The online program we use has several companion books you can print off the Internet. K loves the characters and we colored in the first book we printed together. So now when I print a new book, he takes it to his room and takes out his color pencils and starts coloring them in.
Coloring is not K's strength as you can see.
Here he is reading those pages (with a plane landing sound at the end?)
He got a little agitated today because the particular pink he wanted just wasn't there. We have pink crayons, color pencils, various shades of pink markers and even wood less pink color "pencils", but I wasn't sure which pink he was upset about.
It's interesting to watch him try and search for whatever lost item he feels he must have. He rummaged through the craft shelf in his room and sat defeated in a corner with everything out in front of him, whining. When I walked in he whimpered a meek "Help". Oh the drama.
Today's lesson was teaching to blend the sounds "sh out s" to make "shouts" and that was just taking K to autopilot.
For some reason he has real trouble recalling sight words like "out". We don't practice enough. He needs a lot of maintenance work to reach mastery. I want to do some fluency exercises with him, with the words he has learnt, but not sure how to structure them. Any one got any ideas?
We need to make this thing a bit more formal, with a decent amount of practice in between lessons and some fluency.
I was trying not to take reading too seriously. My expectations put pressure on K and it comes out in his behavior or affects other completely unrelated things he does in his life. By the time you realize that something is happening because you were putting too much pressure in therapy/school or some other activity, you've already crossed the line.
Could be anything, like waking up at night, grinding teeth in sleep, extra dysregulated during the day, even on the days you are not doing anything together.