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Your Name: Katie Grindley Session No. 10 Tutees 1st Name: Gabe Grade Level: 5 Date: March 17th Time: 10:10 10-50 Title of Strategy/Source of strategy: Reading: Text Pyramid 50 literacy strategies Standard: Reading: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard Benchmark: Reading: B. Apply effective reading comprehension strategies, including summarizing Grade Level Indicator: Reading: 4. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each Student Performance Objective: Reading: Tutee will be able to summarize information in the text Bull Sharks from National Geographic Kids, by completely listing the details from the text in a text pyramid. Materials/Resources Needed: - Dry erase board - Dry erase marker - Index cards - Marker - Red- Eyed Tree Frog National Geographic Kids - Bull Sharks National Geographic Kids - American Alligators National Geographic Kids - Center Court Sting Matt Christopher ( independent reading) Procedure: Total lesson Time Estimate: 40-45 minutes Opening: When you read about new topics in your class do you ever have trouble remembering all the details? I know I do! Its important to know though that those details help us understand the topic better and sort of fill it out. The more details we know the higher our understanding of the topic is. For example, help me get to know your cat better. What was his name again? Will you give me some details about him that will help me get to know him better? (Ill write these things down on a dry erase board one on top of the other. What does he look like? And personality traits? (talk about the cat for a few minutes). Great! (summarize what he said back to him) Do you see how I stacked the details on top of eachother? As you told me more about your cat I understood him better and better! Today we are going to be working on a strategy that you can use to remember details when you are reading about a new topic in school. Connections to previous learning and future content: Gabe can use this when learning new information to help broaden his understanding of a topic. He struggles with memory so this is a tool he can either use or simply visualize when he is reading. We will also be focusing on rereading which he can use at any time Teacher Modeling: I will take out the article Red Eyed Tree Frogs. I will wite red-eyed tree

frogs on one note card and place it at the top of the table. I will explain to Gabe that this is my main idea because it is what the article is about. I will then brainstorm out loud about everything I already know about the tree frogs, either from background knowledge or from the picture on the front page. (red eyes, live in trees, sticky fingers and toes). I will write each of these facts on a separate note card and begin placing them pyramid style on the table ( 1 -2 -3 -4 -5. ) I will then read the article out loud to Gabe. When it is over I will think out loud about the facts that I remember and write each one on a note card. I will then place those cards in the pyramid fashion. When I cant remember anymore I will tell Gabe that it is sometimes hard for me to remember all the details, and when that happens I have to go back and re-read. I will then reread some of the paragraphs out loud one at a time and write the new details that I learned on new note cards and stack them. When this is completed I will talk about how much my knowledge on tree frogs has grown. I will go over the steps that I took to get there find the main idea, brainstorm before hand, read and remember, and then re-read for anything that I forgot. Guided Practice: I will pull out the article American Alligators. I will think out loud about what the main idea of this article would be out loud (the title, the picture, how was the other article set up?) and then I will write American Alligators on a card and place it at the top of the table. Together Gabe and I will take turns talking back and forth about what we already know about alligators and I will write these things on cards and he will place them in the pyramid. I will then take turns reading the article out loud with Gabe going back and forth paragraph by paragraph. When we are done we will take turns saying things that we remembered and writing them down. When we cant remember any more details Gabe and I will take turns re-reading certain paragraphs to get more details. We will then talk about how much we learned about American alligators from using this strategy and talk about the steps that we took. Independent Practice: Gabe will be given the Bull Sharks article. He will come up with the main idea and tell me (I will write down what he says on the cards because he gets too caught up on writing and gets frustrated). He will then dictate to me things that he already knows about bull sharks, I will write them down and he will place them in a pyramid. Afterwards, he will read the article to me out loud. When he his done he will dictate to me what he remembers about the sharks. He will then place those cards in the pyramid. When he is done I will have him go back to reread parts of the article to find more information to add to the pyramid. Closure : Gabe and I will talk about how much we learned from these articles. I will ask him what the steps that he took were to gather all of those details. We will talk about when it would be appropriate to use these steps in his class work and ways that he could make lists of details instead of using the note cards when he is reading.

Independent reading: Gabe will read Center Court Sting while I read The Island by Elin Hilderbrand

Authentic assessment of learners achievement related to goals/objectives informal: Gabe will be able to accurately complete at least 3 rows of details of a detail pyramid on his own after reading Bull Sharks.

My reaction: Gabe did very well today. My real focus was on memory and rereading. Often, Gabe gets embarrassed by the fact that he has to reread so I took todays lesson as an opportunity to show him that it is just a natural step in reading. I was pleased that he seemed to like the articles that I chose, and I learned a lot from them too. Tutees reaction: As usual Gabe tried very hard today. He was eager to tell me details about his cat, Sprout, which ended up being a great introduction into our strategy. He lit up so much when talking about his cat that I made a mental note to incorporate the cat in later lessons. He also seemed to enjoy the exercise, he placed the cards in the pyramid as we thought of details and he got excited about how many rows we could make of details. He even suggested a competition where he would see how many rows he could get to. When I read out loud, however, Gabe still struggled paying attention, he looked around and hard a hard time sitting still. Next time, I think I will bring his own copy so he can follow along better instead of sharing mine. He still struggles with his memory though. After reading about Alligators I asked him to name a detail he remembered and all he could remember was that they looked funny. He was so much better with rereading though. Though sometimes he reread too much at a time which caused him to forget the details again. My lesson strengths: The strengths in my lesson were having hands on activity and also the articles that I chose. He was interested in the animals we were reading about, especially the more scary ones. Also, mentioning his cat was a huge icebreaker. My lesson weaknesses: Not bringing him his own copy of the article that I read out loud and not having threedimensional blocks. The note cards worked well but I would have liked him to see how his knowledge on the topic literally grew with each step in the process we took and each detail we added. For next lesson: I want to do helping hand for main ideas and details. Im not sure he 100 percent understands the rereading concept. I want to work with him more on rereading strategies so he knows he doesnt have to reread every paragraph on the page and so he knows its okay to pause after just a few lines and write down what he has learned. For future lessons: I will continue with lessons that work on his memory (matching games, remembering details

after reading, etc). Also, anytime that I can I will focus on his rereading skills and on finding clues within the passage (headings, pictures, bold words, etc.) that will help him get a better understanding of what he is reading and what he is looking for. Overall, I keep trying to express to him how important it is that we read to understand. He reads well out loud and I think he sees that as his only goal, weve been working on changing that.