Madison Farroni

Remediation Lessons

Lesson 1

Objective: When given a third-grade writing prompt the student will be able to complete an IBC graphic
organizer with 90% accuracy.

Steps:

1. First, talk to the student about what an IBC chart is.

a. Tell them that IBC stands for the Introduction, Body, and Conclusion paragraphs of a
essay
b. Then, ask them if they know what introduction, body, and conclusion paragraphs are
and what goes in each one.
i. If they do not know, take this time to explain these types of paragraphs to the
student.
c. Now, model how to create the chart.
i. After modelling, flatten the paper and have the student practice a few times
following the guidelines you created.
ii. Then, show the students how to label the chart I B C
2. Now that the student understands the basics of what an IBC chart is and what goes in it, give the
student a practice written response problem.
3. Help the student read the problem and break it down
4. Now, help the student create an introduction or beginning statement.
5. Then help them decide what needs to go in the body paragraph.
a. If the question has 3 parts, break the body section into three sections
6. Fill in the body
7. To finish the chart, create a closing statement or two to put in the closing section.
8. After the chart is completely filled out, explain to the student that on the AIR test they will have
to not spend too much time on this chart because they will then have to take what they write on
the cart and turn each section into a paragraph.
a. Clarify that they should only be putting quick thoughts down on the chart to help
organize their paper they will write on the test.

Summative Assessment:

1. The student completed this summative assessment after the AIR test so to ease frustration, the
teacher acted as a scribe.
a. The student pointed to where everything should be written, and the teacher wrote
down what the student said word for word.
2. The teacher gave the student a writing prompt about Halloween and had the student create
and complete and IBC chart.
Reflection:

 This lesson proved to be very helpful for the student. The remediation portion of the lesson was
taught prior to the student taking the AIR test and after the fact, the student mentioned how
helpful the lesson had been at easing her testing anxiety. The student said she felt confident on
the writing portion where her peers were scared because she had had one on one practice. This
made me believe that the lesson was useful. One thing I wish I would have had time to do with
the student before the test that I feel would have helped her even more is to actually complete
the paragraph writing portion. A limitation of this lesson that lead to the lack of writing practice
was timing. I realized after teaching that I spent too long of the already imitated time explaining
what introduction, body, and conclusion mean. The student did not need this long of an
explanation and instead just needed to be told more simple terms to remember the meaning of
each section.

Lesson 2

Objective: When shown a list of four grade-level vocabulary words the student will be able to accurately
define each word with 100% accuracy.

Steps:

1. This lesson began with a cold read through of all four words
a. The teacher read each word and had the student repeat
2. Then, the teacher gave the student a piece of paper that had all four words written on it and
they discussed the definition of each term.
a. Start by saying the word again
b. Then ask the student if they think they know what the word means
c. Then give them the actual definition
d. Have the student write down the definition after saying it to activate more parts of the
brain.
3. Now take the time to read through each word and its definition one more time simultaneously
with the student
4. Then, give the student the puzzle piece vocabulary sheet.
5. This sheet has each word broken into three different sections
a. Have the student read the first word
b. Then, have the student write the definition under the word.
c. To the right of the word, have the student use the word in a sentence
d. To the left of the word, have the student draw a picture that is representative of the
word.
i. This picture only has to make sense to the student, if they can explain how it
relates to the word then it is great
e. Repeat for all 4 words.

Summative Assessment:

1. The summative assessment for this lesson simply required the student to write a definition for
all four words. The assessment was completed the following meeting time from the lesson to
 assure the definitions were in the student’s memory and not just short-term. The assessment
had all four words listed and the student was told to write the definition to the right of the
word. The student met the expected 100% accuracy that was set by the objective which was
very exciting for her and me.

Reflection:

 The student met the expected 100% accuracy that was set by the objective which was very
exciting for her and me. Vocabulary is difficult for this student because of her lower ability to
decode words. The more exposure to bigger vocabulary words I can provide for this student is
very beneficial to both her writing, reading, and speaking. This lesson went extremely smooth as
the student is always very excited to add words to her vocabulary. I think the part of the lesson
that helped the student the most was the puzzle piece worksheet. This allowed the student to
explore the word contextually, conceptually, and definitionally which aided her comprehension
and memory tremendously. She was able to relate these new words to her real-life through the
pictures and sentences and that made her able to remember better. One thing I would change
in this lesson would be to add a tactile element. The more time I spend teaching this student the
more I realize that she learns very well through tactile experiences and I know if I were to add
this element to this lesson it would have been even more successful.

Lesson 3

Objective: When given a consonant digraph (th, ch, sh) the student will be able to produce a word that
has that digraph within with 66% accuracy.

Steps:

1. Start the lesson by telling the student that we are going to work on digraphs.
a. Explain that digraphs are two letters next to each other that blend to make one sound
2. Next introduce the three digraphs th, ch, and sh to the student by saying them aloud and having
the student repeat
a. “The digraph th says “th””.
3. Now tell the student that you are going to play a game together to practice using these new
sounds.
a. The directions of the game are:
i. One person roles the dice
ii. Find your rolled number in the key at the top of the game board and see what
digraph you need to find
iii. Now find the picture of a word that has that digraph in it
1. Ex: the picture of a sheep has the digraph “sh”
iv. Continue to play the game until someone reaches the end
4. To finish the lesson, come up with words that have the digraphs in them and write them down
so the student sees what they look like in different words.

Summative Assessment:
 1. The summative assessment for this lesson was completed the following meeting time with this
student. The assessment was short and had the student produce a word for each digraph. The
student was given a piece of paper that had three numbered lines on it and was told to put a
word that had the “ch” digraph on the first line, “th” on the second line and “sh” on the third
line. Although the assessment was short, it allowed the student to show that she
comprehended the material taught in the lesson and retained it for a week. The student
surpassed the expected accuracy set by the objective and met 100% accuracy.

