Theresa Forte

School Reading Problems Lesson Reflection

Objective

Lesson #14:
Student will be able to complete a
Daylight Savings web quest.

Teaching Strategy
Fluency
Fran has been introduced to a webquest
during previous lessons; he completed one
about Halloween. Fran had mentioned he
wanted to learn more about Daylight
Savings, since he was unaware what that
concept meant. I took this teachable
moment and intertwined it with a fluency
lesson, since Fran has worked on web
quests in the past. I briefly summarized
that web quests are tools used to get
information about a topic from a specific
website. Since the previous web quest had
been modeled and I assisted Fran with
parts of it, this web quest initially was
going to be independent practice. I am
always looking for Frans pace while
reading and if he understands the
expression behind sentences; with this
lesson, I wanted to see if Fran could read
with the proper pace and expression, as
always, but mainly if he could
independently read and complete this web
quest.

Comprehension

Outcomes

(Descriptive evidence objective was

met)

Fran has not fully completed this web

quest yet, so not all outcomes can be
documented. After Fran read through a few
questions and part of the website, I
realized that he needed this to be a guided
practice activity, as opposed to an
independent activity. He was struggling to
grasp the concept that he needs to read the
website in order to find the answer. We
took turns reading the text on the website.
Fran told me when to stop once I read
the answer to the question. He wrote down
the answer I read, but needed assistance
with putting the answer into a complete
sentence, as well as remembering
capitalization and punctuation. When Fran
read some of the questions, he had the
proper expression by having a higher
pitched voice at the end of the question. He
also read at a steady pace.

Lesson #13/14:
Student will be able to make
connections to self, text, and/or the
world.

I explained how there are three types of

connections to make to texts: connections
to self, other texts, and the world.
Connections to self are events or ideas
from the book that remind the reader of
something that happened in his or her life.
Connections to other texts are events that
happened in the book that the reader is
currently working with and comparing
them to events from other texts. Texts to
world connections are comparisons of
events in the book that are also
happening/happened in the real world. I
demonstrated making connections with a
text we recently read, Farmer Browns
Birthday Surprise by Jennifer Julius,
before we started reading a new text. I
showed post its on the pages where I have
made connections. (Please see Lesson 13
for my example). Fran put post its on
pages of Whos Afraid of the Wolf by
Jefferson Mills that could possibly be part
of his text connections. We went over all
of Frans post its to see his connections to
self, text, and world, if he has made any
independently. Fran has successfully
sequenced events and made predictions
while reading texts, so I wanted to see if he
could relate the events in the story to any
of the three types of text connections.

This was the first time Fran was introduced

to a Level 3 text since we first started our
tutoring session. After I explained what
connections were and gave examples, Fran
was under the impression that all
connections that to be personal/related to
self; this was corrected when I reexplained text to world connections. While
reading, he independently made one text to
self connection, without my assistance. I
assisted making a text-to-text connection;
the story discusses wolves disguising
themselves as humans, which is like Little
Red Riding Hood. Fran sounded out and
was able to decode most words, or he
would correct his pronunciation, but he
mispronounced the following words:
come was read as came
youll is read as well
Bother was read as brother
Us was read as use
Can was read as cannot
Always was read as anyways
While filling out his Text Connection
worksheet, he misspelled the following
words:
Forest was forist
Separated was saperatid
Group was groop
Diner was dinere
Disguise was diguise
Hood was hod
After observing Fran read this story, Level
3 texts are still at his frustration level; at
the end of reading the story, he started to

become frustrated with unfamiliar words.

His speech would change, and he would
take breaths/repeat a word (ex: wolf-olf
was read for wolf. We will go back to
Level 2 books for the next text we read.
Lesson #13:
Student will be able to work with
the tutor and make a how to
writing piece.

Lesson #14:
Student will be able to identify and
read r-controlled words on
flashcards from the Abby
Phonics app.

Writing
I explained a How To writing piece helps
gives detailed directions on how to
complete a task. I modeled this writing by
listing and explaining all of the steps in
How To Make a Peanut Butter and Jelly
Sandwich. (Please see attached image). I
emphasized how these steps were so
detailed because they would be used to
help direct a person who never completed
this task before/never heard of the concept
before. Together, we brainstormed and
listed the steps with How To Make
Macaroni and Cheese (Please see attached
image). This was a guided practice activity,
where Fran knew the beginning and ending
steps, but needed help putting things in
order and connecting steps. Finally, it was
Frans turn to complete an independent
How To writing piece for a topic of his
choosing; this lesson extended over a
period of two lessons. I wanted to see if he
could use his strong sequencing skills and
sense of detail to create a How To
writing piece, after seeing and working on
model writing pieces.
Word Study
I explained r-controlled words and how
they sound; r-controlled words have a
vowel in front of them, but the r is heard
instead of the vowel. I also put examples
on the board and read them to demonstrate
how they sound. These examples were:

Fran originally wanted to write a How To

Make an Omelet piece, but realized he did
not know all of the steps to make one. He
changed it to How To Make a Grilled
Cheese. This was his first writing piece
done independently. He spelled the words
bread and cheese correctly by
sounding out the word, and not asking me
for help. He also used transition words,
such as then. He misspelled the word
together as togather, and this word is a
3rd grade sight word. He missed some
steps, such as placing the two pieces of
bread next to each other and putting the
cheese slices on top of them. Frans
writing piece is attached to Lesson 14.

Fran thought of the following words that

follow the r-controlled pattern: fart, herd,
corn, horn, and chirp. He did not think of
a UR example word. However, Fran was
able to read UR r-controlled words
during the flashcard game. Fran read all of

yarn (AR), her (ER), girl (IR), fork (OR),

and splurge (UR). Fran then thought of
words that followed the r-controlled
pattern, just as I modeled. Then, I
introduced the Abby Phonics app where
I read some flashcards with r-controlled
words on it; these flashcards had a repeat
option where the word would be properly
read. This option was used after Fran
attempted reading the words. Since Fran
has difficulty decoding r-controlled words
in stories, I wanted to see if he could
identify and read r-controlled words when
they were isolated one at a time.

the r-controlled words correctly when

introduced to the Abby Phonics
flashcards. He did not need to refer to the
voice playback option until after he read
the word; he wanted to see if he read the
words correctly.