Lauren Mroz School: Alpine Elementary Teacher: Mrs.

Nicolette Grade Level: 1st Lesson Title: Hugless Douglas Target Learner 1(Tyler): Main Goal: To develop overall reading comprehension when this tutee reads on their own and listens to a read a-loud, further develop confidence in reading out loud, and progress towards pictorial interpretation. Primary language: English this is the only language the child knows Approximate reading level is 7-8; which is slightly below grade level Primarily uses phonemics to figure out unfamiliar words Unable to retell a story/page of a book after hearing it read Demonstrates great difficulty when trying to use the pictures to tell a story or to retell what happened. Rarely uses pictures to aid in reading comprehension Parents divorced he spends some nights with dad others with mom Likes to read short easy books at home Enjoys reading during the school day but does not find it enjoyable at home because he could be playing a game instead Loves Star Wars, Transformers, dragons, and playing DSI Reads with his dad the most thinks his dad is the best reader Very sociable and talkative

Subject: Hugless Douglas by David Melling This is a picture book about a big, brown, bear named Douglas who wakes up in the morning wanting a hug. The story is about the adventures Douglas takes to find the right hug. Douglas becomes very sad that he cant find a hug until he meets a rabbit who leads him to a cave where he finally finds someone to give him a hug his mommy!

Objectives and GLCEs: The target learner will demonstrate that they are understanding the read aloud by answering questions about the book during and after the read aloud. The target learner will practice reading pages with the tutor and independently to improve confidence in reading out loud in front of others. Cognitive: The target learner will be able to recall details about the book that show their understanding and connect the events in the book to their own life.

Psychomotor: The target learner will be able to construct a Bear Hug valentine for someone that will display their connection between the picture book and thoughts on someone special they give or receive a hug from. Affective: The student will be enthusiastic about reading a new book and formulate predictions and thoughts on the pictures in the book.

Materials: Bear Hug valentine Scissors Crayons

Before the lesson: Review sight word flash cards o Note progress on sight words tutee struggles with Tutee reads their nightly book bag book to the tutor. o Tutor listens to the tutee and observes reading style and progress o Tutee explains what the book was about o Tutee makes a text-to-text or text-to-self connection depending on the book

Anticipatory Set: Do you hug anyone? If so, who do you hug? What does a hug mean to you? Can you read me the title of this book? Look at the front and back cover, what do you think the book is about? Picture Walk: Pay attention to the reactions from the things Douglas hugs. Make a prediction Who or what do you think Douglas will go to for a hug?

Body of Lesson: Teacher/tutor reads the book to the target learner During the reading teacher/tutor engages target learner in questions about what is happening and briefly discusses any key features of the pictures to make sure they are staying focused and understanding/retaining what they are hearing. o On page 2: Make a prediction - Who might Douglas go to for a hug? o On page 5: What do you see that could make the bush quiver and tremble? o On page 6: Why are the sheep running away? o On page 7: What happened when Douglas tried to get into the tree? o On page 9: Make a prediction Where do you think rabbit could be leading Douglas? o On page 14: Make a prediction Who might be Douglas be running toward? Throughout the book, teacher/tutor will ask the target learner to read a page with them o Read page: 5, 8, 9 After reading, tutor will have the tutee read 1 or 2 of the important pages of the book independently then explain what happened on that page.

o 4, 10, 15 Target learner will then do a bear hug valentine activity to connect the message of the book with the holiday. Engage in a discussion about the book: o Who did Douglas try to hug in the book? (rock, tree, bush, sheep, rabbit) o What kind of hugs does Douglas give? (Big, tall, comfy) o Why didnt Douglas like the tree? (it gave him splinters) o What did the bush do when Douglas hugged it? (it ran away) o What does the Rabbit do to help Douglas? o Have you ever needed a hug? o Who would you go to for a hug?

Modeling: The teacher/tutor demonstrates the pace at which to flip through pages of a book while reading the text a loud. The teacher/tutor will model and encourage the students to make predictions on what will happen. The tutor will model how to create the bear hug valentine with the student asking questions about what they would like to write to their special someone. Tutor can then provide helpful assistance in writing the message by helping the tutee sound out words they dont know how to spell, suggesting rules of words that would help them spell a word correctly, and suggesting correct punctuation, etc.

Checking for Understanding: After reading the book and having the tutee independently read a few pages engage in a discussion about the book: o Who did Douglas try to hug in the book? (rock, tree, bush, sheep, rabbit) o What kind of hugs does Douglas give? (Big, tall, comfy) o Why didnt Douglas like the tree? (it gave him splinters) o What did the bush do when Douglas hugged it? (it ran away) o What does the Rabbit do to help Douglas? o Have you ever needed a hug? o Who would you go to for a hug? o What kind of hugs do you give?

Guided Practice: Tutor aids the tutee when they come across words that are difficult but does not give more than 3 seconds of wait time for risk of lost comprehension. Tutor can help the tutee by giving hints for strategic ways for figuring out unfamiliar words such as looking at the picture or sounding it out. Tutor should reinforce comprehension by asking many questions about what is happening throughout the book to keep the tutee engaged and retaining what they read. Evaluation:

I really liked using this book as my first lesson. Unintentionally, I learned a lot more about my tutees personal life and how it affects his school life. This has allowed me and my tutee to bond and become closer as well as give me insight on why his attitude or behavior might change on different days. When I did a picture walk with him, he was very distracted and could not pay attention. His distraction came from small things like the buttons on his shirt to the voice of teachers from other classrooms. To help him focus I had him explain to me what was happening in the pictures. I was surprised to see just how difficult this was to him. He could tell me what type of animal was in the picture but had a hard time interpreting what they were doing, what was happening, and other details in the picture. I would provide him with some suggestions on what could be happening and he would either just accept what I said or if I asked him to elaborate on what was happening he would say I dont know. This showed me that my tutee has difficulty using the pictures as a method for telling the story. It could also suggest that his imagination and creativity could be lacking hence why he could not tell me what was happening on his own. As I conducted the read aloud, I stopped several times to ask him to predict what he thinks would happen next, he would respond with I dont know or try to flip the page to figure it out. The inability to make a prediction is connected to the inability to interpret the pictures. This shows me that I need to focus on helping this target learner use his creativity, imagination, and reasoning. I also asked him questions along the way like what just happened, but he was unable to tell me what he just heard. I followed this with questions about what Douglas hugged earlier in the book and he was also unable to answer that. After the read aloud I asked conclusion questions about what happened in the book and extension questions to his own life. He could tell me the conclusion of the book but had a hard time explaining what led to the conclusion. He also became very chatty about his own life and who he hugs, who gives him hugs, why they hug him, how he feels, etc. These questions led him to talk about his dad getting married and how he spends some days with his dad and others with his mom. This is most likely a big part of his life right now so it will most likely affect his performance in school which is something I should remember as I tutor. Overall, I can see that reading comprehension using pictorial clues, written text, and oral word is very difficult for this target learner. I am hoping that my future lessons will be able to help this tutee progress and become a better reader in these areas. Doing the valentine activity was a great idea with both of my tutees. They really enjoyed being able to connect the message of the picture book to their own life. This craft opened up great conversation between me and my tutees as we created our valentines. I went back over some important parts of the book and asked if they have ever had something similar happen to them. Both tutees also talked a lot about their personal life. I learned more about their home life during this craft than during the interview. I think having something for them to create hands-on encouraged them to relax and just talk. The activity also showed me how much they were able to connect what they heard in the book to their own life.