Early Morning Duty & Intervention

Log:
Brittany Bisese
Date:

Number of Students

Activity:

Fall 2014
10/8/2014

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Today, we greeted
students as we assisted
with carpool.

10/15/2014

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Today, we greeted
students as we assisted
with carpool.

10/22/2014

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Today, we greeted
students as we assisted
with carpool.

10/29/2014

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Canceled

11/5/2014

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Canceled

11/19/2014

Met Intervention Group

for the first time! I
worked with three
students, students H, I
and J. Each of these
students are in Mr.
Wesleys second grade
classroom. Each of the
students seemed
excited to be there and
ready to work. They ate
their breakfast as I read
them Click Clack MooCows that Type by
Betsy Cronin. I asked
them to make
predictions and asked
them comprehension
questions along way

that were text implicit,

text explicit, and
scriptal. They also read
aloud the part that
says, Click clack Moo,
Click clack Moo,
Clickety Clack Moo to
practice fluency. After
we read the story
aloud, we cleaned up
our breakfast and
completed the Garfield
Reading Interest
Inventory as I read
them each sentence
and they would circle
the kitty that most
resembled how they
feel. They wanted to
think about each one
but I asked them to put
down their first
response to the prompt.
Also, they read a few of
the prompts as a group
and I would read it after
them. At 8am I took
them back to class!
12/3/2014

This morning, I worked

with student H, she
seemed cheerful and
excited to work
together! I
administered a 1st
grade fluency
assessment, which was
a grade level lower
than second grade.
However, the
assessment was not an
accurate sample of her
fluency because the
passage was too
difficult. She read 76%

of the words in the 1st

grade passage correctly
so the passage was on
her frustration level.
She was able to sound
out some of the words
with heavy assistance.
In the future, I would
need to give her a
Kindergarten
assessment get a more
accurate sample of her
fluency. Also, she was
unable to give
developed answers to
comprehension
questions and
remembered that a
mom and a dad went to
the park with a girl and
they went on the slide.
This is expected though
because she was
focused on decoding
the words.
Spring 2015
2/11/2015

Today, we talked about

the difference between
fiction and non-fiction
books. Also, we want to
strengthen their
phonics and decoding
skills so I also assessed
them using a spelling
inventory.

2/16/2015

Today, we introduced
the genre of fairytales.
We discussed attributes
of this genre and looked
for these attributes in
the fairytale of
Rumpelstilskin. We
read through the

beginning of the story.

Next time, my partner
will finish the story with
them and students will
soon write their own
fairy tale.
3/4/2015

We continued to work
on the graphic
organizers for the story
Rumplestitskin. We
talked about story
elements- their
meaning and examples
within other stories.
Then we applied this to
our story of
Rumplestitskin and
completed the
organizers.

Evidence:
After looking all over Trace and our folders, my group mates and I cannot find where our story
graphic organizers ended up for our Fairytale study of Rumplestiltskin! However, I do have
copies of the original story we asked them to write on our first day and the spelling inventories
we administered to them!