Summary

Purpose:

• The purpose of this semester was to help me grow as a future educator and to get hands on experience with a student with the strategies and skills we have learned thus far. With this course I was able to learn TPT and ideas of how to motivate students, along with practicing completing assessments. 
• My student wanted and needed to work on comprehension and reading with expression so that was the constant focus of the lessons. In almost every lesson, there was a retell involved so she can practice her comprehension. In one of the activities I had her write a retell and draw a retell picture, so I was able to see what she pictured after reading the passage. Being able to visualize the reading helps greatly with comprehension which was our conversation with that lesson.
• During these tutoring sessions I used many different assessment types. I started on the first day with an interest inventory and a spelling inventory. The next time I did a motivation survey, running record, word sort and a retelling. The following days consisted of a running record, retelling and word sorts (closed and blind). Each of these assessments helped me decide what to do in the next session. Once she showed improvement on comprehension I moved to our next goal, which was reading with expression. Also once she mastered her first set of words for the word sort, both in a closed sort and blind sort, I moved on to the next section she needed improvement on based on her spelling inventory.

Needs of Student:

• Two recommendations I would have for the classroom teacher is to incorporate more comprehension activities for students. Having students write a retell or draw a retell so show that they are retaining information. This will be a good and easy way to assess how much, if any, the student is comprehending and can go from there with instruction. Another recommendation is to try word painting with readings (or even adding some fun scripts). This really is a fun way to get students to recognize adding expression into writing then having visual cues as they read to remind them. Even just doing one activity with my student she added more word painting as she was reading!
• With the two recommendations for the classroom, I would even suggest the exact two same things. Having students read a few pages at home and write a retell or complete a retell activity. This has students constantly practicing and trying different activities to help them comprehend their reading. Even having students take home a script or reading and have them just word paint it. The more exposure and practice with these strategies will help them become fluent. Whether word painting, reading with expression, is something they need to practice and work on or not it is still great practice for all readers.

What I learned:

• Not only have I learned a lot from this study, but I have also been able to put into practice of previous strategies and assessments I have learned about. I have learned how to use assessments to help me decide where the student is and how to plan instruction for the next time we meet. I got to try different assessments and were able to see what data and information I was able to get from each one. As a future teacher, this helped me see different assessments and how I can incorporate these into my teaching. Practicing taking these assessments to help me plan for instruction gave me really good practice as what teachers do to help all their learners become successful in their reading and writing. I was worried when we had to begin tutoring since reading has always been the hardest subject for me. I am teaching everything I didn’t know how to do in grade school; comprehension, reading with expression, having an on grade level reading level. I got to figure out that even though I struggled with these things as a young reader, I can see teach and help students in literacy. I feel like I am actually more able to connect with them and find alternate ways to help them. The first or second time may not work or be successful, but I know not to stop there and keep finding material and strategies that work for the reader. With literacy instruction, I never realized how many different strategies and techniques you can use so with my classes about literacy and practicing has really opened my eyes. My goal as an educator is to always have students succeed, especially working with ELL’s so having many tools in my toolbox is helpful.

 

Day 5

REFLECTION ON STUDENT:
Today was a very successful and fun day with Sunny! We started the session with discussion the Job Biz that the students are participating in and interviewing for certain jobs. Once we got to our location we began with a blind word sort. We did the same words as we did on day 4 (unaccented final syllables ending in -ar, -or, -er). As I said a word from our sort I had her write the word in the correct category column. As we were completing the word sort, I noticed Sunny looking at the word once she wrote it and changed it because it didn't look right. I recognized her ability of being able to tell it didn't look right and correcting it! Once we went through the list once, I took the words that she wrote incorrectly and told her that I will be reading the words that are written in the incorrect columns and she can try again and change them. When we went through the incorrect words, she got all of them right the second time. Next we did a partner play read. She picked a character and I was the other and we read a script back and forth. The first time we just read. After reading it the first time we went through and word painted our script of where we wanted to add expression. We had certain colors to represent different things (green = pace, pink = have our voice grow louder or softer, purple = pauses). This is just a beginning to word painting, as there are many parts of word painting. After we word painted our lines, we reread the script adding our expression. It was a lot of fun and I felt that she enjoyed it and I was able to hear a lot more expression. Actually while we were reading I noticed she grabbed a color pen and kept adding more as we were going through (which I thought was awesome because she was thinking about adding expression as we were reading!!)

