School Reading Problems Lesson Reflection

Fiona Kelly

Objective

Objective October 26- Objectives:

Student will be able to read a passage,
The Dragon, with sufficient accuracy
and fluency, as well as practice using the
appropriate expression while reading
various types of sentences with different
punctuation marks.
Objective October 28- Objectives:
Student be able to read short sentence
strips, that include a variety of phrases,
and I will assess him on his fluency
skills.

October 26- Objectives: Student

will be able to answer questions
about Chapter five and six, and

Teaching Strategy
Fluency
October 26- Before he started to
read, I asked him what the
importance of each punctuation
mark was. He underlined each
punctuation mark in every
sentence. Then, once he
answered the question and we
talked about punctuation, I told
him to keep that in mind when he
read. After he finished reading, I
went over the fluency checklist
with him. He said that he needs to
improve himself in a few areas. I
praised him for reading the
passage.
October 28- I presented him with
the fluency sentence strips, and
he read each one. When I found
that he was going too fast, or not
reading with proper expression, I
stopped him and told him to look
at the fluency checklist. This
helped him to stay on track with
his fluency.
Comprehension
October 26- He read chapter five
very slowly. He had trouble
staying on task today. Since he

Outcomes

(Descriptive evidence objective was

met)

October 26- He underlined each

punctuation mark, and that
helped him read most sentences
with the appropriate expression.
As soon as I corrected him for not
reading with appropriate
expression, he would reread with
proper fluency. He was also able
to tell me what the passage was
about, and this shows that he is
comprehending what he is
reading.
October 28- He read the sentence
strips with great fluency. The
fluency checklist helped to keep
him on track.

October 26 and 28- He was able

to answer the questions without
any issues, as well as add to his

add any new details that he learns

in the graphic organizer that he
has been using since he started
the book.
October 28- Objectives: Student will be
able to answer questions about Chapter
six, and add any new details that he
learns in the graphic organizer that he
has been using since he started the book.

took longer than usual to read

chapter five, I found that it might
be more beneficial to save
chapter six until Wednesday. He
was able to add new information
to his graphic without me
reminding him. I stopped and
asked him questions about
important details in the book.

graphic organizer. He seemed to

be getting more enthusiastic
about the book, and that shows
me that he is enjoying the book,
as well as grasping what is going
on in the story. Also on October
28, he was able to have an open
discussion about character traits,
and was able to name a few traits
for some of the main characters.

October 28- He read chapter six.

He comprehended the material,
and was able to add to his graphic
organizer. I asked him questions
about the story, and he was able
to answer them. I also asked him
if he knew what character traits
were. He gave me an answer, and
I expanded on that answer. We
then talked about character traits
for the main characters in the
story.

Objective October 26- Objectives:

Student will be able to review his pre-write
concept web, which contains his topic and
three supporting details, and begin to write
a persuasive essay on the topic of his
choice, which is Why Science is more
Interesting then Spanish.
Objective October 28- Objectives:
Student will be able to roll a die and create
a Halloween short story, by playing the

Writing
October 26- I brought up his prewrite. We reviewed what he wrote
in his pre-write, as well as the first
paragraph of his essay. We talked
about his second supporting detail
that he wanted to use in his next
paragraph. Then, he elaborated
on the detail, and talked more
about what he wanted to write
about. I approved of his ideas,
and he began to write.

October 26- He was able to

organize his ideas from his prewrite into another paragraph. He
used proper detail, and used
transitions in his story. His writing
is improving, since he is using
better detail.
October 28- He was able to talk
about what characters, setting,
and conflicts were. He played the
game without any issues. He used

Halloween Roll-A-Story, where he will

make a story with a character, setting, and
conflict.

October 26- 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.)
October 28- (same one since we
didnt get to it on the 26th.)

October 28- I asked him if he

knew what characters, setting,
and conflicts were. Once we
talked about the story elements, I
handed him the Halloween Roll a
Story sheet. This is where he
rolled the die, and got to make a
story from rolling the die and
using the storyline that was
corresponding to his number. I
asked him to be creative, and he
had a lot of fun with making the
story.

a lot of detail in his story, and he

wrote it too. He played the game,
and didnt get too distracted. I
feel that he is taking the lessons
more seriously now, which is
helping the tutoring sessions be
more effective.

I presented him with a pre-made

worksheet, that had a word bank
and sentences. The word bank
consisted of words with either the
oa or igh pattern. He read the
sentences aloud, and I told him to
choose the word that fit best with
the sentence. He enjoyed this
activity, and I had him spell aloud
the words once he was done.

I am seeing improvement in the

words that he is spelling. He was
able to spell the words correctly
after finishing the worksheet, and
not looking at the word as he
spelled it.