Kaliyah Epperson & G'Vonta Hill (Moses Villio-Mccarty For 1 Day)

YSU Teacher Candidate: Lisa Reagan YCS Building: Volney YSU TERG: 3703___
YCS Students: Kaliyah Epperson & G’Vonta Hill (Moses Villio-McCarty for 1 Day) YCS Teacher: Mrs. Bowers YSU instructor: Professor Valerio
Date: 1/28/19 Materials: Interest Inventory, pencils, One-Minute Reading Probe (Rasinski), notecards, What Teachers Can’t Do (by Douglas Wood)
Time in: 12:35pm
Time out: 1:50pm Activities:
1. First, I will administer the interest inventories. I will ask the students multiple questions and write down their responses.
2. Next, I will administer the first benchmark of the One-Minute Reading Probe (Rasinski). I will ask the other student to do a picture
walk through the book we are going to read.
3. When finished, we will do a picture walk together through the book What Teachers Can’t Do (by Douglas Wood).
Hours: 1
4. We will read the book What Teachers Can’t Do (by Douglas Wood). We will discuss what the book is about.
5. We will finish off the tutoring session with the Final Word Strategy. Each student will be given a notecard in which they have to write
down something they liked or found interesting from the book. One student will share their notecard, then the other student and I
will respond. The student will be able to share their final thoughts on their notecard then the next student will share.
Describe the tutoring session:

