Scorer’s Name: Katherine Yeacker Student’s First Name: Brenden

Book title: The Buffalo Hunt Level: N

Errors: 13 Easy (100-95%) Instr. (94-90%) Hard
(89%>)
Running Words: 144 Error Rate: 13/144, 9.2% Accuracy Rate: 131/ 144, 90.8%

Line E SC MSV MSV

✓SC
treetips ✓ ✓ ✓
1 Wind-in-the-Treetops was going out 0 1

✓ ✓ yerly ✓ ✓ ✓ ✓ ✓omit ✓ ✓ ✓
2 on the yearly buffalo hunt. Last year, he had followed the 2 0

✓ ✓ ✓ ✓ ✓ ✓
3 hunters with the women and other 0 0

✓ omit ✓ ✓ omit ✓ ✓
4 children. As a baby, he had been 2 0

✓ ✓ ✓ ✓ ✓ pack ✓
5 tucked on top of the packs that 1 0 MSV

✓ ✓ ✓ ✓ ✓
6 his mother’s pony carried. As 0 0

Omit ✓ ✓ ✓ ✓ ✓ ✓
7 An older boy, he had to share 1 0

✓ ✓ ✓ back of ✓ ✓
8 Space on the pack ponies with 1 0 SV

Serve-el ✓ ✓
9 Several other children 1 0

Omit ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
10 But now he had a pony of his own. 1 0

✓ ✓ ✓
11 Wind-in-the-Treetops was going 0 0

✓ ✓ ✓ ✓ ✓ ✓ ✓
12 To ride with the men this year. 0 0

13 ✓ ✓ ✓ ✓ ✓ ✓ 0 0
 He was so proud! His younger

*gave up
✓ ✓ ✓ ✓ ✓ ✓ ✓ in-vvv…d ✓
14 Brothers, who still had to stay behind, envied him. 0 0

✓ ✓ ✓ ✓ ✓ ✓ omit ✓
15 “I won’t tire out my pony by riding 1 0
✓SC
Omit ✓ ✓ ✓ ✓ ✓
16 Him before the hunt,” he said. 0 1

✓ ✓ ✓ ✓ led ✓ ✓
17 “I will walk and lead him. Then 1 0 V

✓ ✓ ✓ ✓ ✓ ✓ ✓
18 He will be fresh for the chase.” 0 0

✓ ✓ ✓
19 Wind-in-the-Treetops wanted his 0 0

✓ ✓ ✓ ✓ ✓ ✓ ✓
20 Pony to run fast after the buffaloes. 0 0

✓ didn’t ✓ ✓ ✓ ✓
21 He did not ride his pony for 1 0 MSV

✓ ✓ ✓
22 Four days. During 0 0

✓ ✓ ✓
23 Those four days 0 0

✓ meadicne ✓
24 The medicine men 1 0
 Lesson Plan Format

MWSU Student: Katherine Yeacker Student’s first Name: Brenden Date : 6/25/19

Teaching point(s): What learning goals do you want to stress today?

I want to stress looking at the parts of words to word solve. The book that I chose for instruction
has many words with other words in them and I am hoping we work on using the parts we
know to identify the word (ex. Watchdog, mongoose). I also want to stress making predictions
and cause and effect. In the warm-up I want to focus on slowing down our reading so that we
don’t skip words or lines on accident or make errors with sight words, etc.

Assessment question(s): What questions are you wondering about? *running record each time.

I am wondering how it will go when Brenden encounters unknown words and whether he can
make connections to the book since there are unknown concepts and it is about a foreign
country (it takes place in India and is about a Mongoose which I do not believe he is familiar
with). I am also wondering if taking turns reading will help to keep Brenden better engaged
and comprehending. My hope is that there will be some productive challenges when Brenden
reads but then he will get a small break to focus on making connections, comprehending the
story, and making predictions while I read. I am also wondering if breaking the warm-up
reading into sentences and presenting it one sentence at a time will help Brenden to slow down
and make less errors.

Instructional Routines

A) (5-8 min) Warm up book(s) (one they have read and/or one in independent zone).

Name of the book(s): Tyrannosaurus Rex (a short story)

What level is the book? Not leveled, it is a short story stated to be for 2nd grade. It should be
very manageable or Brenden. I have written it on small pieces of paper one sentence per page to
try to slow down the reading and improve focus/ avoid getting lost and making simple errors.

B) (20-25 min) Instructional Level Book(s)

Name of the book(s): Rikki Tikki Tavi

What level is the book? T (I know this is a little above his level, but we are reading taking turns
and it is mainly challenging because it is introducing some new words- many of which are
contractions with known parts)

Instruction: What specific instruction (book introduction, word solving, high frequency words,
fluency, comprehension, other) are you doing today?.

Specific instruction includes word solving during instructional level book. It also focuses on
comprehension as we take turns reading which gives him a chance to focus on understanding
and interacting with the text and pictures as well as ask questions.

I also have words that I think may be more challenging or unknown words on cards for us to
take a closer look at, guess and determine meaning, and word solve.

C) Reflections: rate the tutoring session: Excellent

Evidence/reasons for your rating:

Brenden was engaged and made many unprompted connections such as when we discussed
what the word snuffling meant, and he connected it to how his cat acts and explained his
reasoning. He also asked questions and then made predictions based on pictures and what
he knows about snakes and how the snakes in the book were acting and speaking. He also
made a very few amounts of errors during the warm-up, which has greatly helped to
influence my future intervention efforts. Overall, it was a very successful day. His
comprehension, motivation, and word solve was much improved despite have a more
challenging text. The text worked perfectly in engaging Brenden and seemed to really
interest him, he really wanted to find out how it ended.

Brenden was able to circle and identify parts of unknown words to help him with word solve
and guessing at meaning. For example, he noticed the word snake in snakeling while reading
as was able to make an educated guess at the meaning, he said “I think that it is a dangerous
snake. Maybe a small snake” drawing off known parts as well as images and context clues
from the story.

Ex:

Praise and Homework

Date : 5/25/19

List of things your reader did well today:

Made connections toward the behavior of the animals and animals he has interacted with (i.e.
his cat to the mongoose, and his knowledge of snakes)

Made predictions (I think the family will be okay, Rikki Tikki will eat the snake)

Asked questions related to events in the reading (how do snakes lay eggs? Will the snakes kill
the family? How long do mongooses live?)
Had a great attitude and was engaged with the reading, very interested in finding out what
happens

Uses resources such as pictures in book, cover, etc. as clues for how it will end up

Was able to identify parts of unknown words that he did (such as for contraction words)

Homework for next time:

Next time I want to make a bookmark type thing for Brenden so that he can use it so he doesn’t get lost
while reading and to help focus him (he could use it to underline the sentence he is on). I also want to
work more on chunking unknown words and looking for parts we know so I will try to find a book like
this one that lends itself to that. I want to keep slowing him down a little so I need to think of another
way to do that besides writing the story on index cards one sentence at a time since I know that that
works but it is not as practical long term. I think the bookmark will help with this. I also want to do more
taking turns reading because it greatly helped comprehension and interest I think since it gave him a
little break to focus on comprehension rather than word solving.