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Teaching Strategy
Fluency
Dawson will be presented with a bag full
of Fluency Strips containing complete
sentences with no punctuation. Tutors
explained the rules: each player, one at
time, would pick a sentence strip, the
person to their left would pick a
punctuation card and then the player would
have to read the sentence using that
punctuation.
To model, tutors went first. Rachael
picked a sentence strip, and Kayla (I)
picked a punctuation for Rachael to read
the sentence with.
Comprehension
Outcomes
(Descriptive evidence objective was met)
Since Dawson has done this activity
before, he met the objective. He had so
much fun with this activity because he
loves using the punctuation cards when he
speaks. Last time we did this activity with
him, he requested that we do it again. So,
this time instead of using third grade
fluency phrases he should know (since he
read them with accuracy), we used
sentences from books weve been reading
in our sessions.
One thing that surprised me, but also made
me feel like his comprehension skills are
improving, was that during this activity,
one of the sentences was from the bat book
he read a few sessions ago and he was able
to identify that the sentence was referring
to bats. The sentence talked about their
hands. I was so proud of him for
remembering that from reading.
Writing
We first asked Dawson about how his
Halloween was. We had him tell us in
detail everything he did that day. Then we
informed Dawson that he would be writing
another Dear Journal entry on the
whiteboard, like the one from a previous
session. We verbally brainstormed aloud
with him some ways he could begin his
entry. Then, we asked him to finish the
Word Study
Since Dawson learned the long e word
patterns last session. Rachael began by
reviewing. She wrote words on the board
that contained the word patterns that make
the long e sound. Then, she asked Dawson