Self-Monitoring Book Awareness

Total Time: 15 minutes

I. Objective(s):

• Student will be able to monitor their own appropriate interactions with a book of their
choice.
• FELDS Pre-Kindergarten Standard: Emergent Reading 1.C: Interacts appropriately with
books; pretends to read, holds book appropriately or picture reads.
o As 3 year olds and emergent readers, holding a book is a skill that needs to be
taught, modelled, and practiced. The student I will be working with is brand new
to school and seems to have limited experience with interacting with physical
books.

II. Introduction (2 minutes)

• Hi! Today we are going to look at books together and learn about how to hold and read
through any book. Before we start, go pick your favorite book from the classroom
library.

III. Content Presentation, Guided Practice, Within-Lesson Formative Assessment (8

minutes)

I do- I will present the checklist I made to the student. (See below). Then I will model holding a
book and showing the student each step. We will use a bingo stamper to “check off” each step
as we go.
This is how we hold the book before we open it. (stamp first step) The closed side (spine) is in
this hand. (left). Then we turn the pages like this. (stamp second step) We grab each page
gently and turn it slowly. We look at the words on the page and the pictures too. (stamp third
step) Then we turn the page again. When we’re done we put the book back in the library.
(stamp 4th step)

We do- Now let’s do it together. The student will handle the book and I will prompt them to use
the checklist next to them. When they are done they will return the book to the library and we
will stamp the last step.

Formative assessment, ex:

FORMATIVE STUDENT TEACHER INSTRUCTIONAL

ASSESSMENT RESPONSE FEEDBACK DECISION

The student will (see student work Yes! Good job Move to independent
demonstrate samples) -- student ____ (step). practice, have the
appropriate use of a used checklist with me Next step is student use the
book and follow the four 2/4 times and ____ checklist this time.
steps on the checklist completed the steps
correctly ¾ times

Independent Practice, End of Lesson Formative Assessment (You Do) (2 minutes)

The student will independently show their understanding of how to handle a book appropriately
and use the checklist to guide them through the process.

V. Closing (3 minutes) The closing should:

• Go grab one more book from the library. Let’s read it together.

VI. Evaluation Criteria

• I will know the student can interact appropriately with a picture book when they can
complete the four steps and monitor their ability to complete each step by stamping their
paper. (use the checklist 2/4 times and use book appropriately 3/4 times)

VII. Teacher Reflection

This lesson was really fun for me and the students! They love looking through books and trying
to read to themselves. The student I worked with is new to the school, so I wanted to
understand her experiences with books and how to use a book properly. The strategies I used
were definitely appropriate and she responded very well to the modelling and verbal feedback
(“turn the pages”). The bingo marker was also very helpful for the student. The skill we are
learning is important because it emphasizes print awareness before reading. The next steps
include getting the student to point to the words. I tried this at the end of the lesson and the
student was not yet able to locate the words on the page. The student is doing very well with
pretending to read, which is a major part of the standards. Since she is a new student, these are
great first steps towards reading and she is definitely showing that she is ready to learn more.
Overall, I would say that the student is making progress towards the standards and I would love
to see how the student interacts with books in context (during reading time or free time) as
opposed to direct instruction on print awareness. This is something that I can continue to
monitor when I am visiting the classroom.

VIII. Student Work Samples

• Below are the student work samples- first are the notes I took from the lesson second is
the guided practice checklist and third is the independent practice checklist.

Teacher feedback: During the lesson, I guided the student to complete each step. I kept my
feedback short and corrective- yes! Good turning the pages/ no, try this again here is what it
looks like (model the step). With the checklist, if the student was using it inappropriately I would
redirect the bingo marker physically and show them where to mark. This is another type of
feedback that is nonverbal and still shows the student exactly what I am expecting.
Self-Monitoring Comprehension
Total Time: 20 minutes

I. Objective(s):

• Student will be able to use a rereading strategy to aid in their comprehension of a

decodable text.
• LAFS.2.RF.4.AP.4a Practice self-monitoring strategies to aid comprehension (e.g.,
reread, use visuals or cueing system, self-correct, ask questions, confirm predictions).

