During my field my experience at E. R. Dickson, I was able to visit 3rd grade. My cooperating teacher welcomed me into her classroom. In the beginning I had to adjust to the teachers schedule, classroom procedures, and routines. The most difficult experience was building trust from Kaleb. Kaleb is a 3rd grade student, who repeated first grade. Kaleb was very shy, monotone, and easy distracted by others. Kaleb had tested out of special education services. He was below average in reading and math. I began working with Kaleb three times a week, on Monday, Wednesday, and Friday. Our sessions started with a word study. After following the word study Kaleb will identify unfamiliar words for meaning. Kaleb and I began working one on one. The tutoring …show more content…
Kaleb learned to decode and find rhe meaning of unfamiliar text. Kaleb learned to become an independent learner. Before giving a reading assignment, I will show a list of true and false statements concerning the material in the reading assignment. Next, I will construct questions to test for the main ideas. This test helps the student determine what they are expected to gather from the assignment. Also, this will improve their ability to recognize the main ideas in future reading. After reading a passage with Kaleb, was able to read fluently on adaptive reading level and using context clues to retell comprehension questions. Kaleb weaknesses were failing to identify and write down all the main ideas from a reading selection. I allowed Kaleb practice reading for specific questions. I also allowed Kaleb practice opportunities to practice comprehension and oral reading skills. I implemented direct instruction. Kaleb improved generating sentences, increased rate, accuracy, and proficiency in reading. Throughout this experience, Kaleb target goals were to strengthen comprehension skills, such as monitoring, vocabulary, make inferences, ask questions, and identify main ideas and details. Kaleb learned to read with a