Today was the first tutoring session. It went very well. We were able to get all of the activities completed, although Moses was absent today. I worked with Kaliyah on
the interest inventory. It is clear that she has mixed feeling about reading. She said that she doesn’t really like reading, but she reads a little at home. After this
response, I asked her if she liked reading with me and I was very happy that she said yes. She said that she really enjoys reading books with me because I help her
sound out words that she has trouble with and that I make it fun to read. She is interested in fairytales, science books, and comics in the newspaper. While doing the
fluency assessment, the student was able to comprehend what she had read. She had a total of 41 words in the 60 seconds of reading. The average for 3 rd grade in
the winter is 93. From working with her last semester, I knew that she is a struggling reader. I hope this is something that I can help her with and grow on.
Date: 2/4/19 Materials: Attitude Inventory, pencils, A Very Special Snowflake (by Don Hoffman), readers theater “A King’s Wish” (Wayback Machine), “Jake’s
Time in: 12:40 Jar” (McGraw Hill).
Time out: 1:45 Activities:
Hours: 1 1. First, I will administer the attitude survey with Kaliyah and Moses. I will have each student do a picture walk through the book we are
going to read while I work with the other.
2. Next, we will do an interactive read aloud with A Very Special Snowflake (by Don Hoffman). I will ask the students comprehension
questions at the end of the book to gather their knowledge of the text.
3. We will do a reader’s theater for a passage “A King’s Wish” (Wayback Machine). We will discuss what the readers theater was about and
what traits their characters had.
4. We will do a repeated reading with the passage “Jake’s Jar” (McGraw Hill). I will do this with both students, when working with one the
other will write down the main idea presented in the readers theater.
Today, the tutoring session was very difficult. I knew that Moses had behavior problems in the classroom, but I never encountered a problem during a tutoring session
until today. His classroom teacher suggested that I request another student because he is supposed to go to another school in a couple weeks. She also said that his
behavior is worse than it ever has been and that other students could greatly benefit from tutoring. Overall, Kaliyah responded very well to what I had planned. We did
the attitude inventory and she was excited to provide me with answers about her reading habits and who she looks up to as a good reader. Moses answered the first
three questions, then he refused to continue the inventory. The students both really liked the book, although at times Moses was very distracted and decided to lay
down on the floor. The students both participated in the readers theater. Kaliyah really enjoyed having a part to read, but she struggled with a couple words here and
there. I helped her work on sounding the words out. Kaliyah worked really on when she read the repeated reading passage. She was able to comprehend most of the
passage, except for a few parts that had words she did not know. Moses did not want to do the repeated reading or write down the main idea of the readers theater. I
decided to have the students draw a picture of what they imagined during the readers theater, which worked well because Moses wanted to participate.
Date: 2/6/19 Materials: Primary Spelling Inventory, paper, pencils, Stand Tall, Molly Lou Melon (By Patty Lovell), “If You Give a Mouse a Cookie” (By Jaime
Time in: 12:40 Locke on Teachers Pay Teachers).
Hours: 1 1. First, I will administer the primary spelling inventory to the students.
2. Next, we will do a readers theater trio on ““If You Give a Mouse a Cookie.”
3. We will read Stand Tall, Molly Lou Melon (By Patty Lovell)
4. The students will write about what they liked and didn’t like about the book to do a little critique. They will draw a picture of what they
liked best.
5. Lastly, we will do a repeated reading passage. I will work with one student as the other writes their critique on the book, then repeat
with process with the other student.
6. We will talk about what we liked and didn’t like about the book.
Today, I started working with my new student. It went very well. He was happy to be there participating. They both were determined to finish the spelling assessment
all the way through the 26 words. From the results, it was clear that both students are at a very similar spelling stage. Kaliyah got a power score of 3, while G’Vonta got
a power score of 5. Therefore, Kaliyah is at the middle letter name stage and G’Vonta is at the late letter name stage. The students really had a fun time working on the
readers theater. They felt responsible for their roles which made it go very smoothly. The students were very interested in the book Molly Lou Melon. They were able
to grasp the powerful message in the book, which is to be proud of who you are and not to let others bring you down. We didn’t have time to do the repeated reading,
which an intervention for this will be continued during the next session.
Date: 2/9/19 Materials: N/A
Time in: 10:00am
Time out: 2:30pm Activities: N/A
Hours: 1
Today, I attended the Alice Training presented by Officer Don Cox. This was a really beneficial experience that informed me of what to do if there was an active shooter
on campus or anywhere that this may occur. I learned that ALICE stands for alert, lockdown and barricade, inform, counter, and evacuate. We reviewed a lot of school
shootings from the past to see what could have been done to save lives. It was frightening to learn that just in the nine days that have passed in February, there had
already been forty-one mass shootings. I also learned that if the shooter is inside the building, the ultimate goal is to get outside. If the shooter is outside the building,
the goal is to get inside. We also learned the SWARM method of countering an active shooter, in which each person holds on to the persons limbs and someone can
disarm them or direct their aim so that no one is shot at. I also learned that the current recommendation for schools to practice is the three outs (get out, hide out,
take out). The drill was also very beneficial and taught us how to effectively barricade doors so that an intruder cannot get in. Overall, this was a very beneficial
experience that I will keep in mind throughout my life.
Date: 2/13/19 Materials: Spring Partner Play Freebie (Beltran, 2015), “Jake’s Jar” (McGraw Hill), Incredible Sea Creatures Level 2 Reader (Knight), Silly
Time in: 12:40 Sentences (DK Games), notecards, pencils
Hours: 1 1. First, we will do a reader’s theater for Spring Partner Play Freebie (Beltran, 2015).
2. We will discuss what happened in the reading and what the characters did to solve the problem.
3. Next, we will do a repeated reading for “Jake’s Jar” (McGraw Hill).
4. We will read select passages in the leveled reader Incredible Sea Creatures (Knight).
5. The students will have a notecard to write down a fact that they learned about one of the sea animals we read about. We will share
the fact and talk about it.
6. Lastly, we will play the Silly Sentences game.
Kaliyah was absent today. G’Vonta really enjoyed the planned activities. He was excited to participate in the readers theater. I could tell that this reading was a little
hard for him, as I had to help him sound out a lot of words. He was able to comprehend what was happening in the partner play. I can tell that he is very interested in
reading and he is curious about words that he doesn’t know. He enjoyed reading about sea creatures in the book. He was really intrigued by the illustrations as he had
never seen a lot of those animals before. He was interested in the Silly Sentences game that I had brought in. He really like putting the puzzle pieces together to form
sentences. The best past about this game is that nouns, verbs, and adjectives are color coded and only sentences with the correct syntax will fit together. It was really
interesting to see the sentences that we could come up with.
Date: 2/22/19 Materials: Spring Partner Play Freebie (Beltran, 2015), “Jack’s List” (McGraw Hill), Silly Sentences (DK Games), The Lonesome Polar Bear (Jane
Time in: 12:40 Cabrera), Fontas & Pinnell Benchmark Assessment, pencils, notecards
Hours: 1 1. First, we will do the benchmark assessment.
2. Next, we will work on Spring Partner Play Freebie (Beltran, 2015).
3. We will do the repeated readings for the fluency passage “Jack’s List” (McGraw Hill).
4. We will do an interactive read aloud for The Lonesome Polar Bear (Jane Cabrera).
5. We will have a discussion about the story and the students will write about what the theme of the story is.
6. Lastly, we will play the Silly Sentences game.
Today, I worked with Kaliyah on the benchmark assessment. She was really excited as she moved through each list. She reached List 2, but then we stopped because
she scored 16/20. From observing her reading the words, I could tell that she would guess the word if she was unsure of it. For example, she said “turn” instead of
“train” and “raid” instead of “road.” I can tell that she has made some progress on the repeated reading. We changed passages, but she was able to reach more words
per minute on the new passage. Kaliyah has great comprehension skills during interactive read-alouds. She remembers mostly everything from the story, but had slight
difficulty thinking of the theme for the story. We reviewed this and she was able to find a theme that represented the story. Her favorite part of the tutoring session
was playing the Silly Sentences game. She really enjoys using the puzzle pieces to construct sentences.
Date: 2/25/19 Materials: Horton Hears a Who (by Dr. Seuss), The Loose Tooth Partner Play (Deb Hanson), notecards, pencils, “Jack’s List” (McGraw Hill), Silly
Time in: 12:45 Sentences (DK Games)
Hours: 1 1. First, we will do a reader’s theater partner play for The Loose Tooth Partner Play (Deb Hanson).
2. Next, we will read Horton Hears a Who by Dr. Seuss.
3. The students will recall events in the story by writing how Horton saved the Who’s.
4. Next, we will play the Silly Sentences game.
5. Lastly, we will work on the fluency passage “Jack’s List” one by one as the other works on making sentences with the puzzle pieces.
Today went really well. Both students really enjoyed the planned activities. G’Vonta and Kaliyah both have some trouble reading while working on the readers theater
passages, but I am there to assist them as needed. They were extremely attentive during the interactive read aloud. They really enjoyed the story because of the fun
rhyming words and a more intricate storyline. This story was longer than what we usually work on, but I can tell that they really enjoyed it. G’Vonta had some trouble
recalling events, so we looked back in the story to see what has happened. As we went through the story, he was able to recall how Horton saved the Who’s. We didn’t
have time for the Silly Sentences game due to the length of the book. As Kaliyah was still working on recalling events in the story, I worked on the fluency passage with
G’Vonta. I have to say that I really enjoyed the tutoring session today and I hope to use more stories like this in the future. It really sparked a great conversation and
deep thought for both of them!
YSU Teacher Candidate: Lisa Reagan _ YCS Building: Volney YSU TERG: 3703___
YCS Students: Kaliyah Epperson & G’Vonta Hill YCS Teacher: Mrs. Bowers YSU instructor: Professor Valerio
Date: 3/1/19 Materials: The Sleepover Party (by Melinda Boroson), Fountas & Pinnell Benchmark Assessment System, Once Upon an Elephant
Time in: 12:45 (Linda Stanek), “Jack’s List” (McGraw Hill), Silly Sentences (DK Games). 3, 2, 1 strategy worksheet for Once Upon and Elephant
Hours: 1 1. First, we will start with the Fountas & Pinnell Benchmark Assessment System, with a level H reading.
2. The students will do a repeated reading for “Jack’s List” (McGraw Hill).
3. If time allows: We will start reading Once Upon an Elephant (Stanek) and do the 3, 2, 1 strategy for the reading, then work on
the Silly Sentences (DK Games) game.
The benchmark assessment took up the entirely of the tutoring time, only allowing enough time to review the book we will read for the next tutoring
session. For the assessment, Kaliyah read The Sleepover Party which is a level H on the Fountas and Pinnell scale. During the reading, Kaliyah had 11
errors, which some were due to names that she was unfamiliar with such as Matt and Mugsy. She self-corrected three words which were also, pack, and the
name Dan. This showed that she had an accuracy rate of 95%, which means that this text is easy. The student had a self-correction ratio of 1:5. She
received a fluency score of 2, due to lack of smoothness in areas with words that she had trouble decoding. She also restarted a sentence twice to make
sense of it, because she had a hard time understanding that it was a question and not a statement. She received a comprehension score of 6 out of 7 because
she was able to identify all of the elements in the story. The only problem arose when she left out the part about how Jim didn’t know if he should take his
toy. The writing part of the assessment had limited words, but she was able to establish how Jim felt at the beginning and the end with both her writing and
her drawing. We will need to move on to a harder text for the next assessment.
Date: 3/6/19 Materials: The Sneaky Leprechaun (Jaime Locke), Once Upon an Elephant (Linda Stanek), “Jack’s List” (McGraw Hill), Silly
Time in: 12:45 Sentences (DK Games), 3, 2, 1 strategy worksheet for Once Upon and Elephant
Hours: 1 1. First, we will start with a reader’s theater partner play called The Sneaky Leprechaun.
2. Next, we will do an interactive read aloud for Once Upon an Elephant (Linda Stanek).
3. The students will do the 3, 2, 1 strategy for the book we read.
4. The students will both do the repeated reading for “Jack’s List” (McGraw Hill). I will take turns working with each on this
while the other is working on the Silly Sentences game.
The students were very excited to read the partner play. They were quite interested in reading about leprechauns and see what the story was about. After
the story, we talked about the story they had just read and quizzed each other on comprehension questions. The students asked if there was a part two of the
story, unfortunately, there was not. It was great to see how excited and motivated they were to read and discuss the text. Next, we read Once Upon an
Elephant by Linda Stanek. The students were amused by learning about animals. Normally, the students prefer fictional stories, but this story was written
in a very information manner with creative wording. The students wrote about the text, explaining three things they learned, two things they found
interesting, and one question they still had. I was surprised that the students actually wanted to participate in the writing activity, but it intrigued them to
think more critically about what they had just read. Lastly, we did the fluency passages, one by one, while the other student would work on the Silly
Sentences game.
Date: 3/11/19 Materials: Fountas & Pinnell Benchmark Assessment System, The Best Cat (Candice Ransom), “Jack’s List” (McGraw Hill), “The
Time in: 12:45 Ant and the Dove” (Jaime Locke), phonics card, dice, gameboard
Hours: 1 1. First, we will work on the 2nd benchmark assessment with The Best Cat (Candice Ransom) for Kaliyah.
2. The student will read the fluency passage “Jack’s List” (McGraw Hill).
3. The students will read the partner play called “The Ant and the Dove” (Jaime Locke).
4. The students will play the phonics dice game.
Today, Kaliyah and I worked one-on-one for the second benchmark assessment. The assessment was time consuming, but it showed Kaliyah’s strengths
and weaknesses as a reader. She has been doing very well on the benchmark assessments thus far. Today, we were able to find that her independent level is
a level I. AS she did struggle with a few words in the text, she had great comprehension. After the benchmark assessment, Kaliyah read the fluency
passage “Jack’s List,” which Kaliyah was able to read in it’s entirely within the one-minute time frame. Although, more activities were planned for today,
we were unable to move on further due to time.
Date: 3/13/19 Materials: Partner play “A Pride, a Streak, and a Sleuth” (Jaime Locke), “Stage Fright” (McGraw Hill), When Sophie gets Angry –
Time in: 12:45 Really, Really Angry (Molly Bang), oral retelling point system scoring sheet

