Tutor: Charissa Atcosta Tutee: Alexander Grade Level: 3rd Reading Level: 4 Lesson #: 5 Evaluation/Reflection from last lesson:

I have not been able to teach lesson 4 to Alexander yet because he was absent. I plan on teaching both lessons 4 and 5 next week, since this week they are doing CRTs and I definitely do not want to interfere with that! I have a good feeling about both the lessons because he seems to be enjoying the predicting strategies from what I have witnessed and has been doing so well with the word studies and activities.

Goals: - To increase reading comprehension - To use strategies for non-common vowels (other vowels) and inflected endings RF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words.

Familiar Reading (5 min): -We will do a quick book walk of the book and I will ask Alexander questions such as what happens to the character in the story? How does he fix what happens? -Alexander will read to me Bugs on the Bus.

Rationale: We want to increase his reading comprehension because his CRI assessment results showed him below where he should be for his grade level. The QSI results indicated that his spelling stage is middle within word so we want to focus on words with non-common vowel sounds and inflected endings. Rationale & Selection: For this familiar read, I chose the library book that Alexander had this week. His teacher said it seemed like he was very interested in it and actually seems to be silent reading instead of just flipping through the pages when it is time to read individually.

Orshoski, P. (2010). Bugs on the Bus. San Anselmo, CA: Treasure Bay.
Guided Reading (25 min): Goals: -To help increase students literal reading comprehension -To model using comprehension strategies before, during, and after reading Before Reading Activity: -Listening-Thinking Activity -Before reading the story, I will show Alexander the cover and title of the book and ask him to brainstorm in his journal what he thinks the story might be about. I will ask him what he wrote and why he thinks that the story will be about that. Selection:

Reckmeyer, T. R. (2009). How Full is Your Bucket? For Kids. Gallup Press.
Rationale/Purpose: A listening-thinking activity (LTA) is an instructional format for developing predictive listening and comprehensionThe teacher reads aloud, communicating the message by adding intonation and gestures to facilitate understanding. This keeps up with the predicting that we have been doing for each lesson but in another new way so that the student does not become bored with our sessions! Walker, B. J. (2012). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment 7th Edition. Boston: Pearson

During Reading Activity: -Listening-Thinking Activity -As we read the story together (I will read the first couple of pages then stop to predict, then student will read a couple pages then stop to predict, etc.), the student and I will write down our own I wonder statements in our journals. After we write at least 2, we will discuss why we wonder them, then continue reading until the next stopping point. Halfway through the story, we will stop and I will ask Alexander what has happened so far in the story and we will talk about our predictions so far and whether they were correct or incorrect, making note of the incorrect ones. We will continue with reading and making predictions until the end of the story. Post-Reading Activity: -Journal Writing -Alexander will turn to a new page in his journal and write about how his predictions went during reading. If his predictions were correct, he will explain why he was right. If they were wrong, he will explain what made him think his prediction was going to be correct. I will take his journal and ask him questions about what he wrote and comment on his entry.

Rationale/Purpose: A listening-thinking activity (LTA) is an instructional format for developing predictive listening and comprehensionThe teacher reads aloud, communicating the message by adding intonation and gestures to facilitate understanding. This keeps up with the predicting that we have been doing for each lesson but in another new way so that the student does not become bored with our sessions! Walker, B. J. (2012). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment 7th Edition. Boston: Pearson

Rationale/Purpose: Journal writing is a written response from students of their understanding and exploration of ideas related to reading. This will help Alexander really think about his predictions and why or why not he was right with them and if he wasnt right, what made him think he would be. Walker, B. J. (2012). Diagnostic Teaching of Reading: Techniques for Instruction and Assessment 7th Edition. Boston: Pearson Rationale/Purpose:

Writing (10 min): See before, during, and post-reading activities.

Word Study (10 min)* Alexander will complete an open sort with the same words that we have been working with the past couple lessons (car, bark, card, dark, far, start, her, fern, germ, herd, jerk, perch). After he finishes sorting all of the words, I will have him explain to me what his categories were and why he sorted them this way. Shared Reading (10 min)

Rationale/Purpose: Open sorts provide opportunities for students to test their own hypothesis and they often come up with unexpected ways to organize words. Donald Bear, M. I. (2012). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Fifth Edition. Saddle River, New Jersey: Pearson Education. Rationale & Selection: -Shared reading is a great way to enhance any comprehension or fluency strategy. This gives the student a chance to see you do exactly what you are asking them to do. It will also encourage the student to become a more fluent reader because hearing you read with voice, will interest them into the story more.

Dismondy, B. S. (2010). The Juice Box Bully. Nelson Publishing & Marketing.
*optional