g., decoding) is improving daily. I am now able to switch vowels without confusing her. For spelling, I dictated words with short -o- (shop, chop, top, hop), and Libby wrote the words with minimal prompting. She read the following for irregular words: and, the, has, as, his. I will add a new word next session. To conclude, I read several chapters of "Mercy Watson" by Kate DiCamillo.

Libby was seen for a 45 minute treatment session in her room for occupational therapy services this week. Focus of session continues to be on improving her fine motor skills, visual motor skills, sensorimotor processing/registration skills, ocular motor development and self-help abilities. Today's sessions began with hand strengthening exercises to increase her endurance for writing using a tripod grasp pattern versus thumb wrap grasp. Continue with Print Island practice. Today's session focused on learning the concept of lower case letter sizing and where letters are placed on the writing line. Libby was instructed using the terminology from Print Island. Tall letters are called "leaf letters" (b, d, f, h, k, l , t) some letters stay in the middle of the writing line and they are called "trunk letters (c, o, a, e, i, m, n, r, s u, v, w ,x and z), and lastly she learned the letters that go under the writing line are called "root letters" (g, j, p, q and y). OT will continue to reinforce line placement, sizing and formations of the lower case letters. Good session.

Prepare a classic pepperoni pizza