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Theresa Forte

School Reading Problems Lesson Reflection

Objective

Lesson #3:
The student will be able to read the
randomly selected strip with the
proper expression for at least three
out of the five selected strips.

Lesson #4:
The student will be able to read,
Fall Fun, by Mariah Deitrick,
with proper expression, and while
taking turns reading with tutor.

Teaching Strategy
Fluency
I reviewed the different punctuation marks
with their meaning on the white board.
Together, Fran and I discussed what
keywords in a sentence were and what
some words to look for were/ what
punctuation mark they could correspond
with (ex: asked= question mark). I used a
fluency activity from Pinterest with the
sentences provided from the teacher who
created the post. These sentences contained
exclamation points, question marks, or
periods in their sentences. Fran would pick
one sentence out of the Fluency Strip
bag and read it to the best of his ability
with the expression he believed went along
with it. Fran read four out of the five
sentences with the correct expression. I
wanted to see if Fran knew how to read
with the proper expression, in addition to
being able to read the words included in
the sentence.
I got a poem about Fall from a reading
website. Fall words were discussed and
written on the board/words with stars by
them were predicted to be in the poem. I
read the first two lines of Fall Fun by
Mariah Deitrick, and Fran read the rest. I
was looking to see if he pronounced the

Outcomes

(Descriptive evidence objective was

met)

Fran read four out of the five sentences

correctly. His voice remained the same, as
opposed to having a whine or higher
pitched inflection when reading, Diana
went to the doctor. She was so very sick.
Diana complained to the doctor, My head
hurts, my back aches, and I have a fever.
Four of the five sentences were read with
the correct pronunciation of words. With
the sentence, Tina saw Billy climbing a
tree. She saw him fall from the tree. Oh
no! I think Billy broke his leg! cried
Tina, Fran showed panic and raised the
volume of his voice to show fear.
However, he pronounced Tina as TieNa.

Fran read the poem with the proper

enthusiasm, just as the punctuation marks
indicated; the poem did not contain
exclamation marks, so there was not a
high-pitched inflection/overly excited
aspect to his voice. He read in a calm and
proper manner, like the period indicated.

Theresa Forte

Lesson #3:
The student will use the
information he learned from the
text/his Ways to Help Me
Understand poster to answer
questions about elephants after
each stopping point

Lesson #4:
Student will be able to answer the
comprehension questions that go
with the poem.

words correctly, and if he understood the

meaning behind reading with
expression/following keywords, just as we
did in the lesson before.
Comprehension
Last week, Fran and I worked together to
make a Ways to Help Me Understand
poster, which helps Fran find the answers
when struggling with reading
comprehension questions. There were
reading comprehension questions on pages
2,4,9,12, and 16, pertaining to information
provided in Elephant Story by Lorraine
Sinetos. I wanted to see what exactly Fran
remembered reading from the text.

He did not mispronounce any words from

lines 3-6 in the poem. He skipped over
reading the word, or, and pronounced the
word storing as strawing.

Fall Fun by Mariah Deitrick came

with comprehension and
vocabulary questions. Before
reading, we wrote some fall
words on the board and I asked
Fran to predict which words would
appear in the poem. After reading
two lines, I would ask if any of his
predictions were correct, or to
point out when his predictions
were correct. When answering the
reading and vocabulary questions,
Fran remembered to use the

Fran decided to look at the poster on his

own and reread the poem when struggling
to answer the question, Write three things
the poet does with fall leaves. His
answers were correct with the multiple
choices reading comprehension. He
decided to make connections when
answering the vocabulary questions. For
example, one of the questions said, Place
them around your yard for adoring, and
wanted the definition of adoring. Fran
and I discussed the time when I was
picking him up from his car and his head

Of the five comprehension questions, Fran

answered three of them correctly. When he
struggled to answer a question, he would
look to the poster for help, which resulted
in him getting three of the five questions
correct. The two bullet points on the poster
he most frequently used to answer
questions were Reread the page and
Make connections to real life. The two
comprehension questions he answered
incorrectly were How do elephants greet
each other? and What do you think the
word Asiatic means? For the first
question, he only talked about the noises
elephants made and not the actions they
did with their trunks. For the second
question, he knew said Asiatic was a
country.