REFLECTION ON SELF AS TEACHER:
I felt that this was my strongest lesson, should be with all of the previous lessons! I feel that as a teacher I have grown a lot with this tutoring and finding ways to connect and help the student. I tried to get creative with this last lesson to make it fun, which I do think Sunny enjoyed. With the blind sort, I had thought I was going to just show her and tell her which words were incorrect and on the fly I changed it to have her try again and take her time on the words she missed to try to figure them out before I just told her the answers. This strategy really worked out for us and she got a second chance! I feel that if we were to have another tutor session, I would just continue to grow in writing my lesson plans and planning activities for my student to relate to her interests and able to find what she needs to work on and bringing that with to give her more practice and feedback one on one. 

OBJECTIVE(S):

Good Readers know that words have patterns and can write words from their blind word sort in the correct category.

Good Readers know how to read with expression.

ASSESSMENT OF OBJECTIVE(s):

I will assess how she writes the words into different categories and check for spelling (unaccented final syllables).

I will listen to her read different passages with expression.

OTHER ASSESSMENTS:

I will have her write a retell.

PROCEDURES:

Hi! How is your day going today? Today will be the last day that we visit so we are going to do a couple of different things today and do a fun reading. First, we will start by revisiting our word sort we did last time, only this time I will have you write the word under the correct category when I read it aloud. Next, we will read a short passage partner reading to practice expression while reading. So, have fun with it!!  

Purpose with steps towards objective:

Word Sort:

Today I will give you the categories (-er, -ar, -or) to write at the top of your paper. As I read a word, I would like you to spell the word under the correct category.  

1.      Sort and spell the words, place under the correct other vowel heading

2.      Reflect on the words and check for correct placement and spelling.

Reading with Expression:

Together we will read a partner play read to practice expression. We will read through it once then we will discuss word painting our play for where we want to add expression and read it a second time.

1.      I will listen for expression

2.      We will word paint our play for where we want to add expression.

Reading/Writing (If time allows)

1.      We will partner read a passage

2.      Each will write a sentence or two about our favorite part that we read and share with each other.

Closure:

Discuss the word sort and ask further questions regarding sounds.

What goals does she want to set for herself with fluency and what steps will she take to get there.

Day 4

REFLECTION ON STUDENT:
Today we worked on a new word sort working on unaccented final syllables and completed a close reading over a poem. Sunny did so well on both the word sort and the close reading and met the standards. With the word sort, I first had her evaluate some of the words to look for patterns for what our categories could be. She was quickly able to see that the categories would be words ending in -or, -er, -ar. Once we established the categories I had her read each word aloud and put them into the correct category. She was able to successfully read each word correctly and put them in the correct category. After the word sort, I had her do a close reading with a poem. After each reading I asked her a few questions about the poem for her to look deeper and deeper at the poem. Her responses to the questions were well thought out and very descriptive, she even caught something about the use of the authors words and patterns that I did not catch reading it multiple times! She had mentioned that the author used "I" to start almost every line in the poem which was a great observation. After we finished all three readings and she completed each question, I had her write a quick retell and draw a picture of what she pictures when reading this poem. In her picture she drew a picture of a TV and a table full of cookies, cakes and chips laying on the table with small bugs crawling around. 

REFLECTION ON SELF AS TEACHER:
I feel that I need to challenge Sunny a little bit more. The word sorts I have been choosing are based on the spelling inventory but she does really well on each word sort we have done so far. This is the second set of words I have had her sort and each time she has done them very easily, even spelling and pronouncing them. Next time I have her read to me, I want to get a more challenging text which will be above her reading level. I do feel though, at this tutor session she has opened up a lot more to me and asking me more questions and answering my questions with further explanations. I do think as an educator giving students multiple ways and chances to show their comprehension is important. I had her verbally answer questions, write a retell and draw a picture of what she imagined while reading this poem and I was able to really see her comprehension level, which she is very good at. For the next lesson I would like to work on fluency and reading with expression. Towards the end of the lesson I was able to listen to her read and she wasn't reading with much expression. So my job as an educator is to notice that and model that. I plan for next time to do a partner read and model expression.

Name: Bailey Andreotti                 Date:     4/5/2018                                              Lesson Number: 4

Student Grade: 5^th grade                               Student Reading Level: Q-S / 763

Objective:

Good Readers can

-          reread their texts to gain a deeper understanding of the meaning of the poem.

