Strategies/Activities

Decoding Activity/Strategy	How	Why
Identify and manipulate words with short/long vowel sounds	Mini lesson on short/long vowels and how vowels are flexible and can make different sounds. Examples and teacher think aloud of decoding words with different vowel sounds Teacher modeling of identifying different sounds and thinking aloud to identify the vowel sound and sort them Supported independent student practice of manipulating different long/short vowel sounds by completing a word sort where the student will need to say the word and determine if it is a long or short vowel Continued practice of using Chromebook to play a long/short vowel matching game Student share of one word and identify vowel sound	Via assessment, Brandon identified the need in identifying and practicing manipulating those vowel sounds, as well as independent practice of using that as a decoding strategy The purpose of this lesson was for Brandon to first be able to identify his vowel letters, and second to understand that vowels can make more than one sound Knowing the different sounds of a vowel help developing readers use it as a source of information to decode unknown words “When we come to tricky words, one strategy is to try, try and try the word again, using different sounds for the vowels in the word” (Serravallo, 2015).
High frequency Word Art	Teacher will discuss the importance of building automatic recognition of sight words Teacher introduction and modeling of high frequency word art activity Teacher will think aloud when attempting to spell unknown word to serve as a model for Brandon Independent practice of skills. Teacher will give student sight word and student will need to write the sight word on the paper in black marker and then outline it in two different colors. Each time the student outlines the word, the student will say the sight word orally again	Word work and recognizing high frequency words is an important component of developing as a reader If a student is too focused on accuracy, but does not have the automatic recognition of words, the reader will sound disfluent, and the hyperfocus on accuracy will hinder comprehension
Sight Word Bingo	Teacher will introduce lesson by introducing letter-sound keyword Fundations chart. This will allow student to practice the individual sounds of the letters that make up the alphabet Discussion on how good readers break down words into their individual sounds to decode or read them Teacher will model by using examples and thinking aloud to break down the word into its smaller parts. Following the think aloud student will participate in active engagement part of the mini lesson by breaking down a word together with the teacher Teacher will introduce sight word game Teacher will read off a sight word and the student will need to manipulate and break down the sounds of the words on the his card in order to find the correct word. In order to mark off the bingo card, the student must say the word again orally blended together Teacher will scaffold support during independent practice of the game	“Phonemic awareness is the ability to distinguish among sounds. It is a crucial prerequisite to phonics because it is difficult to use letter sounds to figure out an unknown word if one cannot distinguish one sound from another” (Duffy, 2003). In conjunction with phonological knowledge, a reader also needs to be able to use this information to manipulate and decode unknown words The purpose of this lesson is for Brandon to be able to practice and develop these skills in isolation that will help him be able to transfer them to his reading

Fluency Activity/Strategy	How	Why
Make the Bumpy Sound Smooth	Making connection to first learning to ride a bike. Remembering when trying to ride a bike for the first time how it felt bumpy along the way. After riding a few times, it started to get smoother and smoother because I got better at it. Make connection that reading is the same way Mini lesson and modeling of starting to read struggling with words, pausing, and sounding monotone. Stopping to ask for feedback. Reading again, and making a sharp distinction in how it’s read. Thinking aloud and rereading again. Pointing out that it is becoming a habit as you read it again and again. Independent practice of strategy with independent reading book. Student will first read, working through the words, and continue rereading until it sounds smooth Reflect and share	Fluency enables learners’ word recognition to move from laborious to automatic. It also allows learners to apply elements of oral language to written text” (Kuhn & Levy, 2015). The purpose of this lesson is for Brandon to do multiple rereadings of the text to push him beyond decoding to a place where they can focus on fluency
Voice Recording	Mini lesson and teacher modeling of rereading to make our reading even smoother Introduction to the tool Vocaroo; an online voice recorder Teacher thinking aloud to how it should be read, pausing to note expression and tone Independent practice of purposeful rereadings to increase fluency each time Student will voice record their best rereading and then listen and reflect	Robinson, McKenna, & Conradi (2012), explain that fluent readers have developed the ability to recognize words automatically as well as accurately, and they can incorporate the use appropriate phrasing and expression into their reading Purposeful rereading of the text allows the focus to shift from decoding to fluency; practicing all of the components that makes a fluent reader
Readers’ Theatre	Discussion on the importance of practicing reading orally Mini lesson will be done by the teacher explaining the components of reading fluently This activity was done with another teacher and students, so both teachers modeled the first page. To show contrast, one teacher read monotone and choppy and the other teacher read fluently with lots of expression. The students discussed the difference between them in what they saw Students chose parts Teachers explained that rehearsal when reading aloud is important component of practicing reading fluently Students rehearsed their lines, rereading and practicing fluency; with support as needed Students will then all come together to read the scenes together with best fluency to collaboratively bring the story to life	The purpose of this lesson was to continue to build Brandon’s confidence as a reader It was also meant to take the focus off of decoding for Brandon so he could focus on how he is reading the words “Listening to an adult model fluent reading increases students' own fluency and comprehension skills,  as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read.” (Allington & Gabriel, 2012)

