Lesson 2

Objectives: Good readers know that spelling patterns are important to decode words and can sort words with the oi, oy, ow, and ou sounds. Good readers can comprehend and retell stories they read.

Assessments: Motivation survey, word sort, running record (retell)   

Procedures:

Purpose setting: Today we are going to work on a couple different things. First we are going to fill out a motivational survey, then I will be doing a running record with you, and then last we will do a word sort. We can also go over the spelling test you took last time.   

Steps for first objective: Motivation Inventory

This survey is to help me determine what motivates my student to read. With this information I can help motivate her to become a better reader and enjoy what she is reading.

Steps for second objective: Running Record
I will be giving my student a running record to assess her reading and fluency. I will also have her retell the story she read and answer some questions at the end so I can determine her comprehension. 

Word Sort

Steps for third objective: Word Sort

My student will be sorting words that focus on determining diphthongs. This is going to be her first time doing a word sort with me, so we will be doing a closed sort with given categories. I will sort one first, practice a few with her, and then have her complete the rest on her own.

Reading her favorite book, Amulet, aloud to me.

Extra Time: 
If we have time I will have my student read aloud to me. 

Closure:

Thanks for working so hard with me today, you did a great job. Let's think about what we learned, "Why do good readers retell what they read?" See you next Tuesday!

Reflection on Student:
Lily came out in the hall excited and ready to work with me today. We started by filling out the Garfield Motivational Survey. I thought how she filled it out was very interesting. She had the happiest or kind of happy Garfield circled for reading during free time, getting books for presents, reading at home, going to a book store, and other questions about reading in her free time or reading books she chose. But she circled the unhappiest Garfield for all of the questions that had to do with reading during school (reading workbook pages and worksheets, reading aloud in class, using a dictionary). Next, I did a running record with her. I chose a nonfiction passage at a 745 lexile level. She self corrected herself once because she skipped over a word. Other than that she did not make any mistakes. I asked her if she could tell me what she read about and she gave a very good summary. I then asked her a few questions and she answered them correctly and then made a self to text connection on her own. This told me I need to move her up a level of two for next time. The last thing we did was a closed word sort on diphthongs. I had the blends and then words that contained the blends written on notecards. I first showed her all of the blends, and then I chose a word to model how to correctly place it. After I modeled, I let her try and she did really well with it. She knew all of the sounds and how to place them. Next week I need to challenge her a little more with this as well. We had some extra time after this, so we read aloud again. She chose her favorite Amulet book. Before we even started she caught me up with what she read after we finished last. She got through about 20 pages so I thought it was awesome she took initiative to retell. Same as last time, she stumbled upon a few names and places that were very odd. Other than that she had awesome expression and could retell the story at the end.

What I've Learned About Myself:
This is the first time I've done a running record with this high of a student. She didn't make many mistakes so it was pretty easy, but if she had made a lot of mistakes it would have been really tricky to keep up with her reading and markings. I also need to start planning some higher level tasks for her to try. Working with this student has stumped me a little, I still haven't figured out what she needs the most help on. She seems to be pretty good at fluency and expression, as well as comprehension. After analyzing her motivation survey, I am thinking she just has some trouble with reading her school work so we will start working on some strategies that could help her with that. 

-Ms. A