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					Teacher Candidate: Marisa Florio

Course: CEDC 700-01

Semester: Fall 2011

Student: Branden

Grade: 3

School: P.S. 102M



        During my first day of fieldwork at P.S. 102M in East Harlem, I inquired about the
possibility of tutoring a student one on one in a specific content area during after school hours. I
was placed in a 3rd grade CTT class in which any students needed individual help, however the
classroom teacher recommended that Branden take part in the tutoring program because of his
lack of fluency in reading. Branden’s classroom teacher also commented that due his lack of
phonemic awareness is was not only affecting his reading but his writing as well. It was easy for
me to see samples of Branden’s writing in the classroom and it was apparent through his writing
samples, and reading comprehension exercises that Branden needed extra help in phonemic
awareness. It was intended that by teaching phonemic awareness, along with writing activities
and activities to increase Branden’s fluency, Branden would be able to move from reading level
“H/I” to level “K”.

        During Branden’s first tutoring session I conducted a reading interview with Branden.
The reading interview was very helpful in revealing a lot of information about Branden as a
reader. From the reading interview I found that Branden liked to read realistic fiction, and comic
books. Branden said he mostly read at home with his brother who is in 7th grade. Branden
preferred to read at home with his brother because at home he was able to choose a text that was
a bit more difficult because he had the help of his brother. Branden showed little interest in the
books that were available in his classroom at his level. I was also able to obtain a writing sample
of Branden’s which illustrated that Branden’s lack of phonemic awareness, was deeply affecting
his spelling. Branden needed help in his reading comprehension because it was adversely
affected by his lack of fluency, and he also needed instruction on spelling. However, the roots of
both areas are based off of the extent to which phonemic awareness is acquired. Therefore our
tutoring sessions began with instruction on phonics.

Session 1

Objective 1: Student will be able to blend the consonant sounds sm, and dr, and be able to
locate them in the leveled “H/I” text titled “The Sleep Over” (20-25 minutes)

Student will complete a worksheet focusing on the sm and dr consonant blends and then locate
the consonant sounds in the text. However, before reading from the text to locate consonant
sounds, the student will participate in a repeated reading exercise in which his reading rate will
be recorded.

Objective 2: Student will be able to recognize rhyming sounds by participating in
“Rhyming Bingo” (20 minutes)

A white board will be used to create two large bingo cards consisting of 12 boxes each. Each box
will contain a word. A stack of index cards containing some words that rhyme with those in the
boxes will be used. For every card that is drawn that rhymes with a word in the box the student
may check it off. The first player to fill an entire row gets “Bingo!”

Session 2

Objective 1: Student will be able to recognize the cl, and gl consonant blend sounds.

Student will complete two phonics worksheets.

Objective 2: Using the leveled “H/I” text titled, Ant Eaters Mystery Halloween, the student
will mark off the cl, and gl consonant blends sounds while reading.

The student will keep a list of all the words they were able to locate in the text that contained the
gl or cl consonant blends. They will then be asked to think of words that rhyme with the ones
they were able to locate and write them opposite of their gl/cl consonant blends list

Session 3

Objective 1: Student will participate in repeated reading of a leveled “H/I” text, titled Little
Mouse’s Trail Tale, in which their reading rate will be recorded (15 minutes).

Objective 2: Student will be able to read consonant blends and digraphs consonant blends
from “nonsense words” (10 minutes).

A quick assessment of Branden’s ability to blend sounds together after two weeks of instruction
on phonics will be conducted by using “nonsense words”. The results will be marked on the
sheet and will be returned to in a few weeks to check for improvement.

Objective 3: Student will be able to organize ideas for a writing piece (15-20 minutes).

Session 4

Objective 1: Student will be able to increase their reading fluency by participating in
repeated reading with a text of their choice at level “J” (10-15 minutes).

Objective 2: Student will be able to demonstrate knowledge of phonemic awareness
through their personal writing piece (25-30 minutes).
Students will begin drafting their personal writing piece, with guided practice in spelling, and
sounding out words. The focus of the writing piece is not for the student to improve their writing
ability or writing strategies, but to practice their use of phonics in writing, not just reading.

Session 5

Objective 1: Student will be able to blend three consonants together, as well as consonant
digraphs (25 min).

Students will use picture “cut-out” to recognize three letter clusters such as, str, thr, spr, sph, shr,
scr, sch, and chr. Students will paste these cut outs into their notebooks and opposite of the
picture cut-outs, they will write down as many words as they can that have the same three letter
cluster.

To recognize consonant digraphs that make 1 sound they will use picture cut outs of words like
shuttle, thumb, weather, whale, ghost, phone, clock, and chick. As an activity, I will call out
some words that have the same consonant digraphs, and some words that do not but sound
similar. The student will make a check mark in the respected box, every time I read a word that
contains the same consonant digraph. Each consonant digraph found in the picture cut outs will
have an additional five words containing the same consonant digraph that I will read aloud.
Therefore, if the student gets all of them correct there should be five check marks for every
picture cut out.

