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week 5 assignment 3


Zeldy is a first grader who has beginner reading skills. Her accuracy rate is 91% and rate of error is 1 out of every 11 words. She is able to read many site words. Zeldy is able to decode single syllable words (cvc, cvcc words) nicely. She can read all the common blends and fluently read words with blends. Zeldy reads fluently however she gets stuck on multi syllable words. When she comes across a word with more then one syllable Zeldy will decode the word while whispering and then read it out loud. Yet, there were some long words that she was unable decode correctly. I also noticed that erred on several words that have a "long i" sound without an "e" at the end of the word.  Zeldy was very hesitant while reading, which resulted in poor comprehension of the text. When I asked Zeldy questions about the details of the story she had to look back for most of the answers. Zeldy was able to tell be what the general idea of the passage was. I also noticed that she was not reading with proper punctuation. This was also likely because of her hesitance. Zeldy's self correction rate was 1:6 which is quite low. 
CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension
Learning goals: Read words with "long i" sound,  comprehension skills - wh questions, 
phonics:
I do: show student the short sound of "i" in a word and tell her that like the magic "e" creates a long i sound there are other times we say this sound. When the i: is at the end of a syllable - tiger, is followed by 2 consonants - child, is followed by a "gh" - night. Then I would say afew words with the sound of long i, and write them on a board, student should read the word after I write it.
we do: Write afew more words on the board and have the student read them to me and tell me which rule it follows
activity: have paper coins with different words on them that follow the three rules of this lesson. have the student read the word and place the coin in the correct purse: i_ _, igh, i. 
To assess that she can read these words on her own I would give her a passage that focuses on this skill. With this i will determine if she can read long i words when combined with different words.
comprehension:
introduce the wh questions and create a foldable that is lamenated that can be reused. After reading the passage from the phonics part of the lesson, student will read the passage again and focus on comprehension. I would read the first few lines to sample, and ask myself out loud "who, what, where, when, how" regarding the lines I read. Then I will ask the student to read the rest of the passage and ask her the 5 questions. I will fill in the sections of the foldable for her as she answers the questions.
To assess that the student has mastered this skill in comprehension I will give her a short paragraph to read and have her fill out the foldable herself. 
Once mastering these areas, I would advance to building fluency with multisyllable words and comprehension of text with higher thinking involved.

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