Teacher: Larissa Newman
Date: June 28, 2011
READ 5503 Lesson #1
Child: Chris Hammons
Location: Rolling Hills Elementary
Strategic Activity Goals:
1. Solidify his letter knowledge to help develop automaticity.
a. Work on letter formation (especially g, a, n, d)
b. Use 3 ways of remembering
2. Extend knowledge of more high frequency words in writing.
a. Connect reading/writing words to extend writing words
b. Take known HF words to fluency (make sure to connect to text/reading)
3. Compose text from his oral language to analyze sounds.
a. Slowly articulate words in a smooth way in order to hear and record
b. Work on easy CVC, CVCe words to hear and record vowels more consistently.
4. Connect reading and writing for Chris.
a. Making him aware that if he can read it, he can write it and vice versa
b. Connecting slow articulation of writing and making him aware he can do this
in reading too!
c. Work in word work with onset and rime.
Writing Work
We had a conversation about what he likes
to do in school.
Chris told me he likes to skip count in
math.
Interactive Writing:
I like to do math. I can skip count by twos.
Rationale:
Practice letter formation because he had
slow laborious letter formation in OS.
Write High Frequency words many times
to practice and get a larger core of known
words.
Slowly articulate words in a smooth way in
order to hear and record, his slow
articulation in words is sometimes choppy.
Work on easy CVC words to hear and
record vowels more consistently.
Observation
Story: I like to do math.
Wrote “I” quickly.
Slowly articulated like.
Practiced the letter k: (oral (tall stick and a
kick), in the air, & written (dry erase
board)).
Wrote the word “like” on dry erase board
3 times and checked it with his finger and
said it slowly. Got quicker at writing it.
Wrote “to” quickly.
bo/do
maf/math: maf: invented spelling.
Teacher praise: “Good you were really
listening to yourself.” Had Chris look at my
mouth to hear the “th” like thumb
(teacher link to thumb)
Went back and made Chris slowly
articulate “do” and watch my mouth. He
said it was missing a w and then noticed
and heard the d when he looked at my
mouth. Worked on “d” formation (oral: c
and a tall stick). I should have praised him
for listening and said it does sound like a
W, or I could have linked it to the known
word “to”.
Story: I can skip count by twos.
Wrote “I” quickly, but lower case.
Slowly articulated “can” and wrote sounds
in order (left to right). I slowly articulated
for Chris, he can do this himself! Chris
continued to slowly articulate the word
and he heard the “n” at the end. I asked
“Are you right?” and he affirmed himself
because he heard the “n” sound.
a formation: (oral: circle and a short stick,
written: dry erase board).
sipe/skip: said it slowly together, but
didn’t hear the “k”. Helped Chris linked “i”
to is.
Heard/recorded the C in count.
be/by: Teacher link to my, but Chris
spelled it mi, teacher wrote my and then
Chris connected ending sounds. I should
have just showed Chris how to spell my
instead of linking.
Located “can, like” in continuous text with
his finger quickly after rereading his story.
Reading Work
Observation
Familiar Book
Familiar Book:
Ben’s Jigsaw Puzzle: Level 5
Jigsaw: difficult, but attempted j…s….?
(couldn’t understand him) Praised
attempt, but I could have been more
Rationale:
specific in my praise.
Connect reading and writing for Chris.
Told him the word and I gave him the
Making him aware that if he can read it, he background knowledge about what a
can write it and vice versa. Chris had many jigsaw puzzle is.
reading words, but not as many writing
A few phrases (I can see the tail) and
words on the OS.
mostly fluent.
Connecting slow articulation of writing and Using pictures to search meaning.
making him aware he can do this in
Praised his checking/monitoring:
reading too. Chris needs a practice saying down/and (SC). “What you said made
words slowly in reading/writing.
sense, but you made it make sense & look
Consistently looking left to right to slowly
right!”
articulate. He is very flexible in the way he Located “can” quickly with finger in
looks at words sometimes and needs to be continuous text on several different pages.
more consistent.
Took “can” to fluency, wrote on dry erase
board
“a” fluency: wrote in air and on dry erase
board and oral (circle and a short stick).