-          read the poem three times to gain more comprehension of the text and meaning.

-          Recognize patterns in words to sort them into correct categories (unaccented final syllables: -er, -or, -ar).

Standards:

Key Ideas and Details

-          RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Craft and Structure

-          RL.5.5

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Integration of Knowledge and Ideas

-          RL.5.7

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Poem: “Confession” by Bruce Lansky (Kids Pick the Funniest Poems)

Reading 1:

Purpose: Read the text independently and decide what the poem is about?

Question:

Who is the character in the poem?

What is the meaning of the poem?

Reading 2:

Purpose: Look at the author’s words and patterns used.

Are there any words you may not know or understand.

Question:

How does the author use words to make you feel something?

Are there vocabulary words that are new to you?

Reading 3:

Purpose: Analyze the text.

Question:

What is the author’s point of view?

Record ideas that you need help in analyzing on a piece of paper.

Assessment:

Ask the student to retell me what the poem was about in their words.

Draw a picture of what you see when reading this poem.

Collect data and analyze word sort – are they in the correct category, what errors?

Closing:

After completing a close reading, we will reflect on close reading. Do you think close reading  helped you better understand this poem and find new details in each reading? How can you use this close reading strategy to help you better understand and comprehend text?

Did you feel more challenged with this word sort? Next time we will try a blind word sort with the same words!

Confession

BY BRUCE LANSKY

I have a brief confession

that I would like to make.

If I dont get it off my chest

I'm sure my heart will break.

I didn't do my reading.

I watched TV instead—

while munching cookies, cakes, and chips

and cinnamon raisin bread.

I didn't wash the dishes.

I didn't clean the mess.

Now there are roaches eating crumbs—

a million, more or less.

I didn't turn the TV off.

I didn't shut the light.

Just think of all the energy

I wasted through the night.

I feel so very guilty.

I did a lousy job.

I hope my students don't find out

that I am such a slob.

-er	-or	-ar
other	color	collar
doctor	spider	sugar
rather	dollar	favor
solar	cover	silver
weather	flavor	mother
flower	father	mirror
under	rumor	motor
tractor	grammar	harbor

Day 3

REFLECTION ON STUDENT:
Sunny did really well today. We started the session off with a blind word sort, where the student had the headings on a piece of paper and I read a word to her and she had to spell it and put it into the right category. She only got one word wrong. This shows me she is ready to move onto another sort, which we will be moving to unaccented final syllables since in our spelling inventory she got a 2/5 correct. 
I completed another running record on her to check the text and it was still too easy so I will be going up another level again. Sunny's scores on her second running records were:
Accuracy: 98%; Error rate: 1:62.5; SC rate: 1: 1.7.
This passage was from the book "Can it Rain Cats and Dogs?" 
There was one word she continued to struggle with "troposphere" and she tried to sound it out each time and the last time got "top---sphere"
After the running record, we discussed the word troposphere and how to break it down. Then I asked her to write a retell (which i typed below exactly how it was written).
Retell:
"It talks about how in some places it raines frogs and fishes but it dose not rain cats and dogs and it talks about why dose the weather change and what makes weather."
Overall, I felt like today was a really successful day for her building on her other vowels and retelling. 
I told her some good reader strategies, (knowing it doesn't sound right to go back and reread, breaking the word apart to figure it out) I saw that she presented to build her confidence since on the first day she had mentioned she doesn't think she has good reader strategies. 

REFLECTION ON SELF AS TEACHER:
I feel myself growing as an educator with guiding and helping students with reading and good reader strategies. I feel like I am able to notice quickly how to modify and change the lesson for the next time to continue to challenge and push Sunny to keep making strides.
I feel that I am still growing with writing my objectives and questions that are challenging about the text to really get the student to think more critically. Her retell highlights the readings well so the next step as an educator is I want to start working more on fluency. 

OBJECTIVE(S):

Good Readers can write the words in the correct category.

Good Readers can retell in their own words what they just read.

ASSESSMENT OF OBJECTIVE(s):

I will assess how she writes the words into different categories and check for spelling.

I will have her write her retell of the passage she read.