Objective 2: Student will continue demonstrate knowledge of phonemic awareness through
writing sample (15-20 minutes).

Session 6

Objective 1: Student will be able to read consonant blends and digraphs consonant blends
from “nonsense words” (10 minutes).

A quick assessment of Branden’s knowledge of phonics will be conducted by using “nonsense
words” to check for improvement.

Objective 2: Student will be able to increase their reading fluency by participating in
repeated reading with a text of their choice at level “J” (10-15 minutes).

Objective 3: Student will continue demonstrate knowledge of phonemic awareness through
writing sample (15-20 minutes).

Session 7

Objective 1: Student will be able to identify unfamiliar words by reading for context clues
using the text, My Favorite Time of Year ( 25-30 minutes).
Objective 2: Student will demonstrate knowledge of phonemic awareness by editing their
writing piece, specifically by correcting misspelled words and implementing their
knowledge of phonics to correct these mistakes (15 minutes).

Session 8

Objective 1: Student will publish their writing piece (25 minutes).

Students will type their personal writing piece that includes correction to all misspellings, and
demonstrates an improvement in phonemic awareness.



Objective 2: Student will practice identifying unfamiliar words in a “J” leveled text by
engaging phonetic skills, and reading for context clues (20 minutes).

Student will receive guided instruction on how to identify an unfamiliar word based on the
content of the sentence before and after. A think-aloud strategy will be used to demonstrate how
to identify an unfamiliar word by using sentence content. The students will then practice this
skill independently throughout the remainder of the text. Every word that causes difficulty will
be recorded and reviewed after the student has completed their read aloud.

Session 9

Objective 1: Student will attempt to read a leveled “K” book using the “five finger rule”
(10 minutes).

Objective 2: Students improvement in fluency will be assessed using “nonsense words” (10
minutes).

Objective 3: Student will participate in a shared reading of a comic book, using their
phonetic skills, and by reading for text clues (25 minutes).
Dear Parent/Guardian,



Through partnership between P.S. 102 and Hunter College I am happy to inform you that your
child has been selected to participate in a special tutoring program that will be held at P.S. 102.
The tutors that will be working with students at P.S. 102 are graduate students who are
completing a Masters degree in Elementary Education. As a result of this tutoring program,
students will receive personalized instruction and it will serve as the fieldwork experience for
Hunter College Graduate Students.



The program is intended to provide individualized instruction for your child. The instruction
will target a specific academic area of need that has been recognized by your child’s classroom
teacher. In this case, Branden and I will be working on reading skills and strategies to increase
his fluency when reading text, as well as his reading comprehension. To gain a complete
understanding of the type of individualized instruction Branden needs, I will be working closely
with Ms. Trujillo to ensure his academic needs are met.



Tutoring will take place on Thursday’s during after school hours from 2:20pm- 3:20pm,
beginning on October 6th, 2011. The tutoring sessions will be held weekly and will run for
approximately ten weeks. I look forward to working with you and Branden over the course of
the next several weeks.



                                                                       Sincerely,

                                                                              Marisa Florio
Dear Parent/Guardian,



        It has been a pleasure working with Branden over the past two months during tutoring.
Branden has shown high levels of motivation, and dedication to his pursuit of developing and
perfecting reading skills, and strategies, especially when he is reading a text that is of interest to
him.

        During Branden’s tutoring sessions he has practiced strategies that will help his reading
fluency. Fluency is described in terms of how smoothly a text can be read and how easily words
can be decoded and recognized. Over the past weeks I have seen an increase in Branden’s
fluency ability. To support Branden’s continual practice at home, there are several strategies he
can apply such as reading aloud with a partner, using a pencil or pointer to follow the words he is
reading on a page. Branden often relies on sounding words out to decode them. As an alternative
strategy, I would like Branden to practice decoding unfamiliar words based on the meaning of
the sentence they are used in.

       Branden has also shown a great interest in writing, and has proven that he is a thoughtful
and creative writer. Branden’s put great effort into his story titled, The Halloween Story.
Branden’s continual writing will also help to improve his reading fluency, and should be
encouraged.

        My last day in Branden’s classroom will be Thursday, December 15th. However, tutoring
will end on December 1st. I have included my email address below. If there are ever any
questions or concerns you have about Branden’s work thus far please feel free to Email me.
Working with Branden has been a pleasure, and I am proud of his improvement and motivation.



                                                                               Sincerely,


                                                                             Marisa Florio
                                                                       MFlorio@Hunter.Cuny.Edu
Writing sample used to assess Branden’s phonemic awareness.
Documentation of Branden’s improvement in reading rate.
Continual assessment of fluency through the use of “nonsense words”.
Branden’s published writing piece.
Examples of phonic worksheets.
Some of the worksheets used during instruction.

				
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