PURPLE GROUP- Adam

Time Lesson Component and Notes

0:00- 1:45 Vocabulary:

● marigolds - student read first, told the word and asked what
they think it means
● Altar- same process (student never heard before)- student
tries then told the meaning (connect to altar in movie- done
by teacher)

1:45- 3:15 Lesson Objectives:

● Written responses and restating the question
● Showing an example on the laptop (use exact words from
question in the answer that you’re writing) (used an example
student might be interested in- Wy does John Cena like
wrestling?) Good opportunity to let the student practice
restating the question
● Make sure you’re paying attention to commas, periods, and
quotation marks (that’s when you’re going to read the way
the person in the story is reading.--> We’re going to pay
attention to punctuation and reading with expression. How
might the character say that? (student practice with random
sentences)
●

3:16- Reading the text:

10:00 ● “There’s a lot of spanish words in the story so don’t worry too
much about pronunciation on those- I can help you.”
● Student begins reading. After page 3, reminded that he did a
nice pause when there was a comma
● Reminded not to use his fingers when reading.
● When told Spanish words, he does not remember them the
next time he sees them. When told the word, he skips them
repeatedly and does not attempt to repeat or read the word.
● (Noticed teacher looking up from group and scanning the
rest of the class here)
● Teacher models the pausing at a comma and asks student to
reread as she did.
● What is Dia de los Muertos? What is the holiday all about?
Student takes a while to look back at the text. He says “It’s a
holiday where the people who have passed away built the
 ofrendas.” T: “people who have passed away built the
ofrendas or people who are still alive?” S: Still Alive T: “And
the people built the ofrendas for…?” S: “the people who
died.”
● P. 6- T: “When you see a word italicized in this book they are
in Spanish.”

10:00 Writing
● Laptop out and now time for writing. Focus restating the
question. Shows model again with John Cena.
● Question: Why do people celebrate the day of the dead?
Write down your answer so we can practice for STEP.
● In your answer you’re gonna be using evidence from the
story. You’re going to say “I think John Cena likes wrestling
because I see on page __ that John Cena likes wrestling.”
● Repeats question and tells student to write down answer.
● Student begins writing on whiteboard.
● Student response. “‘People celebrate the day of the dead to
celebrate friends and family who passed away.’ I see that on
page 5.”- minus quotations around evidence
● I’m going to show you a trick. Put quotes around the text to
show that’s your evidence.

Dickinson Self Reflection

Pluses Deltas

● Having him practice answering ● Needs more visual aids

questions with restating the ● Felt like a lot of things for him to
questions remember when going over
focus strategies.
● He reads like a robot- having
him reread the sentence.-
student focuses on reading
words rather than intonation.

Hardy’s Observations

Pluses Deltas
● Goals for both reading and
comprehension.
● Paid attention to holdbacks
(written comp)
● Pacing
● Got through warm-up, half of
reading, and comp
● Great scanning of the room to
monitor the rest of the class
● How did you choose
punctuation as the reading
strategy focus? Student reads
really choppy- Phrasing may be
the more appropriate reading
focus
● How would you score his
response if that were given in
STEP?
● Model kept up on a whiteboard.
Have him use sentence stems
to make sure he has a separate
response and text evidence.
● Vocabulary acquisition and use-
allowing student to use context
clues and the glossary to
determine word meaning