Big Buckeye Buddy’s Name: Hannah Hartley

Little Buckeye Buddy’s Name: Kajori Sullivan

Lesson # 6
Date: April 5, 2019
Lesson Component Anecdotal Notes
Provide a basic outline of your plan for each component. Include your books and materials, what Record here what happens during the lesson. Be as
you’re going to do/say, and your instructional goals. specific as you can. These notes will help you plan for
- Read Aloud: A Porcupine Named Fluffy by Helen Lester next time. Remember that this is where you are
assessing the student and his/her learning.
- Supported Reading: Greedy Cat is Hungry by Joy Cowley; Level 7
- Running Record: Clever Fox by Beverley Randell; Level 6
- Retrospective Running Record: The Toytown Fire Engine by Jenny
Giles; Level 6

Read-aloud (10-15 minutes) (Teacher reads)

Read aloud an interesting short story, poem, or book chapter (use a variety of literary
genre) that engages the child’s comprehension. Focus on enjoyment and discussion.
Include the intent for the reading and the prompts you’ve planned.

Title: A Porcupine Named Fluffy

Author: Helen Lester
See attached RA Planning form

Supported Reading (10-15 minutes) (Student reads or student and

teacher read together)
Running Record:
- Running Record: Clever Fox by Beverley Randell
RRR:
- Kajori read The Toytown Fire Engine by Jenny Giles with an
accuracy level of 105/105 = 100% accuracy rate; and a self-
correct rate of 0 errors + 4 self-correct / 4 self-correct = 1 or 1:1.
- During the RRR, I want to acknowledge how Kajori continuously
went back and self-corrected herself. I also want to acknowledge
how she spoke loudly and read the book with no errors. I will say,
“I noticed last week when we were reading this book, you were
really paying attention to the words on the page. I noticed you
also went back and corrected yourself when something did not
sound right which is something all good readers do. You also read
the book in a louder voice than usual which allows the people you
are reading too to hear you better. I can tell you have been
practicing because you did not have any mistakes while reading
this book! Your brain was working so hard! Give yourself a pat on
the back.”
Word work:
Bringing high frequency words to fluency: after
- The word we are starting to work with today is word after.
- Let’s practice writing that word on our white boards.
- I will write the word on the white board and then I want you to
check my writing by running your finger under the word and
reading it out loud.
- Now I want you to write the word. Can you write the word after
on the board? (I will do this until Kajori can write it quickly and
automatically).
- Wow you have gotten so fast at writing that word! I wonder if you
could beat me in a race? Let’s race and find out. (I will win the
first time because the student will most likely forget to check
 their word but hopefully after the first race, they will learn to
always check their word.)
Reading a new book
Overview of book:
- The book we are going to read today is called Greedy Cat is
Hungry by Joy Cowley and it is about a cat who is hungry.
However, everyone keeps saying he’s a greedy cat, except for
Katie. Let’s see what happens to the greedy cat!
Preparing to read the book: Preparing to read the book:
- Look through the book together.
- Meaning: conduct a picture walk and point out important details
such as the setting which is the road and the characters, Greedy
Cat, Dad, Mom, Uncle, Aunty, and Katie. Also, talk about what is
going on in the story while doing a picture walk.
Look through the rest of the book together and discuss any more
key details. Commented [WMI1]:
- Structure: (p. 6) Model the phrase, “Greedy Cat sat on a mat by
the fridge”. Greedy Cat sat on a mat by the fridge to see if anyone
would give him food. Would you give Greedy Cat food?
- Visual: Predict and locate: (p. 7) On this page, there is the word
Uncle. What letter would you expect to see at the beginning of
this word. Can you find that word?
Predict and locate: (p. 9) There is a word on this page that will
help you when you are reading. It is the word Aunty. Can you
point to word Aunty?
Read the book with support.
- My plan with Kajori is to let her read as much as she can on her
own so I can see where she is struggling and over what words. I
will help her decode a word that she is confused about but also
teaching her how we can use context clues to help us figure out
the word. Finally, I will have her re-read the sentence to think
about if it makes sense or not.
Read the book with support.
After reading the book, ask a few comprehension questions:
1. Who gave Greedy Cat at what he wanted?
2. Why do you think no one would give Greedy Cat food besides
Katie?
3. What was your favorite part of this story?
Plan to take a running record of this book next week.

Joke (1 minute) Make your student laugh with text

Think about wordplay, figurative language, prosody, and how you might scaffold and support
understanding.
Here’s the joke:
Q: Is your refrigerator running? (Yes or No)
A: Then you better go catch it!
This joke includes a fridge to go with our supported reading book.