Emily Hinkson

School Reading Problems Lesson Reflection

Lessons 12 & 13

Objective

TSWBAT demonstrate
reading fluency using
different character
expressions.

TSWBAT read with fluency

while doing readers
theatre.

Teaching Strategy

TSWBAT determine the

meaning of making

Fluency
We used readers theatre as
a strategy. This got Anna
out of the classroom,
working with another
student in the clinic, and
they both had fun with it.
They were able to use a
different skill to practice
fluency.
Anna was given fluency task
cards. She had to read
them as choppy sentences,
and then read them as
smooth sentences and
identify the difference.
Once we modeled it, she did
the rest on her own.

Comprehension
For character inferring, we
decided to use a character

Outcomes

(Descriptive evidence objective was

met)

Anna was able to read and

identify her parts in readers
theatre. She read many of
her lines with expression
and accuracy and she was
able to read the difficult
words that the script had.
Although the script was
long, there were no big
pauses while reading and it
went very smoothly.
Anna was able to identify
choppy verses smooth
sentences. She read the
cards aloud choppy and
then read them all together
blending the different words
and sentences. Anna was
given 3 tasks cards that had
a paragraph of text and
after reading the choppy
sentences, she was able to
read them with fluency and
she had no problems.
Anna completed her
character worksheet on

inferences and how we can

make inferences with
characters.

TSWBAT identify text

features in a story including
the who, what, where,
when, why? method.

TSWBAT practice character

development and identify
their changes within the
writing draft.

TSWBAT produce creative

and appropriate answers to
the reading-writing
responses.

worksheet/graphic
organizer. While Anna was
reading, we had her
complete the character
work- sheet. This was a
strategy used for making
inferences on the character.
For the 5 ws we had Anna
use the highlighting
method. She highlighted
the 5 ws in the text. So
when she came to a who,
she highlighted it one color,
when she came to a when
she highlighted it another
color and etc. This helped
Anna refer back to the text
to find these features.
After, she filled out a
graphic organizer displaying
all the information she
highlighted. She had an
informational text.

Writing
We had Anna make a list of
characters on the white
board from her story, and
write their roles in the story
and what kind what they are
doing. We used this
strategy to get Anna to
know her characters and
discuss their roles in the
story.

Molly Lou Melon, and we

discussed the inferences
she had. One of our
character observations was
that Molly Lou Melon was
sad that she had to move.
We made an inference that
Molly Lou Melon was sad
that she had to move
because she was leaving
her friends behind and her
town, and she might have
been afraid to start a new
life somewhere.
Anna was able to highlight
important elements of a
story such as Pilgrims
sailed in on the Mayflower.
Pilgrims she highlighted for
the who and Mayflower
she highlighted for the
what. She added these to
her chart. We ran out of
time to complete the whole
reading, but we will work on
it each week leading up to
Thanksgiving.
Anna was able to develop
her characters in her story
more. She determined that
she is going to be hosting
the event at her house, her
mom will be taking care of
her baby brother, and her
two other brothers will be
waiting impatiently for the
ice cream to arrive. But,

TSWBAT read third grade

sight words with fluency.

TSWBAT use strategies such

as chunking, stretching, and
finding patterns to decode
words that she cannot read.

We had Anna write creative

responses to the Pilgrim
Thanksgiving story. We had
her answer questions based
off of the 5 ws so she can
decide how she would
respond to the questions
and not just what the story
says (as facts)

Word Study
We only showed Anna one
word at at time, and she
read every single word on
the list without any
problem. No real teaching
strategy was used for this
activity.

they invited all of the

neighbors (9 of them) and
they are trying to be patient
but they really want ice
cream. Rather than just
saying, we are waiting for
the ice cream.

Anna wrote her responses

to the 5 ws questions
given to her. For example,
one of the questions was,
Who would you bring on
the Mayflower with you?
and she wrote, I would bring
my family and friends with
me on the Mayflower.
Where are you going on
your trip? and she
responded, We are going to
Florida to see my family.
She was able to think of
creative responses to the
questions but also
understand the concept of
the 5 ws.

Anna was able to read every

word on the 3rd grade sight
word list with no problem.
She only had trouble with
two words, and only
because she was reading so
fast that she misread it.