Theresa Forte

School Reading Problems Lesson Reflection

Objective

Lesson #15:
Student will be able to complete a
Daylight Savings web quest.

Teaching Strategy
Fluency
Fran has been introduced to a web quest
during previous lessons; he completed one
about Halloween. Fran had mentioned he
wanted to learn more about Daylight
Savings, since he was unaware what that
concept meant. I took this teachable
moment and intertwined it with a fluency
lesson, since Fran has worked on web
quests in the past. I briefly summarized
that web quests are tools used to get
information about a topic from a specific
website. Since the previous web quest had
been modeled and I assisted Fran with
parts of it, this web quest initially was
going to be independent practice. I am
always looking for Frans pace while
reading and if he understands the
expression behind sentences; with this
lesson, I wanted to see if Fran could read
with the proper pace and expression, as

Outcomes

(Descriptive evidence objective was

met)

Fran has not fully completed this web

quest yet, so not all outcomes can be
documented. After Fran read through a few
questions and part of the website, I
realized that he needed this to be a guided
practice activity, as opposed to an
independent activity. He was struggling to
grasp the concept that he needs to read the
website in order to find the answer. We
took turns reading the text on the website.
Fran told me when to stop once I read
the answer to the question. He wrote down
the answer I read, but needed assistance
with putting the answer into a complete
sentence, as well as remembering
capitalization and punctuation. When Fran
read some of the questions, he had the
proper expression by having a higher
pitched voice at the end of the question. He
also read at a steady pace.

always, but mainly if he could

independently read and complete this web
quest.

Lesson #16:
Student will be able to draw a
picture as a way to retell the events
in the story.

Comprehension
I explained to Fran how drawing pictures
is a way to demonstrate a summary of the
text or to portray an important event that
happened in the text. I used Farmer
Browns Birthday Surprise by Jennifer
Julius, to demonstrate drawing part or the
whole story, and then explained what I
drew and how it relates to the text. (I drew
a carrot cake because the animals worked
together to make Farmer Brown his
favorite cake- important event; I will
attach my work onto a later lesson). Fran
read The Best Job for Scooter by Ryan
Fadus, and then drew a picture that
corresponded to one of the scenes in the
text, just as I had modeled. Since Fran has
had difficulty orally retelling events in the
text and he has excelled at sequencing
events in the text, I wanted to see if using a
visual drawing would help him retell part
of the text.

Fran chose to illustrate the last page and

scene in the text. It was a picture of
Scooter the dog in a car; Fran explained
how his picture helped show how Scooter
found his perfect job. (Please see his work
attached) Fran mispelled the following
words:
Scene as sen
Finally as fainaly
What as went
Fran did not end his sentence with a
period. Fran also did not capitalize best
in the title of the book. After looking at his
writing during this portion, I am going to
start using the COPS method since he
struggles with capitalization, punctuation,
and spelling.

Lesson #16:
Student will be able to work with
other student, and brainstorm ideas
for the Readers Theater.

Writing
Fran has participated in a Readers Theater
with previous tutors. Fran and I also have
discussed what a Readers Theater is
during a previous lesson; this is a way to
act out a book or make up a script to
perform to other students. Fran and I did a
practice Readers Theater together by
acting out and reading If You Take A
Mouse to School by Laura Numeroff
during Lesson 12.
Fran knows we use brainstorms to
sequence our ideas and put all of our
details and events for a specific topic on
the board. I have modeled creating a
brainstorm in the past with Fran,
specifically when I brainstormed my
Halloween Roll-A-Story Sheet. Fran
also has completed guided and
independent brainstorms with the
Halloween Roll-A-Story Sheet. Fran and
Jarel wrote a brainstorm to think of ideas
for their Readers Theater. I wanted to see

Fran and Jarel decided their readers

theater would be focused on Thanksgiving
and the process of finding a turkey to
prepare dinner. They completed their
brainstorm during this lesson. Fran
struggled with allowing Jarel to contribute
ideas to the brainstorm; he was trying to do
this independently.
The brainstorm consisted of the following:
The turkey needed to be ready by
8pm
Go to the store to get turkey
Look for money in the house to buy
turkey
No turkey left at the store, so they
buy a ham
They ask their neighbors if they
can trade a ham for the turkey and
the neighbors agree
Dinner is made
Details: taking a nap during the
day, being excited for

if Fran could help think of conflicts,

characters, or other ideas for a script, while
being able to work with another student.

Lesson #15:
Student will be able to play
Jeopardy game, and verbally
identify different word patterns.

Word Study
We have studied different phonics
concepts, including blends, long and short
vowels, and r-controlled words. I made a
Jeopardy containing these different
concepts as a form of review for Fran.
These words come from the Words Their
Way textbook. There were five different
categories: beginning blends, ending
blends, long vowels, short vowels, and rcontrolled words. In these categories, Fran
selected to read the word. Once Fran read
the word, he explained why this word
belongs in the specific category its in. I
explained how this game works (talked
about the TV show and what happened in
it) and I modeled an example; I selected a
word from one of the categories, read it,
and explained why it belongs in that
category. (Cherry for 200- beginning blend

Thanksgiving, setting the table with

plates, forks, etc.
Fran spelled Thanksgiving correctly and
thought of the topic for the brainstorm. He
also added in the details about setting a
table with plates, a tablecloth, butter, forks,
etc. He misspelled turkey as turkey
and trade as trad. In the next lesson,
Fran and Jarel will begin writing their
script together.
Fran read all of the words correctly, except
for two. He mispronounced quilt as
quit but he corrected himself. He also
read chain as chan, which was
incorrect. He sounded out splurge. Fran
also explained why each word belongs in
the category correctly. After observing this
game, I learned I can work on beginning
and ending blends with Fran some more.

of ch) Each word was worth anywhere

between 100-500 points. I wanted to see if
Fran could read these different phonics
concepts outside of a book, since he
struggles with them while reading texts or
directions. This also helped me see what
phonics concepts Franc continues to
struggle with.

Reading Words
Long
Vowel

Beginnin Ending
g Blends Blends

Short
Vowel

Chain
(100)
Cheap
(200)
Sign
(300)
Pillow
(400)
Prune
(500)

Brain
(100)
Cherry
(200)
Spider
(300)
Proof
(400)
Greedy
(500)

Act
(100)
Bed
(200)
Spam
(300)
Wag
(400)
Rash
(500)

Desk
(100)
Itch
(200)
Bond
(300)
Adult
(400)
Quilt
(500)

RControlle
d
Scarf
(100)
Germ
(200)
Smirk
(300)
Scorn
(400)
Splurge
(500)