Hours: 1 1. The students will read the partner play “A Pride, a Streak, and a Sleuth” (Jaime Locke).
2. The students will read the fluency passage “Stage Fright” (McGraw Hill).
3. Kaliyah will do an oral retelling after silently reading for When Sophie gets Angry – Really, Really Angry (Molly Bang).
4. The story will be retold by Kaliyah.
5. The teacher will read aloud When Sophie gets Angry – Really, Really Angry (Molly Bang).
6. The story will be retold by Kaliyah.
The tutoring session started off with both students, but after working on the partner play G’Vonta left to work with a teacher in the building. The students
had difficulty with a lot of words on this partner play, so I had to provide a lot of support in the process. Next, Kaliyah read the fluency passage. This was
her first reading for this passage, therefore, she had difficulty with some of the words. I asked Kaliyah to silently read When Sophie gets Angry – Really,
Really Angry. She read through the book and closely looked at the detailed pictures. She seemed to have great comprehension for this text, which makes
me wonder if I should have chosen a higher-level story. Though, she did have increased comprehension after the read aloud of the story. She questioned
why she had to retell it again, but I explained the purpose of the assessment.
Date: 3/18/19 Materials: “Dogs Don’t Wear Sneakers” (Jaime Locke); 3, 2, 1 strategy; pencils; “Stage Fright” (McGraw Hill); Silly Sentences (DK
Time in: 12:45 Games)

