Session Date
Lesson Topic
Initial Visit
Lesson Outline
November 21, 2017
It was a pleasure getting to know Jayne during our first tutoring session. She is a pleasure to talk with and she willingly shared her ideas and opinions. We started today’s session with a get to know you activity. As she filled out an “All About me” chart I was able to quickly learn a little bit about her ideas.
Next, Jayne filled out a reading interest survey used to determine her feelings about herself as a reader. She indicated that she enjoyed reading and picked the happy emoji for most categories. The only exception being that she didn’t always enjoy being read to if it was a long story. Her reason for this was, “Long stories” took time away from her “play time.”
A letter and sound identification screening was conducted and she had no difficulty identifying all letter sounds which is an essential skill for decoding unknown words.
Next, I gave her the high frequency word assessment which was developed by Columbia Teachers’ College. On the first 100 words she correctly identified 88 with automaticity. Assessment benchmarks call for a student in first grade to know 50+ words in November and by January the student is expected to have automaticity with approximately 90+ words. Jayne is performing above the expected benchmark at this period.
We then read the story, Click, Clack Moo, Cows That Type, and did a word matching activity. Observations during reading indicate that there are a few reversals but not an overwhelming number of them and they are not interfering with meaning during reading to any significant degree. When faced with decoding, Jayne attended to initial consonants and decoding issues seem to occur with the medial vowels and consonants and word endings.
Based on these assessments, I will focus my work with Jayne on decoding unknown words and reviewing decoding strategies that should be a part of a first grader’s “toolbox”. Jayne should be encouraged to point at the words while she is reading to reinforce one to one correspondence of text and to encourage imprinting of text especially when she comes to a sticky word. Moving forward, tutoring sessions will consist of word work, phonics, and reading literature and informational texts. Since reading and writing go together there will be a written component as well as this will also reinforce phonic skills and word acquisition. In addition, transfer from learning to read to reading to learn is enhanced by making the reading and writing connection as early as possible.
It was a pleasure getting to know Jayne during our first tutoring session. She is a pleasure to talk with and she willingly shared her ideas and opinions. We started today’s session with a get to know you activity. As she filled out an “All About me” chart I was able to quickly learn a little bit about her ideas.
Next, Jayne filled out a reading interest survey used to determine her feelings about herself as a reader. She indicated that she enjoyed reading and picked the happy emoji for most categories. The only exception being that she didn’t always enjoy being read to if it was a long story. Her reason for this was, “Long stories” took time away from her “play time.”
A letter and sound identification screening was conducted and she had no difficulty identifying all letter sounds which is an essential skill for decoding unknown words.
Next, I gave her the high frequency word assessment which was developed by Columbia Teachers’ College. On the first 100 words she correctly identified 88 with automaticity. Assessment benchmarks call for a student in first grade to know 50+ words in November and by January the student is expected to have automaticity with approximately 90+ words. Jayne is performing above the expected benchmark at this period.
We then read the story, Click, Clack Moo, Cows That Type, and did a word matching activity. Observations during reading indicate that there are a few reversals but not an overwhelming number of them and they are not interfering with meaning during reading to any significant degree. When faced with decoding, Jayne attended to initial consonants and decoding issues seem to occur with the medial vowels and consonants and word endings.
Based on these assessments, I will focus my work with Jayne on decoding unknown words and reviewing decoding strategies that should be a part of a first grader’s “toolbox”. Jayne should be encouraged to point at the words while she is reading to reinforce one to one correspondence of text and to encourage imprinting of text especially when she comes to a sticky word. Moving forward, tutoring sessions will consist of word work, phonics, and reading literature and informational texts. Since reading and writing go together there will be a written component as well as this will also reinforce phonic skills and word acquisition. In addition, transfer from learning to read to reading to learn is enhanced by making the reading and writing connection as early as possible.
Session Minutes
60
Minutes Student Attended
60
Session Hours
1.00
Hours Attended
1.00
Entry Status
Review Status
Student Name(s)
Subject
School