Karlie's Tutoring Goals

Analyzing is one effective reading strategy a reader can use. This method is most effective by thinking about the writer’s arranged ideas. For example, viewing the developed topics and the structure of the paragraph is a way of analyzing. Annotating is beneficial to the reader who is analyzing the text. When using annotating, a reader

But the professor would give stories and give us some strategies to so we can comprehend the stories. And the stories would be interesting and I wouldn’t get sleepy and try my best to understand it. But over time I would annotate and do little notes on the side so I can know what the paragraph was about. I started using more the dictionary because I learned when you read look for and you don’t understand a word look for it in the dictionary. It a great help and the professor thought us more thing to improve are reading and to understand the

I sit in this AP Language and Composition class trying to decipher the essence of the unending annotations and floods of random texts for the past quarter. Little did I know that I would be taking flight and soaring through the smallest details and threads of literary devices and techniques of analyzing language. Before this class, I looked at a book, aware that it was filled with potential symbolism and crucial themes that were definitely worth considering. Yet, I often paid far less attention to the way words are crafted in efforts to create a beautiful masterpiece. Who knew that the jargon used in Snow Falling on Cedars could significantly shape the overall tone of the book? From the years leading up to this class, the main goal I had

Responses (interact with the text through analysis, predictions, evaluation, and connections, but don’t just summarize)

Analyzing Stylistic Choices helps you see the linguistic and rhetorical choices writers make to inform or convince readers.

You will see these features a lot during your research project, and it is important that you know the purpose of those text features.

H6: A student engages with the details of text in order to respond critically and personally.

Today 's lesson objective is: Students will be able to determine how an author structures a text to make it more manageable and efficient to read.

I took note of what each paragraph talked about and the most important information in each, which helped me make sense of what I was reading. Highlighting key words within the text helped me tell the main idea that he was trying to get

Students were introduced to expository text in a previous lesson and understand how it differs from narrative text. I used their science textbook to introduce the structure of expository text. The students know that when they are reading expository text, they are reading for information. Since structural components vary based on the text, we will continue to explore the components (cause/effect, compare/contrast, sequence, description, and problem/solution) throughout the rest of the school year. When students possess the necessary skills to identify the main idea, it aids their reading comprehension.

Cite specific textual evidence when writing or speaking to support the conclusion drawn from the text,” CSS.ELA-Literacy.CCRA.R.2.2 – “Determine central ideas or themes of a text and analyze their development,” and CSS.ELA-Literacy.CCRA.RI.2.6 – “Assess how point of view or purpose shapes the content and style of a text.” It also supports speaking and listening standard CCSS.ELA-Literacy.SL.2.3 “Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue, writing standard CCSS.ELA-LITERACY.W.2.8 “Recall information from experiences or gather information from provided sources to answer a question,” and math standard

accepted author’s arguments and didn’t put my thoughts on them. Thus, I always had a struggle to write down my opinions about reading in persuasive and logical ways. I never went through several processes to annotate before learning these chapters. However, after learning the skills to read and annotate, I could annotate and understand articles more easily. By annotating with several steps and putting reactions to the ideas in the text, I could analyze articles more thoroughly and also have critical thinkings (also put my ideas into reading paragraphs). In this way, I could have clear thinkings and feelings about the text. As a result, I had more materials

Students need lots of opportunities and time to apply the comprehension strategies they are learning. This can be achieved when students engage in reading activities that reinforce the specific strategy. For example,

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

The central focus of my lesson was comprehension. I wanted the student to draw on their inferences to better understand the story. My lessons have built on one another because I have focused on different areas and made them more challenging. I first started the lessons with decoding, once the student mastered that I moved onto blending and finally comprehending. Each lesson up to this point has focused on what the student has learned from each tutoring session and building upon those areas to better understand the text by strengthening her fluency. I know that the student does not enjoy reading, therefore I make lesson plans that I believe she will enjoy by using subjects, text, and fun worksheets to engage her learning. I support my student’s literacy learning by creating engaging lessons and finding strengths in her reading that they may not notice. I try my best to compliment and support her progress by praising her when needed. My main focus in the beginning was to create trust. I believe once she trusted me that I want her to succeed, but to also trust me in the sense that she should do her best work, I began to notice that she tried her best once the moment of trust was built. I also try to create rapport with my student by getting to know her better and relating to her for a personal level. How I know if the student has mastered a topic in the lesson plan is based on the summative and formative assessments. The goal of my lessons is to improve my student’s fluency in