School Reading Problems Lesson Reflection

Fiona Kelly
# Lesson- 7
Objective

Teaching Strategy

Outcomes
(Descriptive evidence objective was
met)

October 19- Objectives: Student will be

able to read a short passage, Skating,
and I will ask him to underline each
punctuation mark in the passage.

*Liam was absent on October 21,

2015*

October 19- Objectives: Student will be

able to answer questions about Chapter
four and five, and add any new details

Fluency
October 19- I had him underline
each punctuation mark in the
passage. Then, we talked about
the importance of punctuation
marks, and how they are
significant while maintaining an
appropriate rate while reading. I
told him to keep this in mind
when he read the passage. He
read the passage, and when I
found that he was going too fast, I
asked him to slow down, so he
could comprehend and realize the
purpose of what he was reading.

Comprehension
October 19-We had an open
discussion about what happened
in chapter three, and he made
predictions about what is going to

October 19- After he read, I

noticed that he read with the
appropriate fluency needed. He
also was able to underline each
punctuation mark and tell me
what the significance was of each
one. Since he struggles with
fluency so much, I feel that he
understood the importance of
fluency in reading.

October 19- He was able to

answer the comprehension
questions that I was asking him to
the best of his ability. He didnt

that he learns in the graphic organizer

that he has been using since he started
the book.

October 19- Objective- Student

will be able to pick an appropriate
topic of his choice, and pre-write
(in a concept map) in preparation
for a persuasive writing prompt
that he will complete over the
next few sessions.

happen in chapter four and five. I

feel that it is better to talk about
the book before he reads, so I can
see if he truly understands the
material or not. I asked him
questions that highlighted key
points in the story, and he was
able to answer the questions with
detail. He also added to his
graphic organizer, that went over
the elements of a story
(characters, plot, conflict.) Seeing
that he could put things into his
own words shows me that he
understands the purpose of the
reading.

Writing
Objectives: Student sat down. I
asked him what topics interested
him. Then, after he brainstormed
ideas, I asked him if he knew what
a persuasive essay was. He
wasnt really sure, so I told him
what a persuasive essay was.
Together, we used what topics he
thought of and came up with a
way to use that topic and begin a

have trouble telling me what was

going on in the story, so that
showed me that he
comprehended what I was
teaching to him.

October 19- Objectives: He was

able to discuss topics that
interested him. Seeing that he
could brainstorm possible ideas
for his persuasive essay showed
me that he could put his ideas on
paper, and that he was ready to
start an essay.

October 19- Objectives: Student will be

able to review the oa and igh words, and
fill in the blanks for sentences that uses the
vowel patterns (oa and igh.)

persuasive essay. His topic was,

Why Science is better than
Spanish, and he gave three
supporting details. This helped
him prepare for the next session,
when he will begin his essay.
Word Study
October 19- Student did not have
enough time to make it to the
activity I had planned. We only
had about eight minutes left, so I
had him play hangman with words
that involved oa and igh vowel
patterns. He really enjoyed this
activity.

October 12- Although he did not

have enough time to complete
the original activity that I had
planned, I feel that he did benefit
from the hangman game. He had
fun while learning, and he still got
to see the word being formed
from putting letters in the proper
place. I think that I will keep doing
this activity at the end of each
session.