OTHER ASSESSMENTS:

Running Record

PROCEDURES:

Hi! How is your day going today? How was your Iowa Assessments today? We are going to do a couple of different things today. First, we will start by revisiting our word sort we did last time, only this time I will have you write the categories and the word under the correct category when I read the word. Next, we will read a short passage as I can collect data and after I will have you write a retell.

Purpose with steps towards objective:

Word Sort:

Today I will give you the categories (ou, oy, oi, ow) to write at the top of your paper. As I read a word, I would like you to spell the word under the correct category.  

1.      Sort and spell the words, place under the correct other vowel heading

2.      Reflect on the words and check for correct placement and spelling.

Running Record:

I will listen to you read a passage and I will assess how you read it with accuracy. At the end I will have you write a retell of the story you just read.

1.      I will listen for accuracy

2.      I will assess her writing of the retell.

Reading/Writing (If time allows)

1.      We will partner read a passage

2.      Each will write a sentence or two about our favorite part that we read and share with each other.

Closure:

Discuss the word sort and ask further questions regarding sounds.

Which two sounds are alike?

Evaluate and calculate running record

Determine what work we need to do next time

 

 

Day 2

REFLECTION ON STUDENT

. I gave my student a motivation survey to complete and the results of the motivation were very low, Sunny scored in the 20% with motivation. This tells me she is very unmotivated by reading and does not enjoy it at all. I will need to do my best to find interesting materials and activities to help engage her to help her grow with her reading and fluency. 

She read a passage for me to complete a running record after the survey. 

Looking at the running record results, I noticed that the passage was easy for her.
Accuracy rate was 96%; Error rate was 1:26.7, SC rate was 1:4.
Though her Lexile score is 763 which is a Q-R, this passage was an S so I will go up to the next level to see where she scores. Sunny stumbled on the same word in a couple places, "participants". She tried to break apart the word and got part of it but wasn't able to get the full word. When she skipped a word she caught it quick and went back to reread because she noticed it didn't sound right. With other errors she made in this passage, she got the beginning sound correct but not the rest of the word. This shows me that she could be reading too fast and needs to slow down to finish the word and look at the ending. Her retell was very detailed and got the important details of what the story was about. She told me about a flash mob and what they are, "they randomly tart performing in a public place for a short time then go back to what they were doing and they will use the internet to spread the word about when and where they will do it".

After the running record, I had Sunny complete a word sort working on words with ou, ow, oi, oy. We first talked about each one and how they sound. We also found the pairs of similar sounds before completing the sort. 

REFLECTION ON SELF AS TEACHER

I have a lot to learn. I was a struggling reader as a student and still am so tutoring helps me relate to these students and how they are feeling. I provided my student with a text that I thought she found interesting to help motivate and engage her to be able to perform well. With the word sort, I used data from the spelling inventory to help me see what she needed to work and focus on with was other vowels. Looking back during my session, I would have had her complete the passage then do a retell before answering questions. This helps me see her comprehension before completing any questions. I also need to start my questions and prompts more with "Good readers....." 

OBJECTIVE(S):

Good Readers recognize patterns in words to help them with spelling.

Good Readers can retell in their own words what they just read.

ASSESSMENT OF OBJECTIVE(s):

I will assess how she sorts the words into different categories. Working on oy, ou, oi, ow.

OTHER ASSESSMENTS:

Running Record

Motivation Survey

Retell Rubric

PROCEDURES:

Hi! How is your day going today? We are going to do a couple of different things today. First we will start with a motivation survey, then I will listen to you read a short passage so I can collect data then we will do a word sort.

Purpose:

Today I would like to see how well you can retell me a short story and how you will sort the given words in the specific categories.

1.      I will have the student read to me as I complete a running record with a retelling rubric

2.      I will assess how the student completes the word sort using other vowels.

3.      Reflect on the objective.

Steps for objectives:

-          Using the retell rubric, this allows me to collect data on the student’s comprehension of the passage

-          I will listen to her read aloud and assess how well she reads with accuracy.

-          Using the word sort I will be able to collect data oh how well the student can sort the words in the categories.

Closure:

Discuss the word sort and ask further questions regarding sounds.

Which two sounds are alike?

Evaluate and calculate running record

Determine what work we need to do next time

oi  coin	oy  boy	ou mouth
ow       cow	oil	joy
toy	shout	plow
found	how	soil
boil	south	town
pound	gown	now
owl	spoil	count
voice	growl	join
soy	enjoy	annoy