Reflection:

 The student surpassed the expected accuracy set by the objective and met 100% accuracy.
Although this lesson was successful, the student did not enjoy it very much. This is because the
game was very simple in nature. If the game board had been bigger or more colorful, I think the
student might have been more engaged. The student had also just started to be medicated the
day before this lesson which definitely affected her abilities and desire to learn. With everything
considered, I think more color or detail to the game would have made the student more willing
to learn.

Lesson 4

Objective: When shown an unknown multi-syllable word the student will be able to apply given
decoding strategies to correctly pronounce the word with 80% accuracy.

Steps:

1. Start the lesson by showing the student the Reading Strategy Menu.
2. Then read through the menu box by box
a. Focus on the bottom row as it is what the lesson focuses on, decoding/chunking
3. Then show the student one of the individual words
4. Help the student use the chunking/decoding strategies to figure out what the word is
a. Have the student circle or underline the little words or parts that she knows within the
bigger word
5. Practice a couple more together
6. Then have the student try a few on her own with the teachers help if needed

Summative Assessment:

1. The summative assessment for this lesson is a list of five new words for the student on a piece
of paper. The student will be instructed to apply the new decoding/chunking strategies to
determine the proper pronunciation of the word. This will show the teacher how well the
student remembers the new strategies and if she recalls how to apply them to an actual
unknown word.

Reflection:

 The student really enjoyed this lesson. I think part of the enjoyment came from the choice to
work on the floor instead of on the table. This allowed the student to spread the words out and
 manipulate them, so she could have the strategy map in front of her during the lesson. I also
brought in new sparkly gel pens for the student to use and this really got her engaged because
she wanted to use the strategies since she knew it meant she could use the pens. The student
did extremely well with this lesson and met the accuracy set in the objective. The student
grasped the strategy very quickly and actually used it during a later meeting time when we were
reading a novel. This use outside of the lesson as well as her success on the summative
assessment showed me that she was ready to move on to the next lesson.

Lesson 5

Objective: When given a common word contraction the student will be able to express what two words
created the contraction with 100% accuracy.

Steps:

1. Tell the student that today she will be learning about contractions
a. Tell her that contractions are words like can’t and don’t
2. Then have the student help you lay out the different post-it notes all over the table
3. Now explain to the student the color key
a. Purple- first words
b. Yellow- second words
c. Blue- contraction
4. Now start the process together
a. Have the student pick a contraction
b. Then ask her to look at the contraction and look at the other words and work together
to figure out what two words add together to make that contraction.
5. Put the three post-it notes in a row around the edge of the table
6. Point out to the student that those two words next to each other do not look the same as the
contraction
a. Lead the student to notice the apostrophe and missing letters
7. Use this time to explain that a contraction is made using an apostrophe to take the place of
some of the letters.
8. Now hand the student a new stack of yellow post-it notes that each have an apostrophe on
them and have her place the apostrophe in the correct place that covers the correct letters.
9. Continue this process until all of the post-it notes are gone

Summative Assessment:

1. The summative assessment for this lesson is very similar to the activity in the lesson body. The
student will be given three sets of three post-it notes: one purple, one yellow, and one blue in
each set. The blue post-it notes will have contractions written on them and the purple and
yellow ones will be empty. The student’s job will be to fill out the different purple and yellow
post-it notes with the words that make up the contraction.

Reflection:

 Learning from the mistakes made in previous lessons, I made sure to make this lesson both
kinesthetic and tactile. This change made a large difference in the attitude the student had
 toward her learning. She was so excited to be up and moving around the table as well as
arranging the different post-it notes like a puzzle. This lesson went very well but it did have one
noticeable flaw. This flaw was time management. The different moving pieces to this lesson
made it take longer than expected so we were slightly pressed for time toward the end, but we
worked together to make it work and finish on time.

Lesson 6

Objective: When given multiple writing topics the student will be able to construct logical sentences
using transition words with 80% accuracy.

Steps:

1. Start the lesson by telling the student that she will be learning about different types of transition
words today that will make her writing flow easier.
2. Then go over the three pages full of transition words
a. Explain that there are three different types of transition words.
b. Words that go at the beginning, middle, and end of a thought or paragraph
3. Then read every word on all three pages with the student to familiarize her with the words.
4. After reading the words, have the student come up with a writing topic (IDEA)
5. Then make an idea web with the different things the student wants to say about the topic.
6. From there, have the student order the ideas and pick a beginning, middle, and end the writing
piece
7. Then have the student look at the transition words and a choose one that works for the
beginning.
a. Repeat this process until all of the writing is done except the ending.
8. Before having the student complete the ending review the words one more time.

Summative Assessment:

1. The summative assessment for this lesson is the ending of the writing piece. The student was
instructed to take the topics that were left on the idea web and use transition words to
construct the end of the writing piece. The student was to do this without looking at the three
sheets of paper with words on them.

Reflection:

This lesson was very different from the rest of the lessons as it required the student to do a lot of
writing. This student does not like writing very much because she says she is not good at it. Although I
know this, I like to incorporate writing into lessons as much as I can to build her confidence and ability. I
think this lesson did a very good job at that. It gave her confidence because she was able to practice
writing about a subject she loves to talk about and it improved her writing ability because it gave her the
knowledge to make her sentences organized and make them flow instead of separate thoughts thrown
on a page. One part of this lesson I wish I would have changed is the paper used for the writing. This
student struggles with writing on small wide ruled notebook paper and this is what was used for the
lesson. If I were to teach this lesson again, I would use larger lined paper that would have helped her
stay organized and practice letter formation.