Name of student

Focused area

Update of observation data

Include what daily assessment tool you are using with the individual student.

Strategies/techniques

What is your plan for each student?

Bob

Fluency

Comprehension

Vocabulary

Last week, I worked on Bob’s fluency when reading out loud.  To do this, Bob and I read the passage out loud at the same time.  We also used our fingers to point to the words.  This seemed to work well.  There were moments when Bob would stop for a second too long or rush through bunch of short, easy words.  When he would do this, we’d stop reading and go back to the beginning of the sentence.  In the passage I chose, I made sure the vocabulary was not too difficult.  When the vocabulary is difficult, Bob does not read at a smooth, steady pace.  When we finished reading the passage, I would orally ask Bob questions about what we had just read.  He also needs work on recognizing the main points when he is finished reading.  He seems to pick up on small details, but has a hard time retelling the passage or picking out main points.  I used a semantic map to organize our thoughts after we were done reading.  With prompts, Bob was able to fill in main points; however, could not go into detail.

o   Before reading, I will ask Bob to predict what the author is going to say.  I will also ask Bob if he has any knowledge about the subject.

o   Using Power Point, I will have a few slides with True/False questions on them.  Given the questions, Bob will be prepared on what to look for while reading the text.

o   We are going to read the book using shared reading.

o    When we are finished reading, we will go back through the slides to see which questions we got right/wrong.  This will also help us recap the main ideas.

Matt

Fluency

Comprehension

Vocabulary

Matt always does very well when reading out loud to me.  I gave Matt the choice of sharing the reading or him reading out loud to me.  He chose for him to read it to me.  This shows me that Matt is fairly confident while reading out loud, even though he says he is not.  Matt also did very well with the vocabulary in the short passage we read.  While he was reading, I would stop at a few of the words that he pronounce correctly but seemed a little difficult to see if he could define the.  A couple times he was not able to define, but given assistance and explanations he appeared to understand.  I am focusing increasing Matt’s comprehension.  To do so, I had him fill out a semantic map.  On his own, he did not fill out the map.  I guided him on what he should write down.  We would discuss the word and anything that we read in the passage about that word and then he would write it down.  Matt can often times pick out the little details but has difficulties pointing out the main points.

o   Before we read the story, I will ask Matt to predict what this story will be about.  I will also ask Matt if he has any previous knowledge about this topic.

o   Using Power Point, I will have a few slides with True/False questions on them.  Given the questions, Matt will be prepared on what to look for while reading the text.

o   We are going to read the book using shared reading.

o   When we are finished reading, we will go back through the slides to see which questions we got right/wrong.  This will also help us recap the main ideas.