School Reading Problems Lesson Reflection- Week 9

Lessons #16 and #17

Objective

Objectives: Michaiah will be able to read

at least 75 words or more in a selected
grade level passage in one minute, being
sure to read with appropriate pace and
expression.
CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with

accuracy, appropriate rate, and
expression on successive readings.
Objectives: Michaiah will read with the
appropriate rate and expression when
reading her part in the Readers Theater
script.
CCSS.ELA-LITERACY.RF.2.4.B

Read grade-level text orally with

accuracy, appropriate rate, and
expression on successive readings.

Objectives: Michaiah will be able to read

chapters six, seven, and eight of the book
while answering questions and forming
predictions.
CCSS.ELA-LITERACY.RL.2.1

Ask and answer such questions as who,

Teaching Strategy
Fluency
During the session on Monday, I
decided to work on another timed
reading passage with Michaiah. I
chose to do one final timed
reading with Michaiah to see her
improvement over the previous
two administered to her.

Outcomes

(Descriptive evidence objective was

met)

During the session on Monday,

Michaiah read 81 words in one
minute, which was her best timed
reading yet. She greatly improved
from both the first time, when she
read 72 words, and the second
time, when she read 75 words.
She still is a little lower than her
During the session on Wednesday, grade level average (100 words
I decided to work on a readers
per minute), but with more
theater script, since Michaiah has practice I think she will reach that
never participated in readers
target.
theater before. I found a script
with two parts, and had Michaiah
During the session on Wednesday,
read one role and I read the other. Michaiah really enjoyed the
I was able to model how to read
readers theater. She got into her
the lines with the appropriate
character and read the lines with
expression and pace for Michaiah
the appropriate expression and
to understand.
pace throughout. She was
successful with this type of
reading, which I was very happy
about.
Comprehension
During both sessions, we
During both sessions, Michaiah
discussed the main points of what was able to complete all Before,
we read in the previous chapters
During, and After activities. She
before beginning the new
did a very good job of
chapters for that day. I did this to
summarizing what happened in
refresh Michaiahs memory so
each chapter after reading them

what, where, when, why, and how to

demonstrate understanding of key
details in a text.
CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story

respond to major events and
challenges.
CCSS.ELA-LITERACY.RL.2.6

Acknowledge differences in the points

of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud.
Objectives: Michaiah will be able to read
chapter nine of the book while answering
questions and forming predictions.
CCSS.ELA-LITERACY.RL.2.1

Ask and answer such questions as who,

what, where, when, why, and how to
demonstrate understanding of key
details in a text.
CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story

respond to major events and
challenges.
CCSS.ELA-LITERACY.RL.2.6

Acknowledge differences in the points

of view of characters, including by
speaking in a different voice for each
character when reading dialogue aloud.

Objectives: Michaiah will write a detailed

narrative story about what she is thankful
for.
CCSS.ELA-Literacy.W.2.3

that she would know what was

going on in the book up until the
point where we stopped. While
reading, I stopped at certain
points in the book to ask Michaiah
questions to provoke her interest
and get her thinking about the
storyline, but also to see if she
understood what was happening
throughout. The popcorn
reading style that we used
allowed me to model the
appropriate reading strategies for
Michaiah. I had Michaiah
summarize each chapter after
reading to aid her with both
comprehension and memory of
the storyline. On Wednesday,
after finishing the book, I decided
to work on a character analysis
with Michaiah, in which we look at
certain character traits of Junie B.
Jones, the main character in the
book. Michaiah and I wrote traits
and qualities that Junie B.
possessed on the board, and then
chose the three most prominent
ones for Michaiah to fill out on her
chart. I decided to do this activity
with Michaiah because I wanted to
see her think more in-depth about
characters instead of just
scratching the surface.
Writing
During the session on Monday,
Michaiah continued to work on her
narrative about what she is
thankful for. She finished the

and answering questions while

reading. She did especially well
with completing the character
analysis/trait chart. Michaiah
chose the three strongest traits
that Junie B. exemplified
throughout the book and filled
them in on her character trait
chart. She provided examples and
page numbers for each trait,
which showed me that Michaiah
knows how to go back into the
book to look for support.

Michaiah continued to write with

detail and description, as well as
with transitions. She finished the
piece on Monday but I did not

Write narratives in which they recount

a well-elaborated event or short
sequence of events, include details to
describe actions, thoughts, and
feelings, use temporal words to signal
event order, and provide a sense of
closure.
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults
and peers, focus on a topic and
strengthen writing as needed by
revising and editing.
Objectives: Michaiah will be able to
recognize and read contractions in and out
of text.
CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics

and word analysis skills in decoding
words.
Objectives: Michaiah will be able to
recognize and read irregular contractions
in and out of text.
CCSS.ELA-LITERACY.RF.2.3

Know and apply grade-level phonics

and word analysis skills in decoding
words.

piece, and we thought of a nice

closing line together to end her
writing. We were not able to work
on editing the piece together
during the session on Wednesday,
since we ran out of time, but I
plan on working on making minor
edits to her writing on Monday,
after administering the CRI.

Word Study
During the session on Monday, I
decided to use the contraction
cards that were not used the
previous week for instruction. I
reviewed contractions with
Michaiah, to make sure she fully
understood the concept. I wanted
to ensure that she fully grasped
how to form and use contractions
in and out of text. We were not
able to go over irregular
contractions during the session on
Wednesday, since we ran out of
time, but I plan on going over
them on Monday, after
administering the CRI.

have a chance to go over it or edit

it with her. I will be editing her
writing with her on Monday, but
after looking over her piece
briefly, it looks as if there are only
a few minor grammatical errors in
her writing.

During the session on Monday,

Michaiah succeeded in first
reviewing contractions, and then
creating her own with the
contraction cards. I did not have a
chance to go over irregular
contractions with her on
Wednesday, since we ran out of
time, but I am planning on
hopefully introducing them to her
this upcoming Monday or the
Monday after that.