Yarbrough 3/3/16 Student is at the board and works with magnetic letters to sort into boxes drawn on the bottom of the board, letter work. Student returns to a desk and sits next to Y. Y gives, her a book and tells her to think about how it sounds when she reads. Y gives her another book and tells her to make it sound like the previous book. The student reads and turns the pages when Y says,"That sounded great keep going.” Student keeps reading Y says, "I like the way you pushed your eyes through that." Y makes marks on a running records page. When the student finished, Y said, "Let's take a look at these sentences." Y went through the book and told her, “Bravo for pushing through parts of the book.” Y tells the student to get up and walks over to the board, She shows her the word “were”. Y has her read the word multiple times then scrambles the letters and has the student put them back in order multiple times. She then shows her the word was. She has her read it multiple times, close her eyes and see it, read it with her eyes closed, then had her unscramble it multiple times. Y then took the “a” and replaced it with a different colored “a”. The student was able to put the word in order each time They went back to the desk and Y gave the student another book to read. Y did running records as the student read. When finished Y went back to a page in the book and showed the student a place where she struggled and pushed through and told her good job. Y then had her go back to the board with letters At the board endings -y, -ike, -ite are practiced with multiple beginning sounds to make new words for word work. The student spelis and reads the words. Y gives her a high ten when the student reads the word dryer and the student jumps up and down and smiles. Y tells her, “I ust gets really excited when you do good.” They both go back to the desk to read The student reads and Y takes running records, The student struggles at the end and Y says, "I'm going to zoom us through here.” Y finishes the last page and goes back to a couple pages the student made mistakes on and went over what she did. Y told the student, "Good readers don't give up until it makes sense and that's what you did. Way to go Cheyanne!" Y gave the student letters and gave her directives to take letters off and to add new ones to read new words. At the end Y clapped her hands and said, "Bravo!" Y asked the student what she knew about hermit crabs. The student responded and Y gave her a new book to read, Hermit Crab. The student reads the book as Y takes running records, The student stops on a word and looks at Y. She rereads the word “safe” correctly. Y asked how she knew that was safe and she said the silent e. Y celebrated with a squeal and did a happy dance. The student smiled and wiggled in her chair. Y gave her high fives, told her "Great job", and told the student to go back to class.