Emily Hinkson

School Reading Problems Lesson Reflection

Lessons 8&9

Objective

TSWBAT read tongue

twisters accurately by
controlling the rate of
speech.

TSWBAT read a poem

controlling the expression in
her speech.

TSWBAT identify the main

idea of a text and identify
evidence.

Teaching Strategy

Fluency
For fluency this week we
used tongue twisters. We
thought this would be neat
for the student to try
something different and was
perfect for fluency rate
practice.
We also chose a poem that
was great for controlling the
expression in her speech
because it was filled with
much punctuation for
expression practice.

Comprehension
To identify the main idea,
we had the student
highlight evidence in the

Outcomes

(Descriptive evidence objective was

met)

The student was able to

read 3 tongue twisters with
help from the tutor. At first,
it was difficult for her to
read, but she paused, and
started over reading it at a
slower pace (but not too
slow). By controlling her
rate, she was able to read it
with no problem, and she
did notice that change.
For the poem, the student
gave great expression, and
we were able to record her
voice while reading. After
we read the poem, the
student was able to rate her
reading performance and
she stated that she believes
her punctuation and
expression were getting
better with practice.

The student wrote that the

main idea was that Dr.
Seuss was hard working in

paragraph that could be

useful towards finding the
main idea. After we studied
the evidence most
important details and
wrote a guess about what
did Dr. Seuss generally want
us to know about this.

TSWBAT create mental

images during reading.

The student was given a

random picture, and she
had to write down in her
writing journal all of the
things she identified in the
picture. We talked about
visualizing and how we can
see pictures in our minds.
While reading the story
(with no text) I asked her to
write all the things the
character is seeing and
explain why she thought
that.

1.
2.
3.
4.
5.
6.

1.
2.

3.
4.

Writing

order to be where he is
today. She was able to use
the evidence in the text to
determine the overall
message of the text.
The student wrote a list of
all of the things she saw in
the picture
baby screaming
it looks like she needs to
vacuum
They are setting up for a
birthday party.
Whos birthday is it?
The mom looks upset
The cake looks delicious
While reading, she had no
pictures and she wrote
down that
Carson is nice
The big bully pushed him on
the ground and I can see his
knee is scraped up, I think
he is going to cry.
I can see a big bully pushing
him for his lunch money and
homework.
I can see the bully look sad
that he was mean to Carson
and that he wishes he was
nicer.
Although the student had
no pictures, she was able to
determine how the story
looks in her head, and use
evidence to prove it.

TSWBAT start the writing

process about the writing
prompt.

TSWBAT incorporate
character traits and details
about the characters.

TSWBAT classify third-grade

vowel team words (ow, oo,
ea)

TSWBAT identify vowel

digraphs and apply gradelevel phonics.

The strategy here was to

outline the writing process
and start brainstorming
ideas for our story. We had
the student write down a
couple of ideas she has for
the story and to focus on
the main problem of the
story.
We had the student use her
character traits list to
choose traits for each
character in her story.
Since she is using her
brothers and parents,
coming up with some traits
was easy for her.
Word Study
We chose the connect-four
sort game so the student
could read the words in the
column and identify the
vowel team/ long or short
vowels.
Flip the sound chart

1.
2.
3.
4.

Some ideas that Anna

brainstormed were that:
She was having a party with
ice cream.
She was having a BBQ in the
summer.
The ice cream ran out because
her brothers ate it all.
There were not enough ice
cream and spoons for
everyone to have.
Anna wrote a list of
characters including her
mom, dad, and three
brothers. She wrote down
one character trait for each
one, but since writing is a
process, we will be adding
more soon.

We unfortunately, did not

get to the connect four sort
game; we were only able to
sort the words by vowel
team. Anna was able to
sort the words in each of
their appropriate columns.
By using the flip the
sound chart, Anna was able
to choose a word, on the
chart, and flip their sounds
from long to short to
identify that the word might
have the same vowel team,
but it will have a different
sound. Anna had fun with
this activity and she was

able to write a list of the

words in her writers
notebook.