School Reading Problems Lesson Reflection- Week 8

Lessons #14 and #15

Objective

Objectives: Michaiah will be able to read

a selected grade level passage with the
appropriate pace and expression, while
seeing how many words she can read in
one minute.
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

chapters one and two of the book while
answering questions and forming
predictions.

Teaching Strategy
Fluency
I decided to work on timed
readings for both sessions this
week because Michaiah
sometimes reads at a slow pace,
especially when she is not
interested in what she is reading. I
am also trying to get Michaiah
ready for the CRI Flash word test,
so I decided to work on timed
readings with her. The passages I
chose to have her read for the
timed readings included many
sight words and grade level
words, which I figured would be
good to have her read and review.

Comprehension
During the session on Monday, I
introduced the chapter book we
will be reading for the rest of
Michaiahs time at tutoring.

Outcomes

(Descriptive evidence objective was

met)

Michaiah was slightly confused as

to why I was timing her for one
minute to see how many words
she could read. During Mondays
session, she read the passage
kind of fast, because she was
trying to read all the words before
the minute ended. I had to have
her start over and read at a
normal pace, so that she did not
miss any words. She only was
able to read 72 words. During
Wednesdays session, Michaiah
was more familiar with what to do
for this activity, so she felt more
comfortable and read normally on
the first try. She improved slightly,
reading 74 words in one minute,
as opposed to the 72 on Mondays
session. I would like Michaiah to
be able to read at least 90 words
in a minute, since her grade level
average is 100 words.
During both sessions, Michaiah
was able to complete all Before,
During, and After activities. She
did a very good job of

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.2.6

Acknowledge differences in the points

of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud.
Objectives: Michaiah will be able to read
chapters three, four, and five of the book
while answering questions and forming
predictions.
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.

Michaiah was very happy to hear

that is was a Junie B. Jones book,
since she likes to read this book
series with her sister. When
reading the book, Michaiah and I
read in a popcorn style, so she
would not have to read the entire
book all by herself. I had Michaiah
summarize what happened in
each chapter after reading, which
helped her to comprehend the
storyline. During the session on
Wednesday, I had Michaiah write
everything she remembered
about what happened in the first
two chapters, to get her thinking
about the book. I had her
summarize the main points of the
chapter after reading. During both
sessions, I stopped at certain
points in the book to ask Michaiah
questions to provoke her interest
and get her thinking about the
storyline, but also to see if she
understood what was happening
throughout.

summarizing what happened in

each chapter after reading them
and answering questions while
reading.

CCSS.ELA-LITERACY.RL.2.6

Acknowledge differences in the points

of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud.

Objectives: Michaiah will write a detailed

Writing
During the session on Monday, I

Michaiah responded very well to

narrative story about what she is thankful

for.
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

recognize and read contractions in and out
of text.
CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics

and word analysis skills in decoding
words.

had Michaiah give me a list of the

things she was thankful for. I
wrote these things on the board,
in order for Michaiah to see her
ideas while writing. Michaiah and I
then brainstormed three different
opening lines for her narrative. I
wrote all of the options on the
board, and together we chose the
one we liked the best. We went
through this same process to
choose the title of this writing
piece. I decided to work on both
the title and the first line with her
because I wanted to let her know
that having a good hook, such as
a title and opening line, can grab
the reader and get them
interested in the piece. During
Wednesdays session, I had
Michaiah continue to work on
writing this piece, since we will be
working on editing it together
next week.
Word Study
I decided to focus word study
instruction on contractions this
week because Michaiah does not
read them properly; she will read
the two words that make up the
contraction instead of the
contraction itself. I was planning
on using contraction cards to
teach this subject, but I decided
instead to model contractions on
the whiteboard. After teaching the
basic concept of contractions, I
wrote two words on the board and

being able to create three options

for the title of her piece and her
opening line. It was evident that
she enjoyed the freedom of being
able to choose for herself what to
start her writing off with. From
what I have seen of Michaiahs
writing for this piece, she is
adding detail and reasoning
behind the things that she is
writing, which is good.

Since Michaiah already has had

instruction on contractions at
school, she did not struggle with
this lesson. She knew the basic
way to form a contraction and she
even knew how to read a
contraction, which I thought was
weird because she never properly
read contractions in text. She
succeeded in forming contractions
on the board during the session
on Wednesday, but I am going to
have to go through a little more

had her write the contraction that

they made. We practiced this with
about 5 different word pairings, to
make 5 contractions. I am
planning on using the contraction
cards in future lessons. What I
found to be quite interesting was
that Michaiah knew exactly what
a contraction was and how to
make one, along with how to read
the contraction itself. I assumed
that she didnt know anything
about contractions since she
never read them correctly in text.
I am going to have to enforce to
her that whenever she sees a
contraction in or out of text, she
needs to read the contraction
itself, and not the two words that
make it up. I did not get a chance
to start instruction on
contractions during Mondays
session, so Wednesday was the
first time that I taught her this
concept. I am going to continue
instruction on this topic next week
as well.

instruction of contractions with

Michaiah.