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

Lesson 1

Objective: Good readers can articulate their interests and know interests are related to reading motivation. 

Assessments: Interest Inventory and Spelling Inventory. 

Procedures:
Purpose Setting: Today is our first day so it's going to be about getting to know each other. I'm going to have you fill out an interest inventory just so I can see what you enjoy reading about, we'll do a quick spelling test, and then we can do some reading together. If we have time we can write about what we read. 

Steps for First Objective: Interest Inventory
This activity is just about me getting to know you! So just fill it out so I can make sure to always have books about things you like, and I just want to get to know you a little better. 

Steps for Second Objective: Spelling Inventory
The next activity we will be doing is a spelling inventory. This is for me to see what words you can spell and which ones you have trouble with. So I'll just say the word out loud and then you will write it on this sheet of paper. There are 25 words, do your best! (I will assess students after the lesson and bring it back to her to see her score next time). 

Lily taking her spelling inventory.

Steps for Third Objective: Choice Reading
The last thing we're going to do is just read a book of your choice. I brough a few you can choose from or you can read a book you are already reading independently. You're just going to read the book out loud to me! If we have enough time we can write a little about it. 

Closure: 
Good job today! It was really nice to meet you and I enjoyed learning so many new things about you. I will see you again Thursday! 

Reflection of Student:
I met my student, Lily (chosen name), today and she was very excited to get to come read in the hallway with me. She saw it as something special. I already knew her from my practicum class, so she was pretty talkative with me. As we filled out her interest inventory she wasn't nervous to tell me about what she liked or didn't like. I came to find out she really enjoys a series called Amulet. Through her interest inventory I also came to find out that she also likes other graphic novels as well as mystery/suspense stories. She acted like she enjoys reading in her free time. She told me that her and her class go to the library every Friday and she picks out two books every week to read. Lily then completed a spelling inventory for me and this helped me determine that we need to work on some diphthongs next week. After we completed this, I had her read aloud to me. She chose one of her Amulet books and she got very into it. She had awesome fluency and expression. She was able to give me a summary of the series and that book so far so I could be caught up with what she was going to read to me and she was able to recall all of the questions I asked her as we were reading. I am going to analyze her comprehension in a retell next week with a text I choose. This way I can see if she is just good at retelling a book she enjoys, or if she has overall good comprehension. I am very excited to keep working and learning with Lily. 

What I Learned about Myself:
I really enjoyed being able to be one on one with a student today. In my practicum I am always working with small groups or the whole group, so it was nice to give one student my undivided attention. It is so much easier to focus on an individual student and meet every single one of their needs. As a future classroom teacher, it is good practice to learn tips and tricks now with one student so I can apply it to a whole classroom later. I also learned that making the student feel comfortable is huge. As we started her spelling test I could tell she was very nervous. She kept telling me that she was a really bad speller. I kept saying just do your best and that didn't seem to make her feel any better. So after a few times of her saying that I stopped and said, 'you know what? I used to be a not so good speller, but I learned to use all the strategies I could and to practice at home and now I'm a super good speller!' She looked at me and said, 'really?' After that we continued on and she sounded out (out loud) every word after that. Giving her something to relate to took a little bit of the pressure off of her which was awesome. 

What's Next?
Next time we are going to do a motivational survey to see what motivates Lily as a reader. We will also be doing a running record to check her fluency and see what areas might need a little extra work. Lastly, we will be doing a word sort to work on diphthongs.

-Ms. A 

Self Introduction

My name is Nicole Aunspach. I am a senior at Grand View University studying elementary education with an endorsement in reading. I am currently enrolled in an education class called Teaching Literacy for Grades 3-8. As part of this course we get the opportunity to tutor a struggling reader at a local elementary school for four weeks. I am excited to assist in improving the child's skills and help their love of reading grow. This blog will keep you up to date with all of my experiences and adventures with my 5th grade student!

-Ms. A