"The student and began our session by reviewing and rereading a chapter book she had gotten from the library, "Excellent Emma." She was confused in reading the first few pages of the book because it appeared to change the perspective of the speaker very abruptly. We returned and reread the first chapter from the beginning, discovering the cause of the confusion, and discussing the events of the chapter. She was confused about the relationships between characters, so I encouraged her to go back and reread a previous paragraph to clarify her confusion. Afterwards she had a much better understanding of the events and character relationships. We will continue to practice rereading to build fluency.
Next, she and I read an Aesop's Fable together. After reading, we discussed how the "moral" conveyed the main message of the story. Next, we read three more Aesop's fables, each time reviewing the events of the story, and deciding what we believed was the main message of the fable. She was ultimately able to produce sufficient "morals" for the fables. She was then challenged to try one on her own. It was hard for her to articulate the last "moral," but with prompting she was able to give a sufficient answer.
We then practiced another "mistake fixing" exercise, where she had to find the mistakes I had made in writing an article. She located 2 mistakes out of 15; we will likely do this exercise together next time, with her reading aloud. She tends to perform better when reading aloud.
Next, she was given a set of directions. Her job was to determine what the set of directions was asking her to do. This challenged her to connect a variety of details to one overall purpose. She was then asked to write down what she believed the directions were for, and what specifically in the reading passage supported her answer. She did this extremely well, and we will likely repeat this exercise with more difficult text.
She then did a speed-reading and vocabulary exercise. She appeared to enjoy the vocal exercise most, and is steadily improving at recognizing and understanding difficult words. Her speed-reading was at a slightly slower pace today, but it seemed to match better with her reading rate. We will do this again at the next session.
Fluency building will be our primary goal. We will also continue to build her central theme/idea concepts in different types of literature, before moving into inferencing."