Last Tuesday, SJ had a rough day. He was once again upset at the end of the day. I asked him what was bothering him and he said he was upset with his assistant. He had gotten upset over a reading assignment and was crying during class. His assistant sent home the reading passage with a note about his behavior.
I read the note and looked at the reading assignment. It was only one page and maybe 12 paragraphs. I asked why he got so upset over such a small assignment. He kept saying his assistant wouldn't help him. I told him that is absolutely not true. I know his assistant. She is very similar to the way I work with students. She pushes him to make him try his hardest. My husband and I are quite fine with that.
I got him calmed down and we completed the reading assignment together. After it was finished, I asked him why he thought it was going to be so difficult. I reminded him that he is smart. I told him there may not be words that he knows, but he is lucky enough to have an assistant that he can ask what unfamiliar words mean. I told him his assistant is helping him even if it doesn't seem that way to him.
After we got through that trauma, we drove to SJ's speech appointment. While we were en route, I called his assistant to talk to her about today's fit. She wasn't home, so I left her a message. I dropped SJ off with his speech therapist and went to get his and Bob's dinner. While I was at Subway getting Bob's sub, SJ's assistant called me back.
I had a very nice conversation with her. I apologized to her for SJ's behavior and told her he didn't know some of the words in the passage. She told me that sometimes he doesn't even try and wants her to give him the answers. He also told her that he wants to be homeschooled (he has told me this many times), but she reminded him that I would make him work just like she does. I thanked her for working hard with him.
I picked up SJ and talked briefly with his speech therapist. She said they were still working on idioms and following directions. I asked her if he told her about his difficult day. She said he did and he even used an idiom to describe his day. He told her that he had a "down in the dumps" day. Good way to use new learned information.
She had completed the first part on a worksheet on following directions. SJ had to listen carefully and follow her directions. These were the directions that she gave him.
1. Look at Row 1. Put an X on the middle circle. Then color the first circle. Finally, draw a smiley face in the last circle.
2. Look at Row 2. Write the first letter of the alphabet in the biggest square. Draw stripes in the smallest square. Make the middle-sized square into a house.
3. Look at Row 3. Write your age on the third line. Write your name on the first line. Write your grade on the second line.
4. Look at Row 4. The faces aren't quite finished. Make the first face look happy. Make the next face look sad. Finally, make the last face look surprised.
See the finished worksheet with SJ's answers. SJ did well, but he had some difficulty with number 2. He had confused the two smaller squares. She assigned him more idioms and the second part of the following directions worksheet.
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