Theresa Forte

Lesson #3:
The student will use the
information he remembers from the
text to write down three things he
learned, two things that surprised
him, and one question he had.

Lesson #4:
Student will be able to follow the
teacher example and poem to write
his own Fall Fun poem.

poster from the last lesson to help

him figure out the answer. He
would reread the pages. I
wanted to see if he could answer
the comprehension questions
based on his memory.
Writing
This activity was for Elephant Story by
Lorraine Sinetos. I took our 3,2,1
activity for class and applied it to this
book. I explained how we would write
three things we learned, two things that
surprised us, and one question we had.
Before we could start discussing anything,
Fran was ready to write and started by
writing down the one question he had!
This was activity was used to see what
Fran had remembered from the text, in
addition to seeing his writing and spelling.

I thought it would be a good idea to use

Fall Fun by Mariah Deitrick as a way to
write a poem and publish Frans work into
the newsletter. Fran had told me he didnt
know how to write a poem because he
couldnt rhyme and I explained how
poems dont need to rhyme. I quickly
introduced an acrostic poem and did my
own model of a Fall acrostic poem on
the board. I explained how the word you
are writing about is spelled down the lines.
Then, you have to think of a sentence or
word that starts with the first letter of the
line, but it has to do with your topic. Fran
was able to refer to his poem and our fall

3
was out the window; He had told me Im
so adorable, its hard to not see me.
Thinking back to this time, Fran was able
to figure out that adoring means
looking at something nice.

Fran worked backwards and started with

his one question first. His question and one
of the things that surprised him both had to
do with the elephants size as a baby.
When Fran needed help with spelling
elephant, he referred to the cover of the
book all on his own. The only time he
started off these statements in complete
sentences was when he wrote one thing he
learned, starting with I learned.. We ran
out of time, so one question was answered,
two things surprised him, and one thing
was learned.
Fran often spelled leaves as leves and
decided do write in phrases, which was
fine. He was struggling to think of
something to write for the last L. He
decided to look around the room and
noticed the leaves on my word
wall/bulletin board. Then, he came up
with, Leaves change colors as the last
line in his poem. In a way, that was
making a connection, which is on his
Ways to Help Me Understand poster.

Theresa Forte
words on the board to write his poem. This
was another way to test his writing and
spelling.
Word Study
Lesson #3:
I created a word sort that contained words
Student will be able to identify the from Elephant Story and words from our
Words Their Way textbook. This sort
words in the word sort from,
Elephant Story by Lorraine Sinetos, was a long vowel sort (long a, long, u, long
e, oddball) since Fran has been struggling
and categorize these long vowel
words into the four categories with with long vowel words. This sort was a
way for him to see why each word belongs
overall at least 80% accuracy.
in a certain category, and to make the long
vowel sounds. I read all of the words and
categories for him and asked for him to tell
me why each word went where it did.

Lesson #4:
Student will be able to identify and
distinguish the differences between
long and short vowel words with
different color pencils.

In Fall Fun, by Mariah Deitrick, there

were long and short vowel words in every
line. Rather than making a sort with these
words that I knew Fran would excel at, I
wanted to see if he could isolate these
words in sentences. Fran always wants a
challenge, so I had him circle the long
vowels in the poem with one color, and the
short vowels with another. We referred to
our long and short vowel posters so he
understood their sounds. He also had to
focus on either long or short vowels first.

Fran got all of the long vowel words

correct with ease! He would make the
sound of each vowel as he put it in a
category. The only word he had difficulty
with was baby, which was the oddball.
He originally had this word in the long a
category, but then realized there was a y
sound, and put it in the oddball category.

Fran decided to circle all the long vowels

first. I circled one long and one short
vowel before he started and explained why
I did so, as a model. He had identified the
long vowels, like trees, and explained
why they were long vowels till about
halfway through the poem; we were short
on time and he wanted to circle short
vowels. (Student work is attached to lesson
4) Fran circled the short vowels, is and
fun, but he also circled to and do.
These words were all next to each other in
the poem, which could be why he thought
they were all short vowels. We went over
the short vowel o sound, and he
corrected himself after. Since time ran out,
this activity was not completed, but he did
show he understands long and short vowel
sounds.

Theresa Forte