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Hi, M., I got back and realized that they are doing place, person and thing at school, that should help. Danuta
In gym with a substitute teacher with out any prompts Kat joined the group and is following instructions (or most likely following the other kids) This is Miss C.'s class and there are several girls who are just great with Kat-They talked to her, prompt her if necessary and interact with her beautifully. Even some of the boys do, too ! Well, P.E. is almost over and through an entire, noisy, wild kickball game, Kat has been quiert and attentive. This is probably the best I have seen in P.E. class.
In science class they are going over their science test. I'm amazed at how well Kat did- Mrs. D was ecstatic. Did she had help with this ? Since there is a mix of multiple choice and short answers, It was not the easiest of tests. Kat just read a paragraph taking almost all her direction from Mrs. D (That is finding the correct place,volume, etc...) Mrs. D continues to speak directly to Kat and has she is lecturing to find proper place, etc...) and is also prasing her when she is on task. This is terffic as she responds well. It is now eleven o' clock and through basic physics, no silly talk. A few minutes of TPE and then on to Mrs. R.'s class.
In Mrs. R's the student teacher taught a lesson on adjectives. Although Kat does not always understand, She is getting better with "describing words." This work on parts of speech is starting to click. Can you believe the packet that the speech teacher gave them on person, place, and thing ? She must have read our minds.
Well in only one half hour Kat caught up on all her seat work assignments from the board. It was quite a bit of work, (4 topics) but she had no problem. Gave her five minutes free time to read with she really likes. She even wrote several sentences in her journal and very quiet most of the morning.
At lunch time we stayed in for recess and Kat said "I want to go to the gym."- so off we went. She said "jog" When I asked her what she wanted to do but after three laps she said "I'm tired I want to go to Mrs. R.'s room." She is getting muchmore expressive about what she wants to do.
Poor Kat- We are now in music about to begin "Amadeus" which Ms. M. says, could take 8 weeks to see. (She saw it all last year) Oh well at least she doesn't have music two times per week anymore. One thing to note- in the opening scene of Amadeus Kat saw a very bloody scene. She looked at me and said "Oh my God !" and she looked very upset. She started to stim with facial contortions, etc...- It may have been a flashback from "Poltergeist"- and it went on a while until I took away dimes. She is very sensitive to gory, bloody scenes.
Ended the day with math where they are learning fraction still. She has been having a bit of trouble with greater than and less than comparing fractions such as one third and one half. They are coloring in sections in order to compare size. Saw some tention and clinched fists so I intervened and she immediately acquiesced. Still needs some help in handling her emotions at times like these but really not more than a hand on her shoulder and a view words to the wise. She is now getting it and quite happy with herself, but I'm sure they will be times in the furture when her frustration will rise again. This will be something we can work on for middle school. That's all for today but I'll be back tomorrow as usual. talk with you more, then.
MN
Hi, M., I will try to get some more paper today for clinic notes. I played with her with the legos again, She is generating new language each time a bit more. maybe we could keep track of new language she generates at clinic. In math we are working on time "After" and "to" concept. Fractions we have not done so all she is learning is at school!
Danuta
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