Observation

What we did . . .

G puts her finger under the words as she reads.   She has trouble with the word /Ox/.   She reads slowly.  When she comes to a word she is not sure of she looks up at me to see if I will tell her the word.  I have her try to sound it out. 

As G reads I notice that she has good letter / sound recognition when she does try to sound out words.

She experiences problems when she tries to blend the some words together.

She has difficulty identifying some words, which affects her ability to read fluently.

Miss-reads the word /lot/.

I noticed that when she comes to a question or exclamation mark she did not change expression or intonation.

Read the title of the story. Did a picture walk.  Talked about how big a box would have to be for a pig and an ox to fit inside.

Vocabulary:   

    fit          big

    box        lot

Checked to make sure she understood the meaning of the words, so she would be able to make a connection with the text.

Worked on decoding the word; phonetically sounding out the beginning, middle, and ending sound. Sounded out blend /ot/, added beginning /l/ sound.

Punctuation:  discussed noticing the different types of punctuation at the end of the sentence.

How the voice changes when asking a question and how to show excitement.

Observation

What we did . . .

I asked “G” to read the story again.  I notice that she has trouble with some of the same words from the previous reading.  It seems that if she is in doubt about a word she just says any word that comes to mind or she looks at me and wants me to give her the word. 

She miss-reads the word /lot/ again today, saying log instead. 

I let her struggle through, sounding out words.  On a few of the sentences I would read the sentence to her after she had read it.  I thought it might help her by modeling how the sentence sounded when read fluently.

I let her finish reading the sentence and asked her to read it again and tell me if the sentence makes sense.  When she tells me it does not. I ask her what letter does she hear when I say log and I repeat the letter /g/ sound.  She tells me /g/.  I asked her to look at the word /lot/ and tell me the last letter.  I have her tell me what sound the /t/ makes.

On a separate sheet of paper I write the word /lot/ and ask her to name other words that rhyme with lot.  I cover up the first letter of each word to show her the last two blend letters /ot/ and asked her if she remembers how these letters sound blended together.  I cover the beginning letters of the rhyming words and show her how they all contain the blend /ot/.  I uncovered each beginning letter and had her sound out the words.