"The student and I first talked about the book she was currently reading, Emma. She gave me a general idea of the events of the book so far. I asked her deeper-meaning questions about certain aspects (involving how certain characters were feeling).
We then started a reading log for "The Secret Garden." We read through the first chapter together. I showed her how to use the endnotes and other features to help her understanding of the book (she liked these features). We stopped every so often, as she read, to discuss the events and her response. She would sometimes read through a few paragraphs and, when stopped, reveal that she had not understood the reading. We reviewed the need for her to stop and make sense of the text before moving forward. With guidance, she was able to understand and respond to the text well.
We then did an inference exercise that required her to infer, from clues, what kind of creature an axolotl was. She decided it was most like a lizard, which was very close to the correct answer. We then practiced using inferring and reasoning on a Fact/Fiction exercise. She was presented with a fact ("The puffer fish is considered a delicacy in Japan."). She was then encouraged to use her prior knowledge and reasoning to decide whether this "fact" could be true. The exercise was meant to encourage her logical reasoning and monitoring skills when reading.
Her error-fixing exercise went well; she only missed 2 errors. I then read aloud to her, and she was encouraged to find miscues in my reading.
Her vocal practice went well, though we will need to focus more on definitions. She does well with missing-word sentence completions. She also did her speed-reading, this time scrolling through the text, at about 300 wpm.
Overall, she is beginning to think and consider her reading more carefully, use inference, and generate central themes/ideas. She was given a reading log for "The Secret Garden," as the greatest help for her fluency will be an increase in reading! She is to give a brief summary of what she read every day. Her parents were also left with two error-fixing exercises and another inference practice."