I probably should have picked one or the
other (can or the a).
New Book
Kitty Cat and the Fish: Level 5
New book:
Very engaged in new book introduction
with conversation and observation of
pictures. He was talking about how his
sister is allergic to cats and jumping in and
talking about the book and thinking about
what is going to happen.
Hear and repeat some structures together.
“Kitty Cat you are naughty. Go away.”
Very fluent and phrased on first reading.
Putting together 4-5 word phrases “Kitty
Cat is looking at” “The little fish are safe.”
Took/tail: Chris noticed it didn’t make
sense. T: Did that make sense? Tried it
again and fixed it.
Ran/runs: I told Chris to try that again and
check it here (showed him exactly where
to check it (the letter u). Chris fixed it and
self monitored with the U.
Letter/Sound/Word Word
Listening for rhyming words and matching
pictures to words.
Sorting rhyming word families.
Make words with different onsets and
rimes. (-at, -an)
Practice writing these words on dry erase
board.
Observation
Chris did they very quickly and was able to
read the words quickly too!
Noticed all the words had –at, -ad at the
end of them.
Slowly articulated words very well with
cards.
Slowly articulated and wrote words down
quickly. Chris did really well slowly
articulating and writing these words
quickly. We will try short e words next
time.
Rationale:
Solidify his letter knowledge to help
develop automaticity because his letter
formation is often slow.
Connecting slow articulation of writing and d formation fluency (oral, written, air)
making him aware he can do this in
reading too. Chris needs a practice saying
words slowly in reading/writing.
Work on easy CVC words to hear and
record vowels more consistently. He is
consistent with initial and final sounds, but
uses but confuses medial vowel sounds.
Work on noticing onset and rime (visually
and orally) for reading and writing
attempts. He has knowledge of some of
these and seems to link to them to create
other words.
Self-evaluation
I feel like Chris and I could have had a better conversation for a better story. Chris
seemed to slowly articulate unknown words pretty well. I am thinking he may need to
use Elkonin boxes pretty quickly. Took the word “like” to fluency although he slowly
articulates and wrote it down. He had trouble with the k (and he had to work on
formation) so I should have probably just left that word alone for until later. (Choose
one or the other! Slow articulation or Fluency). Chris seemed to do well with difficult
sounds when he looked at my mouth. Chris can also locate known words quickly in his
writing/reading (can, like). I need to step back on the correction tape and anticipate
better to catch him before he writes. I also need to get out the magnetic letters to help
be anticipate better. He is doing some great invented spelling, but needs to practice
slow articulation a little more so he can hear more sounds (like the k in skip).
Chris was really into his reading. He had a smile and was very into the new book
especially. He really wanted to know what Kitty Cat was going to do. In his reading,
Chris had pretty decent fluency and was fully integrating multiple sources of information
most of the time. He miscued “down/and” and self corrected and I praised in his
familiar book. It made sense, but it didn’t look right so he monitored and went back to
self-correct to make it make sense and look right! When he got to his new book, Chris
miscued “took/tail” and noticed it didn’t make sense (I could tell by his expression). So I
asked him if it made sense and he went back and self corrected. I want him to able to
do this independently (notice that it doesn’t make sense and self-correct by searching
the word again for further information). He also miscued “ran/runs” and I went back to
that spot to support his looking left to right. He fixed his miscue after I showed him
exactly where he needed to look (the letter u). By modeling for him where to look I
want Chris to start looking more across the words, Chris needs to start looking more
across the words more independently and checking what he says with what he sees.
More explicit teaching for strategies is needed in this area. Level 5 seemed quite easy
for Chris. Maybe a level 6 next time?
I think I may have gone overboard with the word work this time, although he stayed
engaged most of the time. Chris seemed to do well with the sorting of the different
word families. He slowly articulated the words very well in the isolated situation and
wrote them quickly. In the next lessons, I plan to stress more the connection between
reading/writing (ex: can) by having him locate these more in continuous text.
Chris’ letter formation needs to be worked on continually to get him quicker at his
known writing words.