Session Plans:  1,  2,  3. 

My plans: As in the first session, the second session will also take place in the core of every student's, class' and school's curriculum, the library. I also invited along the same two students, Rachel and Gina, who would benefit from the instruction and could act as peer role models. Through the assessment phase and first session, Jenny exhibited a need to be more consciously active in her literary choices. Not relying on the peer selections or book jacket art to make her reading choices was key to maximizing her literacy development. Jenny's classroom teacher incorporates Silent Sustained Reading into the curriculum, therefore what Jenny chooses significantly affects her chances for success and growth. 

Plans:

1. Discuss what happened in the last instructional session.
2. Talk about and model the book selection process. 
3. Edit her list of goals for the reading session.
4. Turn her loose on the library to pick books and read (giving her a second opportunity to get used to making independent reading choices while still in a group setting).
5. Have a 4 person reading group book share.
6. Take a look again at her list of goals and see which ones she accomplished.
7. Talk about what went well, and what could be improved upon for next time.

What really happened:

 We met outside the library after they finished school. We discussed our plans for the afternoon and entered the library, Rachel, Gina and Jenny. Jenny and I reviewed our goals. 1. Read the first page of the book before choosing it. 2. Think about what the book is going to be about based on the title, cover art, and a reading of the first page. 3. Ask yourself, 'am I interested in this book' 'did I understand what I read'. 4. When you find a book with which you are satisfied, sit in a comfortable quiet place in the library and enjoy the book. 5. When you are done ask yourself questions about what happened in the book. 6. Have fun.

 Jenny made a bee line to the insect and butterfly section of the library, she seemed more concerned with the reading level and more interested in making a solid selection. She brought 2 books back to the table where I was sitting. Meanwhile Gina and Rachel were still looking for books in the easy English section.

 After reading one of her books Jenny showed me a picture of a butterfly emerging from its cocoon, I looked up from my book and nodded. She went over to Gina and Rachel who were reading. The two of them put their books down and looked on as Jenny showed them the same picture. After about a minute I reminded them that they had the right to read any book in the library by themselves (I wanted to give Jenny time to communicate her enthusiasm and share her book with readers she considered "good"). The group broke up and they went back to their books. Jenny sat down on their table and started reading her other book.

She read about five or six books (all within her reading level). 

When it came time for reading circle Jenny showed off the butterfly book again and with a little nudging told us what she learned from it. When she was done she listened to the others speak about their books. 

Jenny and I went over her goals to see how she did.

1. Read the first page of the book before choosing it. We agreed that she did very well.

2. Think about what the book is going to be about based on the title, cover art, and a reading of the first page. She thought that she did this a bit better than the first session but still didn't do it for every book.

3. Ask yourself, 'am I interested in this book' 'did I understand what I read (on the first page)'. She said she did this for most of her books.

4. When you find a book with which you are satisfied, sit in a comfortable quiet place in the library and enjoy the book. Once again, she did this with few problems.

5. When you are done ask yourself questions about what happened in the book. She said that she didn't ask herself any questions.

6. Have fun. She said that she had more fun than the first time.

In talking about what went well for her, we agreed that she read more books than the first session, she also used more selection strategies and consequently enjoyed more success.

We decided that she could improve on the utilization of her prior knowledge and post reading strategies. Also we agreed that she should try to focus more on what she was reading during the silent reading time and less on showing others what she was reading until it was time for book club.

What that means for the student's literacy:

 I believe that this session showed at some growth and increased success. Jenny is beginning to understand how to gain control of her book selection process. As stated previously, this is an essential element to master if she is to develop her literacy in a classroom where independent reading is a crucial component.

What instruction the student needs next:

Jenny needs to continue to work on selection strategies as well as pre and post reading comprehension strategies. She also would benefit from duolog reading sessions. The third session will build on the first two sessions, and will use what we learned in the first two to build and work towards more success. 

1. Student Background
2. Assessment Instruments
3. Student Summary
4. Session Plans 1, 2, 3. 
5. Final Summary
6. Parent, Teacher Letters