4/6/16 1 hr TVA Playground

Jack, Tuli, and I met as a group with Legend to assess Legend in a social and more
relaxed setting (TVA playground). Here we were able to ask Legend simple questions such as,
How was school? How are you today? Whats your favorite color? that helped us to see
where Legends communication skills were at and helped us to get to know him a little bit better.
Jack played a game with Legend and this was when we were all able to notice how short and
specific our directions and instruction must be in order for Legend to understand. This also gave
us a chance to hear from his mom, Tuli, and her concerns for Legend and the goals she wants
him to accomplish over the course of these 4 weeks. We decided we would each work on a
reading skill with Legend so that he would be more fluent in his reading.
4/7/16 30 min Phone-call
Today I talked with a professional speech therapist, Monica Lange, over the phone who
teaches students with disabilities to read and speak every day. I told her of Tulis concerns with
Legend and our goals for him and asked what the best way to go about our lessons would be. She
gave me many different resources, activities, and lessons that I could use while working with
Legend and is putting them all together to send to me.
4/11/16 1 hr Phone-call

Today I talked with Monica again after receiving all of her resources for our project in the
mail. We went over each lesson and activity she sent me and the most beneficial way I could use
them to help Legend reach his goals. She taught me how I could twist each lesson and activity to
fit Legends needs and when it would be best to use each resource.
4/12/16 1 hr TVA

Today I met with Legends mom, Tuli, to talk more about Legend and to go over specific
strategies and resources that she uses with Legend and what she think will work. I went over the
activities Monica sent me so that Tuli could see exactly what I am planning on doing with
Legend. She told me of strategies and disciplinary techniques she uses for Legend and gave me
some tips when working with him.
4/13/16 1 hr SOE 117
Today we met as a group to create goals and objectives for Legend. We talked about
activities and techniques that each group member could use while working with Legend so that
we are able to present information and help Legend the best way that we see fit. We created our
goals (reading, writing, and behavioral) as a group so that they were all aligned with Legends
current IEP and so that each of our goals go hand-in-hand with each others.
4/18/16 1 hr SOE Room 113

My goal for Legend was that he would be able to orally create a complete sentence when
describing a familiar picture. This goal was way too easy for him. I had pictures inside an egg
and put the egg inside a paper chicken I had made. Legend had to squeeze the egg out of the
chicken and then orally describe the picture to me that was inside that egg. This was a breeze for
him so then I wrote sentences out that described each picture and had Legend read them. When
Legend came to a word he didnt know, instead of trying to sound it out, he would ask, whats
that? and wanted my help sounding out the word. After reading each sentence, I had him match

the pictures he described with the sentences he read. This also was a breeze for him. After the
lesson, I talked with Tuli and I will do some re-evaluating of Legends goals and objectives.
4/20/16 1 hr SOE 113

After meeting with Legends mother and assessing more of his needs after my last lesson
with Legend, we decided Legend needed work with the letter j. In specific, Legend needed
help pronouncing the letter. I had planned a lesson focused on the letter j and its sound. I made
a kangaroo that had a 3-Dimensional pouch and inside the pouch I had words or phrases that had
the letter j. I began with words that began with j. I had Legend jump around like a kangaroo
and had him pick the words out of the pouch from the kangaroo on the board and then had him
read the words. He pronounced the letter j by saying shay instead of jay. After he jumped
around and said each j word, I put the sentences in the kangaroos pouch. He then had to read
each sentence. Each time he came across the letter j, I would repeat the letter with its correct
pronunciation to him. This lesson was very difficult for me because this was more of a speech
problem than anything, and Im definitely no speech therapist. After realizing this goal of
pronunication of letter j was a little out of reach based off of my lack of experience with
speech, I need to go back and readjust and make a new goal for Legend.

4/25/16 30 min SOE 113

Today I worked with Legend on a new goal that I had made for him that has to do with
money. According to Legends current IEP, he needs to be able to identify the name and value of
each coin and bill. I used fake coins and bills from the School of Education Building and first
started out by asking Legend what each coin represented. He correctly identified each coin
shown (quarters, dimes, nickels, pennies) and then correctly identified each bill, as well (one
dollar, five dollars, ten dollars, all the way up to one hundred). After identifying each coin and
bill, I asked him how much each coin was worth. He knew the value of each coin. I then realized
that this goal was also way too easy for Legend. Through this lesson, I learned the importance of
writing clear and achievable goals in an IEP so that those that are implementing the IEP know
exactly where to start and so that the goals arent too easy.
5/2/16 1 hr SOE 113
Today was a tough day for Legend. I had made a new goal of being able to solve single
digit subtraction problems independently. His response was, I dont know to every question I
asked him. I had planned a pre-assessment for the new goal I had made relating to subtraction,
however, his mood would highly affect his pre-assessment score. After 15 minutes of trying to
get Legend to stop crying and want to do these subtraction problems, I went out and grabbed his
mother. She encouraged him more and tried to get him to stop crying as well, but he still just
wanted to go home. After giving me a hug goodbye and apologizing, Legend told his mom that
he wanted to try one more time. We went back into the room and I began the pre-assessment. His
answer to my questions were, help. I could tell that he knew the answers, but because of his
mood, he wanted my help. I began to model each subtraction problem by drawing boxes on the
board and then crossed off the number of boxes that was being subtracted. He would then shout
the answer with excitement. I then modeled subtraction problems using building blocks. He
would shout the answer when I used the building blocks, as well and increasingly became
happier throughout the lesson. He had achieved our objective of being able to solve teachermodeled single digit subtraction problems.
5/4/16 30 min SOE 113

I started off today modeling single digit subtraction problems using building blocks and
then I had Legend do them independently with his own building blocks. I wrote single digit
subtraction problems on the board and he was able to model them independently. However,
instead of putting the single blocks together to make a whole unit, he would work with the blocks
individually. For example, if the problem was 7-3, he would count out 7 individual blocks and
then take away 3 individual blocks and count how many he had left on his desk and shout the

answer. He had achieved our objective of the day of being able to independently model single
digit subtraction problems using building blocks. I then had him try to subtract without using the
blocks. When he didnt use the blocks, his strategy was to use his fingers. He would hold up 7
fingers, then put down each finger as he counted to 3, and then would count how many fingers he
was still holding up. I then put a time on it and told Legend to answer the subtraction problems
written on the board as fast as he could. When I set a timer on it, he was a lot more motivated to
ahcieve the task faster and didnt count each individual finger out loud. He counted his fingers in
his head, but was able to easily hold up 1 hand knowing it was 5 fingers rather than counting
each finger to get to 5.

5/9/16 30 min SOE 113

Through past lessons, I noticed that Legend lacks speed when solving single digit
subtraction problems. Today, I had him use the Math Academy app on his iPad to solve single
digit subtraction problems. Each time he played the game, he increased in speed. The first time
he tried the game, he did 4 problems in 30 seconds, the second time he did 6 problems, and the
third time he did 8 problems, all with 100% accuracy. On his fourth time, he got 5 out 7
problems correct in 30 seconds, but each time he got the problems incorrect, he knew it was
incorrect and mumbled the correct answer. At the end of the lesson, I gave him a postassessment. Legend had achieved our goal of being able to independently solve single digit
subtraction problems on the board 4 out of 5 times.