Clayton Reflection

Introduction:
For the past six weeks, I had the chance to work with Clayton. Clayton is a first grade students at Lincoln Elementary in Cedar Falls. I worked with Clayton for six, half an hour, sessions. The purpose of working with Clayton was for me to gain knowledge on how to work with students on reading and writing. To work on this, we did many different activities such as word sorts and working with letters by comparing features. Clayton and I also worked on his writing by generating stories and recording them.
Student Assessment:
Throught the six week period, I worked through six different assessments. One was the letter ID assessment. The purpose of this assessment is to see what letters the student knows and doesn't know. The concepts

For read alouds, we would start out by making predictions about the book. We would then start reading and I would ask Clayton open questions about the plot and characters. If there was unknown vocabulary in the book, I would share it during this time. After reading, Clayton and I would have a conversation about the text such as favorite parts or his overall thoughts on the book. We also did a few guided readings over the last few weeks. This reading experience would start with me sharing any possible unknown words and strange text features. An example of a strange text features was in the last book where there was text in the form of a letter. If this text wasn't read, the meaning of the story would have been lost. Lastly, Clayton and I had a shared reading experiences. Before start the text, Clayton and I would go through the book and get a general feeling for what the text was going to be about. As we read through the text, I would ask questions about the text and then we would have a conservation at the end of the book. While reading, if Clayton misread a word, he would go back and self correct himself. Clayton would also chunk unknown words as a reading strategy. When Clayton was reading an easy text, he would read very fast and