Hours: 1 1. First, the students will read the partner play called “Dogs Don’t Wear Sneakers” (Jaime Locke).
2. Next, the teacher will read aloud the book Oh, The Pets You Can Get! (Tish Rabe).
3. The students and teacher will do the 3, 2, 1 strategy for Oh, The Pets You Can Get! (Tish Rabe).
4. The students will both read the fluency passaged called “Stage Fright” (McGraw Hill).
5. Lastly, if time allows, the students will play Silly Sentences (DK Games).
Kaliyah and G’Vonta started by reading “Dogs Don’t Wear Sneakers.” This partner play was a fun read for the students and they really enjoyed it. After
this, I read the book Oh, The Pets You Can Get! By Tish Rabe. As this book was published by Dr. Seuss, the writing was quite similar to his style and I
would have guessed that he had written it himself. The students also noticed this. They really loved discussing the different types of pets that they would
like to have. They learned a lot about how to care for different types of pets. They’re probably going home tonight asking their parents for all sorts of
different animals as pets! Next, the students both read the fluency passage “Stage Fright.” The students both had difficulties reading this passage for the
first time. After both reading, the students and I went over different words that were in the passage. The students played the Silly Sentences game for a few
minutes until they had to go back to class.
Date: 3/25/19 Materials: Fountas and Pinnell Benchmark Assessment, “Edwin’s Haircut” (Susan McCloskey), “How Crayons are Made” (Jaime
Time in: 12:45 Locke), “Common Cents” (McGraw Hill), “Trains” (McGraw Hill), Super-Twins Meet the Bad Dogs from Space (B. J. James),
phonics cards, dice, gameboard