Comprehension Activity/Strategy	How	Why
Summarizing What’s Most Essential	Connections made about talking to someone about a book they were reading and having a conversation about what it was about. Explaining that she gave enough information that you could understand what it was about, without telling me everything that happened Explain that when we summarize our text, we are simplifying it by determining the most important parts in order Teacher modeling of reading and determining importance and summarizing what’s important using the Beginning Middle End prompting folders Independent practice with scaffolded support Oral retelling using BME folders to prompt	A fundamental comprehension strategy is summarizing “Summarizing requires students to first determine what’s important and then condense it in their own words.” (Graves, 2011). “Students should be able to say back, in sequence, the most important information after reading a section of a text.” (Serravallo, 2015). Summarizing and retelling are two of the strategies that support reading comprehension
Walking in the Main Character’s Shoes	Connection made to having read a book and all I could think about was what it would be like to be her and be in that situation and how I would feel Discussion that this is a natural reaction of readers because when we read we feel like we are there with the characters Model using mentor text that we have read before and pull out a main event from the story Live writing to model for student how it would feel if she experienced what the main character did, providing specific examples from the text in response Independent practice with scaffolded support Sharing	Perhaps what is most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences. We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them (Robertson, 2007) The purpose of this lesson is to tap into that ability to imagine a character's perspective and how they would feel if they were experiencing what that character was

Writing Activity/Strategy	How	Why
Personal Narrative Short Story	Student will be asked to generate ideas and write a story across pages about something they have experienced personally Given the choice to handwrite or use the Chromebook to write Mini lesson on the components of a story; setting, characters, beginning, middle, end Teacher will model and orally tell a story about something that happened to her; including a beginning middle and end Student will independently write their experience using as much detail as possible telling a story in sequential order Sharing	“Constructing stories in the mind - or storying – is one of the most fundamental means of making meaning” (Wells, 2009). When students are writing about their own lives and experiences, they are making a connection to their real world, making what they are doing more significant to them
Favorite Part	Using mentor text, mini lesson and modeling of ideas and opinions about a book that was read earlier in the session To alleviate decoding struggles and focus on comprehension and writing, student will orally listened to a book of his choosing using YouTube Independent practice with scaffolded support of expressing their favorite part of the story with a reason why using examples from the text Sharing	Good readers know that when they have opinions about books, they must share them and support those opinions with reasons and examples from the text “Teaching children to write well about reading is about teaching them that their thinking about books matters.” (Serravallo, 2015).
Walking in the Main Character’s Shoes	Connection made to having read a book and all I could think about was what it would be like to be her and be in that situation and how I would feel Discussion that this is a natural reaction of readers because when we read we feel like we are there with the characters Model using mentor text that we have read before and pull out a main event from the story Live writing to model for student how it would feel if she experienced what the main character did, providing specific examples from the text in response Independent practice with scaffolded support Sharing	Perhaps what is most interesting about the visualization that takes place as we read, is that the pictures in our minds reflect our own experiences. We connect what we read to our context, and we comprehend new ideas more deeply if we can relate to them (Robertson, 2007) The purpose of this lesson is to tap into that ability to imagine a character's perspective and how they would feel if they were experiencing what that character was