School Reading Problems Lesson Reflection- Week 7

Lessons #12 and #13

Objective

Objectives: Michaiah will be able to read

with the appropriate pace and expression.
CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with
accuracy, appropriate rate, and
expression on successive readings.

Objectives: Michaiah will be able to read

the poems with the appropriate rate and
expression.
CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with
accuracy, appropriate rate, and
expression on successive readings.

Teaching Strategy
Fluency
During the session on Monday, I
decided to use three different
short poems for fluency. This was
the first time that I have used
poetry during tutoring. I decided
to use poetry because I felt that
Michaiah particularly needed help
with expression and pace while
reading, two things that poetry
can be helpful with.

I decided to use poetry again for

the session on Wednesday, since
Michaiah seemed to do well with
them on Monday, and because
she still needs some help with her
expression while reading. I feel as
if poems are good pieces of text
for Michaiah to practice fluency
on, because they often are short
and have room for expression and
pacing while reading. I recorded
Michaiah while she read the
poems so she could listen back to
the way that she read.

Outcomes

(Descriptive evidence objective was

met)

During the session on Monday,

Michaiah was a bit hesitant to
read the poems, because she
explained to me that she has
never read any poetry before.
She read the poems a bit weirdly
at first, which seemed as if she
wasnt sure if she was reading
them correctly or not, but she
managed to get through the
readings in their entirety.
During the session on Wednesday,
Michaiah read the poems with
more enthusiasm than she did on
Monday. Michaiahs reading of the
two poems sounded more natural
and it was obvious that she felt
comfortable reading them. After
listening to her recording of her
reading the poems, Michaiah said
that she noticed a difference
between the way that she read
poetry and the way that she reads
books. Michaiahs understanding
of the difference in the way she
reads between poetry and books
shows me that she understands

the difference between the

expressions that she uses when
reading different texts.
Objectives: Michaiah will be able to ask
and answer questions in order to
comprehend the text.
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key
details in a text.
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story
respond to major events and
challenges.
Objectives: Michaiah will be able ask and
answer questions, as well as recount the
order of events that occur in the story.
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key
details in a text.
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story
respond to major events and
challenges.
CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a
story, including describing how the
beginning introduces the story and the
ending concludes the action.
Objectives: Michaiah will write a detailed

Comprehension
During both sessions, I focused
instruction on asking questions
and answering them. I tried to ask
thought provoking questions
before reading to get Michaiah
engaged in the books we would
be reading, and to get her
thinking about them. During the
session on Wednesday, however, I
decided to do an on the spot
activity which worked rather well.
In the book Click, Clack, Moo:
Cows That Type, various
characters in the book write
letters to each other back and
forth. After reading the book in its
entirety, it is kind of hard to
remember the order in which the
letters were written, and who
wrote them. I decided to do a
sequencing-type activity with
Michaiah in which I had her flip
through the book and find the
points where the letters were
written. We made a timeline on
the board which had the moment
when every letter was written in
the book and in what order they
were written. This activity really
helped Michaiah remember the
important events in the book, and
she enjoyed it.
Writing
During the session on Monday, I

During both sessions, Michaiah

was successful in the completion
of all Before, During, and After
activities. She asked and
answered questions appropriately
and was able to comprehend all
parts of the books.

During the session on Monday,

narrative story about her best friend.

CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount
a well-elaborated event or short
sequence of events, include details to
describe actions, thoughts, and
feelings, use temporal words to signal
event order, and provide a sense of
closure.
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults
and peers, focus on a topic and
strengthen writing as needed by
revising and editing.

Objectives: Michaiah will be able to read

and identify common long vowels o, oa, oe, and ow.
CCSS.ELA-Literacy.RF.2.3

introduced this writing topic to

Michaiah by providing a sample
writing of my own to give her
some ideas of what to write. My
sample writing modeled the
format that I requested Michaiah
follow and showed her the
appropriate way to write. I
showed her a sample piece of my
own writing in order to model the
appropriate way to write with
detail, transitions, and hooks.

Michaiah did not get a chance to

do any writing of her own, since I
went over the sample piece of my
own writing with her.

During the session on Wednesday,

During the session on Wednesday, Michaiah did not seem
Michaiah did not seem motivated
enthusiastic in writing about her
to write about her best friend.
best friend. She was clearly not
Instead, I decided to brainstorm
motivated and was visibly
different writing topics with her, of upset/angry when writing this
her choice, to write about. We
piece. When I suggested
thought of three writing ideas
switching writing topics, Michaiah
together: summer, family, and
became happy, and was pleased
what she is thankful for. She
to be able to choose the writing
decided she wanted to write
topic herself. She began to
about what she was thankful for,
brainstorm writing ideas for what
since Thanksgiving was coming
she was thankful for, which she
up soon. I believe that giving
selected as the new writing topic.
Michaiah freedom to choose the
On Monday, we will think of
topic she would be writing about
exciting openings/hooks for the
was beneficial to her, because it
piece together, and Michaiah will
gave her ownership of her writing start her writing.
and showed her that she can have
control over some aspects of her
learning.
Word Study
During both sessions, I worked on Michaiah showed much
common long vowel teams with
improvement in understanding
Michaiah. We have been working
these common long vowels versus
on them for the past two weeks. I her skill with them last week. On

Know and apply grade-level phonics

and word analysis skills in decoding
words.
CCSS.ELA-Literacy.RF.2.3.a
Distinguish long and short vowels
when reading regularly spelled onesyllable words.
CCSS.ELA-Literacy.RF.2.3.c
Decode regularly spelled two-syllable
words with long vowels.

have spent so much time working

on these vowel teams with
Michaiah because I feel that she
needed extra time to really
understand this concept. This
week though, I felt as though
Michaiah had reviewed these
vowel teams enough and I was
able to finish instruction on them.
On Wednesday I gave Michaiah a
final review sheet to work on
common long vowels.

Monday, she was able to

complete the word sort
independently and accurately,
and on Wednesday she filled in
the entire final worksheet on the
vowel teams. Michaiah is able to
distinguish these vowel teams
while reading as well.