Student Marcus Morris Tutor: Thomas Zoeckler

Date: 4/11/14 Lesson # 4

Common Core State Standard: CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. I can learning target (related to your goal for the reader and the Common Core): I will be able to read with accuracy, at an appropriate rate, and use expression. Text complexity: 24 Lesson Component Warm-up and reading for fluency Text introduction and reading Description of Planned Activities Text and level: Time Outcomes and Comments (The reader and you)

Text and level: Exploring Freshwater Habitats Level 24 Watched a video on electric eels from last week.

Preview/text feature walk Record predictions

Remind to think about questions

Prior knowledge: What do you know about frogs? Have you seen many frogs? Preview: p. 4-10 Today we will look at

He enjoyed the video and had more question on electric eels and catfish, "what eats an electric eel?"

to ask andto lookfor a word(s) to clarify during reading

frogs and how they grow. We look at the pictures and headings for information we might learn in this text Predict: Before reading we need to make predictions. We will use the fab four chart to post the prediction. Use text or pictures to predict what will happen. Set a purpose for reading: While you read i want you to keep in mind your prediction to see if it is answered in the text. Be prepared to come up with a question as well and I will ask you to clarify a word as well. Point to these on the chart. I would also like you to try and focus on using some expression as you read through the text. Try to focus on the punctuation and pause at the proper spots. We will stop on each page or 2 and i will ask Marcus how he feels his expression is and if

His prediction was about how frogs grow and how they change. Very surface level prediction. He seems to not want to do the reading activities, but is very compliant with me.

He focused on expression throughout the reading. He followed the punctuation of the story and sounded more fluent. He asked why expression was important, so i told him about fluency and how it sounds like flow and when you're fluent the story flows better. The speed of the reader improves and that idea stuck with him.

he's reading with the expression that the author intended. This will allow Marcus to refocus on using expression and pay attention to punctuation.

After reading discussion

Strategy use highlighted Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

Clarify: On page 5 i saw a word: Larva. I wasn't familiar with this word, so i used clues in the text to figure out what it was. The text said that, "When each tiny tadpole hatches out of its egg, it looks more like a fish than a frog. It is called a larva." o That makes me think that a larva is a baby frog. o Notice the word is bold. o Check to see if word is in the glossary. o Now have student clarify. are there any words that you didn't understand? have

He clarified gelatin all on his own. He said the larva was surrounded by gelatin, so i asked if it is gelatin or like gelatin. He said, "oh like gelatin." He then realized that gelatin is a snack like jello and he then understood what it meant by surrounded by gelatin.

them use text clues and pictures to find meaning and then see if they can find it in the back of the book Question: Your questions should be related to what you just read in the text. If I were to ask a question( point to question on fab four chart) I would ask something like, "How do the eggs stay safe?" Where would i locate this in the text. Do you think you have an answer to that question?" Now I want you to ask a question and then show me where you would answer it. Retell: Tell me everything you remember about this section of the book in as much detail as you can. Summarize: Look at the summarize section of the fab four chart. Lets point out some of the main ideas of this

section. Guide student to create a summary statement that includes the main ideas. If somebody read this would they have a good understanding of what they were going to read in this text? What helped you as a reader today?