Hours: 1 1. First, Kaliyah will do the benchmark assessment for the book “Edwin’s Haircut” by Susan McCloskey.
2. Next, we will go get G’Vonta and do the partner play called “How Crayons are Made” (Jaime Locke).
3. The teacher will read aloud the text Super-Twins Meet the Bad Dogs from Space (B. J. James).
4. The students will both do fluency passages while the other works on the game.
Kaliyah – “Common Cents” (McGraw Hill).
G’Vonta – “Trains” (McGraw Hill).
5. The students will play the phonics dice game if time allows.
Today, Kaliyah read the last book for the third benchmark assessment. Kaliyah was able to comprehend a lot of the text, but there was some confusion in
some areas. She also struggled with some of the words in the text. This showed that I had finally found Kaliyah’s instructional level, but I was unable to
find her frustration level. After this, we went to get G’Vonta to start the activities for today. They started with reading the partner paly about crayons,
which they found to be very interesting. Next, I read the story about the Super-Twins, which they found to be quite interesting. Lastly, the students played
the sentence game while I did repeated readings with both students individually.
Date: 3/27/19 Materials: N/A
Time in: 3:30
Time out: 4:30 Activities: N/A
Hours: 1
The PD on social emotional learning by Danielle Sheely was quite interesting. She discussed that many students need SEL to be successful. She discussed
the word gap between middle/high to low income families. She described the dramatic differences in vocabulary between the two, as well as, their ability
to communicate their needs and feelings. She suggested to read with read-aloud using social emotional lessons, modeling, and educational games. The
books used should be realistic and believable, possibly associating colors with their emotions. She suggested many activities to use for this purpose to
relate to the book, including, bucket fillers and bucket takers, Venn diagrams between two characters, open mind portraits, word sorts, writing prompts,
brain massage yoga, write and rip, and a shoulder share. All sound like great activities to use in the classroom to help students with their social emotional
needs and addressing the wide gap by helping children access this type of learning.
Date: 3/27/19 Materials: “Salmon” (Jaime Locke), Reaching for the Moon (Buzz Aldrin) 3, 2, 1 strategy., “Trains” (McGraw Hill), “Common
Time in: 12:45 Cents” (McGraw Hill), Silly Sentences (DK Games)

Hours: 1 1. The students will start by reading the partner play “Salmon” (Jaime Locke).
2. Next, the teacher will read the book Reaching for the Moon (Buzz Aldrin).
3. The students will do a writing activity using the 3, 2, 1 strategy.
4. The students will both read the repeated readings passage. G’Vonta will read “Trains” (McGraw Hill), while Kaliyah will
read “Common Cents” (McGraw Hill).
5. The students will play the game Silly Sentences (DK Games) if time allows.
Today, I only had G’Vonta for the tutoring sessions as Kaliyah was absent. We started off with the partner play “Salmon” by Jaime Locke. G’Vonta was
interested in learning about salmon and he had many questions throughout the readers theater. He had trouble reading the text, as a lot of the words were
unfamiliar to him. I noticed that he tried to skip passed words that he did not know, which led to confusion. After the reading, I looked up answers to a
couple of his questions as he was very interested. After this, we read Reaching for the Moon by Buzz Aldrin. G’Vonta was extremely interested in this text,
as he sat attentively taking in every piece of information conveyed. He really enjoyed reading about the first trip to the moon and the start of Buzz Aldrin’s
life which led him down that path. After the story, G’Vonta read the fluency passage for “Trains.” He still struggled on many words that he missed on the
previous attempt. Time allowed for him to play the sentence game, which he really enjoys. He made many sentences about silly topics, figuring out which
words fit in correctly to make a complete sentence.
Date: 3/29/19 Materials: Moon Over Star (Dianne Hutts Aston), “Belling the Cat” (Jaime Locke), Foldable Strategy, Poem from Adventures of
Time in: 12:45 Isabel (Ogden Nash), “I Tried to Find a Dinosaur” poem by Ken Nesbitt, Silly Sentences (DK Games).

