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2. I completed the
Concepts about 2. Jayden really read 2. Because my lesson
Print with Jayden. well! He only had plans were back-to-
two errors today back (one on
and he was able to Monday evening
correct them with and the next on
minimal prompting. Tuesday evening), I
His comprehension feel I still need to
is good and he have off-time to
notes things in his practice my
reading about prompts. I want to
illustrations and feel as if the
about the plot that prompts are
I really think would second nature and
be oblivious to that I do not need
many readers of cues. I want them
his age group. to come naturally
Words solved- to me so that I can
fierce, trembled say them
instantaneously.
During Jayden’s
reading, I would
say, “Say the first
part and let’s
decide what would
look right and
make sense.”
When we got to
“fierce”, Jayden
had had trouble
with that word
yesterday and had
struggled. I asked
him, “Do you
remember
3. Jayden read the yesterday? What
new Guided sound does the
Reading, Dear first part of that
Grandpa. word make?”
3. This book I thought Jayden was able to
would be more get “trembled” by
challenging. self-correcting with
However, Jayden reassurance from
handled it me.
extremely well.
The only word he
did not know was 3. I do notice how
one that I expected important the book
would be introduction is.
problematic. He This does set up
asked me what the child for the
“XOXO” was. I told story and prepares
him that “XOXO” him for what is to
could be read as come. I noticed
“XOXO” but it that I did do a
means “hugs and better job with my
kisses” when you introduction in
read it. I thought Lesson 2 than in
that something like Lesson 1.
this would be (Probably because I
challenging for any have had more
first grader. J practice.)
Jayden read
fluently and quickly I want to continue
and with great to focus on doing
comprehension. well in these areas
His confidence so that the student
showed. I noticed is set up for
that while he success before he
reads, he stops at begins.
4. Jayden participated times momentarily
in a rhyming game as he notices
with me. things, (such as
black and white
illustrations) and
comments on
them. He then
gets immediately
back into the text
without a hitch.