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EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session? Provide
details and examples. How is what you learned informing your planning for this week? What did you learn
about yourself as a teacher?]
Last week I learned about Robert in the quick hour I got to meet him. Using an interest inventory, I learned that he
loves to read and spends much of his free time doing so. I learned that his favorite series are the Magic Tree House
books and he also likes the mystery genre. One of the questions I asked Robert during the interest inventory for
which I got the answer I dont know was which character was Roberts favorite. With how much he reads, I found
it alarming that he was unable to think of a favorite character. Because of this, I have decided to emphasize
characters, feelings, and making connections during my sessions with Robert.
With a spelling inventory, I learned that although he has a good understanding of very complex spelling patterns that
place him in the late syllables and affixes stage, there are still some word patterns he needs to work on, like the -oa
vowel team. I also think he made need some work on inflectional endings.
The comprehension assessment gave me the largest clue as to what stage of literacy development Robert truly is at,
though. He could read all the way up through a grade level 5 text without very much trouble reading and
pronouncing the words, but the comprehension assessments clued me into the fact that he wasnt comprehending.
He received 80% on the second grade passage for comprehension, and 58.33%, 41.67%, and 33.33% on third, fourth
and fifth grade, respectively. Although fifth grade is his instructional reading level by word accuracy, I have decided
to place him at early fourth grade for reading comprehension and will be using texts at this grade level for guided
reading purposes. The grade level of many of the Magic Tree House books are mid-late second grade, which is
another clue that although Robert can read and spell words at a fourth/fifth grade level, his understanding of them is
not at the same level, which is why I have decided to focus on a new comprehension strategy each week for the first
few weeks.
We began to run out of time at this point so Roberts writing assessment felt very rushed, but I could tell he was not
a fan of writing. Before he began, he insisted on knowing how many sentences I required and the writing he did
complete was very bland. It is clear I will need to work with Robert on writing this semester and it is going to be a
challenge for me to come up with fun ways to do that.
GOALS for the session or for the child:
Rationale:
Keep in mind that the study of vowel patterns in singlesyllable words lays a critical foundation for the study of
two-syllable words in the next stage and cannot be short
changedIt is important to take a step back and conduct
word study activities that helps them cement their
knowledge of word patterns in single-syllable words to
get a running start as they study two-syllable words.
(Words their Way, p. 219,)
what you have learned about your tutee and according to research?
Include citation, references to professional sources):
Post-Reading Activity:
Rationale/Purpose:
Students learn to use a variety of cognitive and
metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,
readers become more engaged in the reading experience
and want to continue reading. (Literacy for the 21 st
Century, p. 259.)
Rationale/Purpose:
Rationale/Purpose:
Rationale/Purpose:
Keep in mind that the study of vowel patterns in singlesyllable words lays a critical foundation for the study of
two-syllable words in the next stage and cannot be short
changedIt is important to take a step back and conduct
word study activities that helps them cement their
knowledge of word patterns in single-syllable words to
get a running start as they study two-syllable words.
(Words their Way, p. 219,)