Hours: 1 1. First, we will read the poem from Adventures of Isabel (Ogden Nash).
2. Next, we will read another poem called “I Tried to Find a Dinosaur” poem by Ken Nesbitt.
3. We will read the partner play called “Belling the Cat” (Jaime Locke).
4. The students will begin the foldable strategy, writing down their prior knowledge about the first moon landing.
5. The teacher will read the book Moon Over Star (Dianne Hutts Aston).
6. The students will continue the foldable strategy, writing down their what they learned from the book about the moon
landing.
7. The students will play Silly Sentences (DK Games).
We started off by reading the poem from Adventures of Isabel by Nash and “I Tried to Find a Dinosaur” poem by Nesbitt. Kaliyah found the poem by Nash
to be particularly interesting, while G’Vonta favored the one about dinosaurs. Next, the students read the partner play called “Belling the Cat,” in which
they promptly played rock, paper, scissors to determine who would be the cat in the story. Kaliyah won and was granted the opportunity to be the cat in the
story. She really enjoyed this! Next, the students brainstormed individually about what they knew about the moon landing. The students shared their
responses with each other, then I started to read the story. After, the students wrote about things they learned from the story. We did not have time to play
the sentence game.
Date: 4/1/19 Materials: Reaching for the Moon (Buzz Aldrin); 3, 2, 1 strategy; “Ants” (Jaime Locke); “Common Cents” & “Trains” (McGraw
Time in: 12:45 Hill), phonics dice game cards, dice, gameboard
Hours: 1 1. The students will read the partner play “Ants” (Jaime Locke).
2. The teacher will read the book Reaching for the Moon (Buzz Aldrin).
3. The students will complete the 3, 2, 1 strategy for the book.
4. The students will read the repeated reading passages “Common Cents” & “Trains” (McGraw Hill).
5. The students will play the phonics dice game.
First, the students read the partner play called “Ants” by Locke. The students were interested in the information in the text, but they were having difficulty
with unfamiliar words. I helped the students sound them out. Next, I read the story Reaching for the Moon by Buzz Aldrin. The students really liked this
story, as G’Vonta requested to hear it again at the last session. I figured that would be fine since Kaliyah was absent the day that we had read it. G’Vonta
was so excited, telling Kaliyah about how good the book is. The students completed the 3, 2, 1 strategy for the text after we finished the story. The students
wrote down different things that they found important. Lastly, the students played the phonics dice game while the other student worked on repeated
readings.
Date: 4/3/19 Materials: “Things You Can Do While You’re Talking on the Phone” by Jeff Moss, “Sam and His Dog Max” (by Comprehension
nd
Time in: 12:45 Connection), The Hog Mollies and the Dream Discovery Day (The 2 and 7 foundation), pencils, “Common Cents” & “Trains”
(McGraw Hill)

