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Kayla Harrison

Lessons 11 & 12: October 26 and 28, 2015
School Reading Problems
Dr. Madden
Reflection #6
Objective

Lesson #11: Dawson will use Fluency
Strips to accurately read complete
sentences with expression.

Teaching Strategy
Fluency
Dawson will be presented with a bag full
of Fluency Strips containing complete
sentences with no punctuation. Tutors
explained the rules: each player, one at
time, would pick a sentence strip, the
person to their left would pick a
punctuation card and then the player would
have to read the sentence using that
punctuation.
To model, tutors went first. Rachael
picked a sentence strip, and Kayla (I)
picked a punctuation for Rachael to read
the sentence with.

Comprehension

Outcomes
(Descriptive evidence objective was met)
I was extremely pleased with how this
activity went! Dawson was engaged the
entire time. He kept laughing while we
acted out the expressions for each sentence
we read. Towards the end of the activity,
he had a hard time getting his Snapple
open. So, randomly he picked up the
exclamation point card and waved it in the
air and said, “This is so hard!” To follow, I
picked up the question mark card and
asked, “Do you need help opening it?” We
had an entire conversation using these
punctuation cards. Dawson really seemed
to enjoy this activity because throughout
the rest of the session he used the
punctuation cards and laughed when we all
used them in a conversation.

Lesson #12: Dawson will be able to note
details in a text that will allow him to
comprehend it. He will also demonstrate
the ability to use evidence from a text to
support his reasoning.

Dawson read the story “EEK! There’s a
Mouse in the House” during Fluency. For
Comprehension, he learned how to note
details in a text, then to use his details to
make an inference. Before the reading, I
explained to Dawson what a detail is and
how it can be important to a story. Then,
during the reading, I gave a few examples
of details I noticed in the story.
Throughout the story, I asked Dawson to
point out details he noticed while reading.
After reading, we completed a detail chart
together. At the end, I worked with him to
use one of his details to make an inference
about one of the animals.

When completing the detail chart, Dawson
was able to notice things even I did not
notice at first. Dawson picked up on the
foreshadowing of which animal would
come into the house next (picture frames
on the wall contained the animal that
would appear next). He also picked up on
where the lamp was in the background and
then how the lamp was in the front on the
next page, meaning they switched rooms.
Our last detail that he picked up on was
that the fish was always peeking out of the
fishbowl. Since there was a lot always
going on in the house and the fish was
peeking out of his bowl, Dawson inferred
that the fish was curious.
I was so proud of him for making an
inference with little help from me or
Rachael. It really shows that our lessons in
the past sessions on inferring stuck with
him.

Lesson #12: After reading the story
“EEK! There’s a Mouse in the House,”
Dawson will complete a “Dear Diary”
writing activity in the point of view of the
mouse. He will use his knowledge of the
story and his comprehension of the plot to
complete this activity.

Writing
I started off by asking Dawson if he’d
written a journal entry before. Since he
has, I went on to ask him what animal he
wanted to write his journal entry as. He
chose to write as the Elephant.
To model, I chose to write as the young
girl in the story. I began, “Dear Journal,
Today I found a mouse in the house and he
wanted to steal my cheese. To get rid of

I am so proud of Dawson after this writing
activity. He wrote more sentences than he
ever has. They made more sense than they
normally do, and his ideas connected.
There were a few run on sentences that
were repetitive, but I am proud of the
length that he wrote. He thought out what
he wanted to write before he wrote it, and
as he was writing, he followed it with his
finger and wrote what he said. I cannot

Lesson #11: Dawson will demonstrate his
knowledge of vowel pairs that he’s been
learning in the previous sessions through a
short spelling test.

the mouse, I sent in the cat.” After
modeling a sample journal entry, I asked
Dawson to begin his journal entry by
verbalizing his ideas first. Then, he was
asked to write his journal entry on the
whiteboard.
Word Study
One by one, Rachael read a list of words
aloud that contained a vowel pattern we
have reviewed in a previous session.
Dawson wrote down each word on a piece
of notebook paper. When he was finished
writing all the words, he read the words
aloud and stated which pattern he used for
each.
After the spelling section, Dawson was
asked to pick three words from the list and
make a sentence with each word he chose.

stop saying how proud I am of this
particular writing session. This is a work
of progress!

For the most past, Dawson was able to
spell the words correctly. He only spelled
4 out of 13 words incorrectly: howl, bean,
expression, and celebration. I didn’t
expect him to be able to spell expression or
celebration because we had only briefly
discussed the -tion ending. I wanted to put
that in there to see if he had remembered
it, but his results showed that he didn’t. I
would like to revisit the -tion endings in a
future lesson.
When asked to write sentences containing
three of the words, he wrote three
sentences at varying levels. His first
sentence was fairly accurate, with some
spelling mistakes, but it made sense. His
second sentence was a question, but it used
the wrong tense of the verb “to be” and
spelled bean incorrectly. The last sentence,
he wanted to use a contraction, but I do not
think he knows how to write them. I
would like to work with him on writing
contractions in a future lesson.

Evidence from Lessons 11 & 12
Detail Chart

“Dear Journal”

Spelling Assessment: words and sentences (I wrote down everything down as Dawson spelled them on his personal whiteboard)