Today, Libby and I continued to read "Where Are You Going, Baby Lincoln?" by Kate DiCamillo. Libby colored the illustrations as I read. As we discussed the story, I modeled reading comprehension strategies: asking questions, summarizing the story, and making predictions. Libby continues to impress me with the maturity of her observations.
I began with visual, auditory, and blending drills. Libby is close to mastery in identifying the sounds of letters and digraphs taught, hesitating only with ch, ck, qu, and th. She blended CVC words with the initial sound /ch/. I taught the ck spelling rule as a new concept and dictated words for Libby to write: lick, chick, pick. She read her irregular word deck: the, too, his, has, love, is, as, you, and do. I dictated a sentence for Libby to write and edit (The chick is picky.) We concluded with oral reading fluency; Libby read the decodable reader, Can You See 3?
Libby began with addition and subtraction with numbers up to 5 flashcards. She verbally read each problem to practice using the correct terminology and to help recognize the operation needed to solve problems. Then, Libby solved addition and subtraction word problems with pictures. I read the problems to match the pictures shown and Libby said whether a plus or minus was needed before writing the answer.
Libby completed her interactive calendar, read and discussed her vocabulary words, finished her calendar talk, put together her daily sentence puzzle, and assembled her STEM project.
Libby and I read the "Pass It On" and we talked about the lesson that we should all pass on good deeds and help others because that is what good citizens do. We read the story "The Two Goats and the Bridge" and we talked about the lesson which is to solve problems by talking it out, sharing our feelings and listening to the other person. She drew a picture of Tweety Bird and Daffy Duck arguing, then solving their problems by talking it out, sharing their feelings and listening to each other.
This morning, Libby and I took turns creating addition story problems with numbers up to 10. We focused on using the correct terms to represent two groups being joined together to find the total. Then, Libby used her number line or fingers to help solve the problems. Next, Libby answered cumulative review questions on comparing groups of objects up to 10 to show that one group has a greater or fewer amount than the other.
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. Began treatment with hand strengthening activity and continued with an activity to work on grasp pattern refinement and distal control. Libby was very interested in why she needed to change her grasp and told her OT that another one of her teachers is asking her to hold her writing implements the with an open web space versus a thumb wrap grasp pattern. Worked on lowercase letters in which she forms incorrectly - p, a, d, f and y. She continues to work hard and has made vast improvements throughout the year.
Assignment
Continue to practice writing in print using correct grasp and letter formations.
