2.  Morgan- › Makes no self corrections, no cross check › Uses pictures to solve for words › Uses first letter of word, but often ignores the rest. › Never read the word “mother” during reading.  Michelle- › Makes no self corrections, no cross checking › Occasionally omits words › Uses finger to guide with text

3.  Help the students acquire more reading strategies, become more fluent readers and to monitor their reading themselves.

4. A Bird Flies ByLevel- 5 by: Marilyn Wooley Book Summary: Students are introduced to different types of birds, students are given a chance to predict what kind of bird is being shown. Following the picture students also find out where the birds live.

5.  Introduction of A Bird Flies By. › Relate topic to readers.  Have you ever flown before? Birds can fly.  Michelle and Morgan shared their experiences with flying. They both had a lot to say and enjoyed the topic. › Purpose  Read to find out what the last bird is and where they live.  They both made predictions as to where each bird would live on the following page.

7.  Girls both read along with their fingers.  Text seemed appropriate level.  Michelle looked uninterested in rereading the text while helping Morgan.  Reacted well to patterned text.

9.  They both really enjoyed the text and pictures! › Good discussion following  No word sorts › To improvise, the girls wrote out words beginning with the letters b and f on the white boards › They enjoyed the white boards

11.  Chosen text › The warm up book may have been too difficult for Morgan. › They both had a lot to say about the book during the picture walk and after.  During Instruction › One would become distracted while I was helping the other or kept posing for the camera. › They enjoyed working with the white boards.  Assessment › Running record went smoothly. › Some difficult parts in the text where they used substitutions or omitted words. › They were able to identify the words/phrases I asked about

12.  Look back and forth between the student periodically!  Be prepared! › Double and triple check that I have everything.  “Stretch out the word.”  Find more appropriate text to start out with. › The warm up book should have been less difficult

13. Baby PandaLevel- 5 by: Beverly Randell Book Summary: Mother Panda and Baby Panda are walking around in the snow when Baby Panda falls! Mother Panda can’t find Baby Panda but a big cat does. Mother Panda comes to the rescue and the big cat scurries away.

14.  Read the title and introduce book. › Have you ever been separated from your mother?  Students had numerous stories to tell.  Summary statement- In this story Baby Panda gets separated from his mother, lets read to find out what happens!  Picture walk/preview students had a good understanding of the story before reading.  Predict- Both students said the mother would scare the big cat away and save the baby.  Key Vocabulary- Mother, Panda

16.  Both students whisper read, and read aloud when I ask them.  I took running record of Morgan, she did much better with this text, than with the warm-up.  Michelle needed little instruction with this book also.  Prompts used:  Stretch it out.  What is the first sound you hear? What comes next?  Good job soundinng that word out.  Can you see anything in this word you recognize

18.  Discussed Predictions- were our guesses right?  Students respond to text: What did you think about the book, were you scared for baby panda? › (students were correct and were almost bored by the questions.)  Praise- Great job! With your reading. You used the pictures from the book to help you predict the end of the story.  After discussion- Michelle informed me that she had actually been reading the book while we did our picture walk.

20.  Students had trouble focusing during lesson. - Students discussed being separated from their mother for a long time. - Student was not sitting in seat correctly  Warm up book was too difficult for Morgan. › Michelle did well with this text. › Bad text choice Morgan.  Instructional text. › Higher level than warm-up but both students did well with the text.  Assessment- Running Record › Morgan did extremely well only error was substituting is/in and ran/runs - Michelle did well with both texts with little instruction needed.

21.  Work to find appropriate text for warm-up.  Address students behavior and provide students with clear directions.  Work on spending appropriate time with both students. › Take running records for both › Reread story.

22.  Learning targets for students › I can use the first letter to help me say the word. › I can monitor my reading. › I can read fluently.