Lesson
2
Emily Bowers
March 31, 2016
Objective:
Good
readers can understand spelling patterns to identify between ou and ow words as
well as oi and oy words. Good readers can think aloud while they are reading to
share their thoughts and comprehension.
Procedures:
1. 1.Give
student Garfield Motivation Inventory to complete. Student will fill this out
on their own, but we can talk through it if they seem to have trouble
understanding what to do.
2. Explain to student that next they will be reading a short text. Also explain that during their reading, you will be listening to them and making notes on a piece of paper.
3. Talk to the student about their spelling test and what you noticed on the words that they misspelled (other vowels, oi, ow, oy, ou). Explain to student that next we are going to do a word sort. The student will be given the categories to sort the words under.
4. Once student finishes their word sort, we will go over each word/picture, what category they put it under and why. We will also discuss any words they placed under the wrong category.
5. Explain to student that next we are going to work on reading and sharing what we are thinking while we are reading. First, you will model the Think Aloud by reading a short passage from the text chosen and sharing what you are thinking out loud for the student to hear.
6. Next, the student will practice thinking out loud while they are reading a short story.
2. Explain to student that next they will be reading a short text. Also explain that during their reading, you will be listening to them and making notes on a piece of paper.
3. Talk to the student about their spelling test and what you noticed on the words that they misspelled (other vowels, oi, ow, oy, ou). Explain to student that next we are going to do a word sort. The student will be given the categories to sort the words under.
4. Once student finishes their word sort, we will go over each word/picture, what category they put it under and why. We will also discuss any words they placed under the wrong category.
5. Explain to student that next we are going to work on reading and sharing what we are thinking while we are reading. First, you will model the Think Aloud by reading a short passage from the text chosen and sharing what you are thinking out loud for the student to hear.
6. Next, the student will practice thinking out loud while they are reading a short story.
Closure:
“Today
you took a Garfield Motivational Inventory. This will help me to get to know
you as a reader better. The notes I took while you were reading will also help
me to get to know you as a reader. We also did a word sort together on ou/ow
and oi/oy. Good readers can understand spelling patterns to identify when to
use each of those vowel sets. To end today, we did a little reading and talked
about what we were thinking throughout the reading. This is important because
good readers can share what they are thinking out loud while reading to help
them with comprehension.”
For today's lesson, my objectives were "good readers can understand spelling patterns to identify the difference between oi/oy and ou/ow. Another objective I had was "good readers can think aloud while they read to share their thoughts and comprehension. I started off by giving my student the Elementary Reading Attitude Survey. The one I chose used Garfield in four different attitudes. One was happy, the other was slightly smiling, the third one was frowning and the fourth one he looked really upset. McKenzie seemed to really enjoy this. All of her answers were either the happy Garfield or the slightly smiling Garfield. After the attitude survey, I did a running record on McKenzie. I chose a book that was one level higher than the original reading level I that I was told she was. She had a 90% accuracy rate. She had ten errors out of one hundred words. After the running record, we did a word sort that focused on ou/ow, and oi/oy. This was because, after analyzing her spelling inventory, this is where I determined she needed the most help. We did a closed sort where the categories were already given to her. She did this pretty easily by herself, but did need some assistance from me for a few words. Next time I will do an open sort with her, using the same words. Next I modeled a think aloud for her. We read the book "The Woman Who Outshone the Sun" by Pedro Cruz Martinez. While I was reading, I told McKenzie my thoughts. I said things such as "I wonder...", "this reminds me of..." and "That makes me feel...". Sometimes McKenzie would jump in and tell me her thoughts too. By the end of this it was time for her to get back to her classroom.
From working with McKenzie today, I learned the importance of doing what you are going to be doing with a student, by yourself first before giving it to a student to do. Today I did not do the word sort myself before going to meet with McKenzie. While she was doing it, she had some questions that I was able to answer, but would have been easier for me to answer had I done with word sort by myself first. Also learned that running records take a lot of practice. McKenzie is only reading at a 2nd grade level and I was having trouble keeping up with her, especially when she made errors. When reading a story like I did today, it is important to set a child's background knowledge before reading in order for the to fully engage in the text. The story we read today was an old Native American legend. The people lived in a village and at the end the main character became a spirit. Strange things happened in the book that would have made more sense to McKenzie had I given her the background knowledge she needed to understand what was going on. I am really enjoying working with McKenzie and I think today's lesson went well.
Based off of McKenzie's running record I can tell that she definitely uses visual clues when she comes across a word she is unfamiliar with. Almost all of her errors included a visual piece to them. I could also tell by when she was reading it because when she came across a word she didn't know, she would pause for a while and use the first few letters to spit some word out that was the closest to what she could see. Many of her errors were also because she just said the base word, but would not add the ed or ing ending to them. This could be because she was reading too fast and did not see those endings on the word. She was able to retell me what happened very well.