Hours: 1 1. The teacher and students will read the poem “Things You Can Do While You’re Talking on the Phone” by Jeff Moss.
2. The students will read the partner play “Sam and His Dog Max” (by Comprehension Connection).
3. The teacher will read the book The Hog Mollies and the Dream Discovery Day Day (The 2nd and 7 foundation) .
4. The students will do a writing activity from back of book to reflect on what they love to do the most, what kind of books
they like to read, who are their heroes, and what are their favorite things to wear.
First, the teacher and students read the poem “Things You Can Do While You’re Talking on the Phone” by Jeff Moss. The students were amused with the
poem, analyzing the different lines and their exact meaning. Next, the students read the partner play “Sam and His Dog Max” by Comprehension
Connection. In the story, Sam lost his dog. The students stopped to think about how Sam felt in that moment. G’Vonta had a hard time focusing today.
Next, the teacher read the Hog Mollies book to the students. I asked the students if they wanted to read some of the text, in which they did but they both
wanted to read the same pages. Kaliyah explained to me that she had read the story before. After we read the story, the students wrote in the workbook at
the end of the text. They thought deeply about the questions because they related to talking about their interests. Lastly, the students read the repeated
readings individually and answered the comprehension questions.
Date: 4/8/19 Materials: “The Tortoise and the Hare” (Jaime Locke), Where the Wild Things Are (Maurice Sendak), paper, pencils, “Common
Time in: 12:45 Cents” & “Trains” (McGraw Hill), Phonics II Digraphs and Blends flashcard game (Bendon), Silly Sentences (DK Games)
Hours: 1 1. The students will read the partner play “The Tortoise and the Hare” (Jaime Locke).
2. The teacher will read the book Where the Wild Things Are (Maurice Sendak).
3. The students will write about what they would have done if they were the character Max.
5. The students will play Phonics II Digraphs and Blends flashcard game (Bendon).
6. The students will play the Silly Sentences (DK Games).
1. First, the students read The Tortoise and the Hare” by Jaime Locke. The story was about the folktale of who would beat who in a race. The
really enjoyed reading this partner play aloud and playing the parts. Though, they did change the words to say something else a couple times to
call each other names since they were “opponents” in the story. I asked the students to stop doing this as we do not call each other names, even
if it is for a joke. Next, the teacher read the story Where the Wild Things Are by Maurice Sendak. The students were quite interested in the text.
We stopped throughout to talk about different elements of the text. I asked the students questions about the text, then they did a writing activity
pretending that they were Max from the story. Next, I did the repeated readings with the students. Due to having extra time, we were able to
play both of the games that were planned. They really loved that we had extra time to play some games and use manipulatives.
Date: 4/10/19 Materials: “The Fox and the Crow” (Jaime Locke), Moonshot: The Flight of Apollo 11 (Brian Floca), worksheet, pencils, “Common
Time in: 12:45 Cents” & “Trains” (McGraw Hill), blank book

Hours: 1 1. The students will start off by reading “The Fox and the Crow” (Jaime Locke).
2. The teacher will read the book called Moonshot: The Flight of Apollo 11 (Brian Floca).
3. The students will write about the character from the book and their mission.
5. The students will write their own book in a blank book provided.
Today, we started off with the partner play called “The Fox and the Crow” by Locke. The students really enjoyed this reading, but had difficulty staying on
track ad knowing when it was their characters turn. Next, I continued the moon theme for the books because both students really enjoy learning about it.
We read Moonshot: The Flight of Apollo 11 by Brian Floca. They were very interested in the book, learning about different perspectives in the texts about
the moon landing. The students took a moment to write about the mission in the story. They had difficulty writing about it. They wanted to look in the
book to find out how to spell different words, while I asked them to try their best to sound out the word with my assistance. The students did the repeated
reading passages, then started their own book in a blank book that I had handy. They really enjoyed making their own story, taking turns writing different
parts of the story.
Date: 4/25/19 Materials: “The Wolf and the Horse” by Jaime Locke, The Football that Won… (Michael Sampson), The Orphan: A Cinderella
Time in: 12:45 Story from Greece (Anthony L. Manna Mitakidou), “Common Cents” & “Trains” (McGraw Hill), Silly Sentences (DK Games)
Hours: 1 1. The students will begin by reading “The Wolf and the Horse” by Jaime Locke.
2. The teacher will read the book called The Football that Won… (Michael Sampson).
3. The teacher will read the book called The Orphan: A Cinderella Story from Greece (Anthony L. Manna Mitakidou).
5. The students will play the Silly Sentences game (DK Games).
The students began the session by reading “The Wolf and the Horse.” The students were quite distracted during the reading and were not getting along
today. After the long partner play, the students and I had a talk about being nice to each other and respecting each other’s likes and dislikes while reading.
The students were changing the words in the partner play reading to say something else about the other’s character. After this, we read two books. First, we
read The Football that Won… by Michael Sampson. G’Vonta really enjoyed this book, while Kaliyah sat with her head down on the table. Next, we read
The Orphan: A Cinderella Story from Greece by Anthony L. Manna Mitakidou. Kaliyah really enjoyed this book and G’Vonta followed along with most
of the story. Kaliyah was particularly interesting in how this story would be different from the modern-day Cinderella that everyone knows. Lastly, the
students played the Silly Sentences game, while the other would read the repeated reading passage. The students are doing fairly well with the passages that
they have been working on for some time now, but they haven’t quite reached their goals.
Date: 4/26/1 Materials: “The Lion and the Mouse” (Jaime Locke), The Fat Cat: A Danish Folktale (Jack Kent), writing activity, pencils, stickers,
9 phonics cards, dice, gameboard
Time in: 12:45
Hours: 1 1. The students will read the partner play “The Lion and the Mouse” by Jaime Locke.
2. The teacher will read the book The Fat Cat: A Danish Folktale (Jack Kent).
3. The students will write something interesting from the book and draw a picture of it, as well as, have comprehension
conversation about the book.
4. The students will play the phonics dice game to end the tutoring session.
The students read the partner play “The Lion and the Mouse” by Jaime Locke. The students really got into their characters. Kaliyah played the mouse with
a tiny little mouse voice, while G’Vonta read loudly, proudly, and roared in the library. This was disruptive to the students in the next room, where I was
unaware of the testing going on. Oops! The other tutors and I moved to the cafeteria where we would not bother anyone. I read the book The Fat Cat: A
Danish Folktale to the students. I explained that this was my mother’s book when she was a little girl, which led to many questions about my mom and if
she is a grandma by looking at how yellow the pages have turned with age. The students really enjoyed reading the book aloud with me. The story was
quite interesting. The cat ate everyone in the town and got really big, until he tried to eat the wrong person. This person got all the people out of the cat
while the cat shrunk tremendously. After this, the students wrote what they found interesting about the story and they drew a picture. We talked about the
book for a few minutes, as we did not have time to play the game that I had planned.
Date: 4/29/19 Materials: “The Boy Who Cried Wolf” (Jaime Locke); One Fish, Two Fish, Red Fish, Blue Fish (Dr. Seuss); The Random House
Time in: 12:45 Book of Poetry for Children (selected by Jack Prelutsky); paper, pencils; Phonics II Digraphs and Blends flashcard game (Bendon)

