(Attachment E) II. Summary of Instruction Description Strategy Fluency Reader’s AttII.

Summary of Instruction: Theatre After reading the two-voice poem Green With Envy by David Harrison and Gay Fawcett, the student and teacher take the roles of the younger sibling and the older sibling. They practice and perform their parts of the poem together, while striving to achieve excellent tone, pace, and inflection. After reading a book, a graphic organizer containing boxes linked with arrows is filled in by the student with the events of the story in order from start to finish. Sporadic words are blacked out in articles from Sports Illustrated for Kids. The student must use context clues and prior knowledge to infer what the missing words. Student is provided with cards with multiple words that contain the prefixes: He then organizes the words into categories based on the prefix it contains and discusses the meaning of each prefix and how it affects the root word it is connected to. After reading various nonfiction articles, the student traces his hand on a piece of paper. He then writes the main idea on the palm of the hand and fills each finger with supporting details. To achieve this the teacher encourages the rereading technique. Cards are placed facedown on the table. Half of the cards contain common homophones such as “read” and “red”. The other half of the cards contains pictures that depict of each of these separate meanings. The student and the teacher take turns flipping the cards over attempting to match the picture to the correct homophone. Before non-fiction texts are read, the tutee brainstorms details he knows about the topic

Reason To further the student’s reading fluency by working on his tone, pace, and inflection.

Source IS. P.105 50 LS p. 93


Sequence Chart

To further the student’s understanding of the structure of a story. To provide framework his retelling abilities. To increase the student’s awareness of context clues and how to use them to identify words that unfamiliar to him. To promote his recognition of the common prefixes: ‘un’, ‘dis’, ‘re’, ‘mis’, and ‘pre’. To foster understanding of how these prefixes contain meaning, and how they affect the bases that they are attached to. To enhance the student’s understanding of main ideas and details in non-fiction writing. To promote his automatic use of the rereading technique when he is having trouble recalling what he has read.

IS p. 176


Context Puzzles

50 LS p. 57

Word Identification

Word Sort – Prefixes

WTW p. 213


Helping Hand Graphic Organizer

50 LS p. 151

Word Identification

Homophone Matching Game

To increase student’s awareness and understanding WTW of homophones. To improve p. 199 his viIsual and spatial memory.


Text Pyramid

This give the student a tangible representation of how his 50 LS. knowledge of a topic grows Pg. 88

* Source Legend • • • • • Bader, Louis. BADER Reading and Language Inventory 6th Ed. Pearson Education. 2009 Bear, Donald, et al. Words Their Way 4th Ed. Pearson Education Inc. 2008 Caldwell, JoAnne, and Lauren Leslie. Intervention Strategies to Follow Informal Reading Inventory Assessment: so What Do I Do Now? Boston: Pearson/Allyn and Bacon, 2009. Print. Clay, Marie M. Running Records: for Classroom Teachers. [Portsmouth, NH]: Heinemann, 2000. Print. Norton, Terry. Gail. 50 Literacy for Beginning Teachers, 1-8 2nd ed. Prentice Hall