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