Hours: 1 1. The students will start off with the partner play called “The Boy Who Cried Wolf” by Jaime Locke.
2. The teacher will read One Fish, Two Fish, Red Fish, Blue Fish (Dr. Seuss), allowing the students to jump in and read
pages that they wish to read.
3. The students and teacher will take turns picking poems from The Random House Book of Poetry for Children (selected
by Jack Prelutsky) to read and analyze together.
4. The students will practice writing their own poem.
5. If time allows, the students will play the Phonics II Digraphs and Blends flashcard game (Bendon).
Today was the last tutoring session, so I tried to plan fun, relaxed last day activities for us. The first thing we did was the partner play, which the students
really loved acting out. It’s amazing to see the confidence they have built in playing characters with their own attitude and voices. After this, I read a Dr.
Seuss book to my students. They really love rhyming words and poems; therefore, this was a great choice for the last day. The students loved taking turns
reading pages and reading the word plays aloud. After this, we continued working on poetry by reading various poems in The Random House Book of
Poetry for Children (selected by Jack Prelutsky). The students were amazed with the number of poems in this book. They really like having the choice to
pick which one they were going to read. Lastly, the students practiced writing their own poems. They really enjoyed this activity and took their poems
home to show their parents. They were so sad that it was the last day of tutoring, but it really showed how much I have impacted them in the past couple
months. They have really enjoyed coming to tutoring sessions and being a part of something individualized for them.

Kaliyah Epperson & G'Vonta Hill (Moses Villio-Mccarty For 1 Day)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Kaliyah Epperson & G'Vonta Hill (Moses Villio-Mccarty For 1 Day)

Uploaded by

Copyright:

Available Formats

YSU Teacher Candidate: Lisa Reagan YCS Building: Volney YSU TERG: 3703___

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Time out: 1:40 Activities:

Describe the tutoring session:

Time out: 1:45 Activities:

Time out: 1:45 Activities:

Describe the tutoring session:

Time out: 1:45 Activities:

Describe the tutoring session:

Time out: 1:45 Activities:

Describe the tutoring session:

Describe the tutoring session:

Time out: 1:45 Activities:

Describe the tutoring session:

Describe the tutoring session:

Time out: 1:45 Activities:

Describe the tutoring session:

Describe the tutoring session:

Describe the tutoring session:

Time out: 1:45 Activities:

Describe the tutoring session:

You might also like