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Student Marcus Morris Tutor: Thomas Zoeckler

Date: 4/25/14 Lesson # 5

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: 27 Lesson Component Description of Planned Activities Time Outcomes and Comments (The reader and you) Marcus focused more on fluency last session when he read and stated that focusing on fluency helped him as a reader. I think focusing on this prior to reading the text for the day will help him to be more fluent and comprehend much more. Each reread Marcus improved on his expression and rate,

Warm-up and reading for fluency

Text and level: We will read through one of Shel Silverstein's poems: Every Thing On It "Today we are going to read Every Thing On It by Shel Silverstein. We are going to work on your fluency. Each time we read through you will focus on a new skill, such as expression, rate, and accuracy." We will read through the

poem 3 times. Each time i will ask Marcus how he fell his expression and rate were for each tie he read. We will then try to focus on improving one aspect each time he reads to build on his fluency one skill at a time.

which improved his accuracy. He felt more and more confident with his expression and his rate as he reread. He felt as though he improved his expression and rate when we reflected after each reading.

Text introduction and reading

Preview/text feature walk Record predictions

Remind to think about questions to ask andto lookfor a word(s) to clarify during reading

Text and level: Platypuses Level 27 Prior knowledge: Do you know what a platypus is? Have you seen one before? Preview: p. 19-25 Today we will look at platypuses and what they eat and their life cycle. We look at the pictures and headings for information we might learn in this text "Remember to focus on your expression and rate that we just worked on. It will help you to read faster and comprehend more of

He used headings to make his predictions. He did not go deeper into his predictions. It was surface level. "I

what you read!" 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 he's reading with the expression

will read about what platypuses eat."

He reflected on his expression and rate each page. He was very honest and say his rate and expression was only "ok". He improved after reflecting on his on work. I prompted him to work on reading in phrases, instead of word by word for the final paragraph and it worked very well. He sounded much more fluent. His accuracy, rate, and expression

that the author intended. This will allow Marcus to refocus on using expression and pay attention to punctuation.

were much better.

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 19 i saw a word: Snouts. I wasn't familiar with this word, so i used clues in the text to figure out what it was. The text said that, "Platypuses use their snouts for air and to scoop up their food from the bottom of rivers and streams."

His clarification skills are very strong. He clarified snout before i could even go through my teaching points. He knew that a snout was used for breathing and eating, so it lead him to his understanding of a snout being the same as a bill or having the same function as a nose and mouth.

I notice that they breathe through their snouts. we breathe through our nose so it must be that bill on their heads. 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 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 does a mother help a baby platypus survive?" Where would i locate this in the text. "Do you

His question once again revolved around what animal is the platypuses predator. He is very interested in what the dominate animal is.

He had a strong summary today that did not involve much prompting from myself. I started out by asking him to write a detailed

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?

summary that is more than, "this book is about what platypuses eat and their life cycle." He added more to that by stating that they protect themselves and their young ones.

the strategy that he said helped him the most was reading words in phrases, instead of one by one. I would agree with him. He sounded much more fluent and less robotic. This helped improve his accuracy as well.