II. Introduction (2 minutes)

• Background: the student I am working with has done really well going back in the text to
look for answers to comprehension questions we ask at the end of the story. This lesson
is intended to get him thinking about his reading comprehension prior to the end of the
lesson.
• Today we’re going to read the next story in our SRA book. Now that the stories have
gotten longer, we want to make sure that we are reading and taking meaning from what
we read. When we do this, we can read texts and remember the information.
• Good readers monitor their reading and how they understand as they read. When they
don’t understand something, they might re-read in order to understand. Using a
rereading strategy will help you now and in the future as a reader when you start to read
longer texts too!

III. Content Presentation, Guided Practice, Within-Lesson Formative Assessment (10

minutes)

I do- First, I will model the strategy. I will read the first sentence from the story and ask myself -
hm...did that make sense? If it doesn't I will reread and check again. I will model it a second time
and use the checklist/bookmark. The first step is to read. (I will read the sentence) Then I will
think… did that make sense? Hmmm.. I don’t know if that made sense. I don’t understand what

the character is doing here.

(We do)*

Now let’s practice some together. I want you to read the next sentence on the page. Then we’ll
go through the steps. Once you're done reading I will check off the first step. (Student will read
the next phrase) Now that you have read, I want you to think to yourself, does that make sense?
Can you create a picture in your mind about what is going on in the story? If not, let’s go ahead
and reread and talk about it.
Formative assessment, ex:

FORMATIVE STUDENT TEACHER INSTRUCTIONAL

ASSESSMENT RESPONSE FEEDBACK DECISION

The student will read The student read Great job Continue reading the
the next two sentences the text and using your steps to story, hold back on
of the story and practice followed the steps keep your reading prompting the student
going through the steps on the checklist. on track. If you need to use the checklist.
of the checklist. When asked the to you can reread if
They will answer question -- did the you get stuck.
comprehension girl like the cat?
questions. The student said
“no”.

Independent Practice, End of Lesson Formative Assessment (You Do) (7 minutes)

The student will read each sentence in the story and use the checklist to guide their reading (⅔
sentences) Then, they will read the whole passage and ask themselves the same question (did
that make sense?). I will check for comprehension by asking the student basic questions about
the text.

• What did the cat say? - What did the girl say? - What does the girl have? - Is she going
to give it to the cat? - Does the cat like fish? - Did the cat get fish?

V. Closing (1 closing) The closing should:

• When you read your next story, I want you to try to use this checklist too! It is helpful to
think about what we read while we read. Then, when we get to the end of the story we
have a good idea of what we are going to discuss and what happened in the whole
story.

VI. Evaluation Criteria

 • I will know the student is meeting the learning objective when they use the reading
checklist to monitor their comprehension.

VII. Teacher Reflection

At the beginning of the lesson, the student was not sure about the new routine. Typically, the
student will read the whole text at one time and answer the questions at the end. In hindsight, I
could have taken more time to change the routine (maybe throughout the week). However, now
that this is set, the parent noted that they think this would be a better way to help the student
learn. He said that he noticed the student was rushing through the reading so that he could be
done with the lesson. Requiring that the student stop and think allows him to understand the text
and answer questions. Overall, I believe that the instructional strategies I used were
appropriate. I will look for ways to incorporate checklists in my future plans for the student since
they respond well to routines. If we were in person, I would mark places in the text that I wanted
the student to stop and think so that they can be ready to stop and think/discuss. Furthermore,
encouraging them to think about their reading is a skill I want to foster and teach because it will
be so useful when the texts begin to get longer. As seen in the work samples (notes I took
during the lesson), the student was able to meet the learning objectives by using the checklist
consistently throughout the independent practice. This is a routine that I hope to continue and
use with the student for each session.

VIII. Student Work Samples

Below are my notes from the lesson. I took note of when the student used the checklist and their
responses to the comprehension questions.
Some of the feedback I gave the student during the lesson: Great job using the checklist! This
will help you be a better reader! OR Try using the checklist, what should you do if you don’t
remember? If the student did not answer correctly, I would prompt them to reread.