Baylie Cheslock

Week 9 Reflection
What was successful in this lesson for your student and why?
The opening in my Word Ladder strategy was successful because I elicited Joes
background knowledge about vowels and consonants, as well as their sounds, in multiple ways.
I did this by having him write five vowels on one side of the paper and five consonants on the
other side. I then asked Joe to say each letters name and sound of each vowel and consonant he
wrote. This is using multiple ways because my tutee is physically writing the letters, and
verbalizing them. In case my tutee was unable to come up with five correct vowels and
consonants, I scripted that I would help him write the letters, as well as sound them out. This
extra step was successful because I was taking the next step to think ahead, incase my tutee was
unable to elicit prior knowledge.
The teacher modeling in my Interactive Read-Aloud was successful because I
described and demonstrated alone the entire strategy with examples and scaffolding. For
example, I used the book, The Tortoise or the Hare by Toni and Slade Morrison that we had read
two days before, to scaffold the use of the flipbook. I modeled how to pick out a character,
setting, and event from the book, as well as how to describe and draw it in the flipbook. When
modeling the setting, I picked Jamey Tortoises house, described it by saying there are wood
walls and lots of books, and drew it in the flipbook. I effectively modeled with the use of three
examples of how to identify, describe, and draw a character, setting, and event from a story.
The purpose for the Graded Reading Passages was successful because it explained why
the student was completing the assessment. I stated that I wanted him to read two short stories
and tell me what he remembered from them, so I could see how much progress he has made
since the first week I started working with him. This gave Joe a clear purpose or reason for
completing the assessment.
What wasnt successful in this lesson for your student and why?
The guided practice in my Word Ladder strategy was unsuccessful because I did not
structure all the examples as practicing each part together. For example, I solved the clue on one
by saying San for the clue, I have a friend named _______, but had Joe sound out and drag
each letter across the screen by himself. We should have done this together by me sounding out
and dragging the letter S, having him sound out and drag the letter a, and having me sound
out and drag the letter m. This is a better example of practicing together because Joe is not
responsible for sounding out and dragging each letter by himself during guided practice.
The guided practice in my Interactive Read-Aloud was also unsuccessful because again
I did not structure the examples as practicing each part together. For example, I stopped reading
on page four and asked Joe to tell me what the setting of the book was so far, and that I see a
table, chairs, and a window. I then asked where this might be. Once Joe responded, I asked him
to draw the setting, describe it and write it. This does not show that Joe and I are working
together; rather it shows Joe doing almost all the work. Instead, once he identified the setting as
a kitchen, I could have described the kitchen setting more and written it down. I then could have

had Joe draw the kitchen as I was describing it. This would be a better example of guided
practice because Joe would not be expected to do the majority of the work on his own.
The closing for the Graded Reading Passages was unsuccessful because I did not
completely conclude the assessment, and transition into the next activity. I thanked Joe for
reading, told him he did a wonderful job, had improved since the first week, and that we were
going to do a fun activity on my computer next. Instead, I should have completely concluded the
assessment by sharing with Joe the progress he made. I should have showed him how he did the
first week and how he did just them. Physically showing him the difference and progress data
would help him see his growth in reading, words per minute (WPM), retelling, and
comprehension.
Assessment & strategy data & information (e.g., assessment results, reading levels, etc.),
including student examples such as mispronounced words, etc.
In the Word Ladder strategy, Joe met the objective because he was able to apply grade
level phonics and word analysis skills in decoding regularly spelled one-syllable words by
changing one letter for each of the seven out of ten consonant, vowel, consonant (CVC) short
vowel words based on clues. Joe needed to score a 70%; however, he scored a 90% because he
only misspelled one word. For the word rot, he spelled rut. This shows me Joe is using but
confusing the letters o and u. For four of the clues, Joe was unable to solve the riddle. I
solved it for him, but he was still responsible for spelling and decoding the words because the
clue was not a part of the objective. He was unable to solve the clue for the words pet, rot,
rat, and bit. The riddle for the word rot was, When food spoils, it will ______. I stated
the word rot emphasizing the r sound as I said it. He then spelled and decoded the word,
rot.
In the Interactive Read-Aloud strategy, Joe did not meet the objective because he was
unable to orally describe one setting from the story, If You Give a Dog a Donut by Laura
Numeroff. However, he was able to describe one character and two major events in the story
using key details orally and through drawings in a flipbook. Joe was able to draw the setting,
which was outside, by drawing a tree, the dog, and a baseball. When he was asked to describe
the setting, he said, He hit a homerun and did his dance. Then, he was happy. This description
says nothing about the setting, which is outside; therefore, it appears he does not know how to
describe a setting from a text.
Joe completed PEB and 1EB of the Bader Graded Reading Passages. On the PEB
passage, he scored an 87.5% on the retelling, and an 80% on the comprehension. He had two
mispronunciations, zero substitutions, zero omissions, zero insertions, zero repetitions, one
meaning change, zero words pronounced by me, and two miscues. An example of one of his
miscues is when he read the word at instead of ate. This is considered a mispronunciation
and a graphophonic miscue because the letters in these two words are similar. The student is
confusing the use of long and short vowels, as well as the silent e rule. Joe read the words in
phases, and used intonation and pitch. He read at a fluent rate of 58 WPM. This is at his first
grade level because it is between 30 and 90. As a result of this data, I have concluded that a .5 is
Joes independent level. Joe has shown improvement and growth because the first time he
completed this assessment a .5 was his instructional level.
On the 1EB passage, Joe scored a 60% on retelling, and a 57% on comprehension. He
had two mispronunciations, one substitution, zero insertions, zero omissions, three repetitions,

two meaning changes, zero words pronounced by me, and three miscues. One word he
mispronounced was also, and he said at last instead. This is a semantic miscue but it does
not disrupt the meaning of the sentence. Joe read the words in phrases and used intonation and
pitch. He also read fluently because he read 54 WPM, which is in the WPM range for first
grade. Based on this data, a 1.0 is considered Joes instructional level.
How did you use the feedback from your previously evaluated lesson plans to improve your
instruction in this lesson plan?
I have used the feedback from previously evaluated lesson plans to improve the instruction
of this lesson plan in several ways. For example, I have learned how to write a complete
learning objective that includes the audience, behavior, condition, and degree. On a previous
lesson plan, I was missing the condition, which was the strategy being used. Therefore, for this
lesson plan, I made sure to include the conditions, which were the strategies, word ladders and
interactive read-alouds.
In another previously written lesson plan, I received feedback to make sure I include the
sources of my materials; whether I created them or used someone elses materials. Therefore, for
this lesson plan, I made sure to include that the word ladder I used was a combination of selfcreated and from a website I found online. I made sure to include the URL of the website in my
materials as well. Also, in my interactive read-aloud strategy, I stated in the materials that I
used a flipbook that was altered from my classmate, Michelle Pallazza. This shows that I have
cited my source and given credit to what is not mine.
I have received feedback from another previously written lesson plan that suggested I
avoid using yes/no questions in the opening. Rather, I should elicit Joes background knowledge
about the concept and strategy in multiple ways. Therefore, in the interactive read-aloud
strategy in this lesson plan, I asked Joe to identify by pointing and orally describe a character,
setting, and event from a book we read two days before. This is eliciting Joes prior knowledge
about character, setting, and event through multiple ways, which includes identifying through
pointing and orally describing.