Session Plans:  1,  2,  3. 

My plans: As in the first two sessions the this third and final instructional session will take place in the library. I also invited Rachel and Gina, who benefit from the instruction and act as peer role models. Through the assessment phase and first sessions, Jenny exhibited a need to be consciously active in her literary choices. Not relying on the peer selections or book jacket art to make her reading choices is 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 rate of growth. 

Plans:

1. Discuss what happened in the first two instructional sessions.
2. Reinforce the practiced book selection process. 
3. Review and or edit her list of goals for the reading session.
4. Turn her loose on the library to pick books and read (giving her a final opportunity to get used to making independent reading choices while still in a group setting).
5. Have a 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 she can do to continue and improve on her reading success.

What really happened:

 We met outside the library and discussed our plans for the afternoon. 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.

 After scanning the shelves for any new books on butterflies, Jenny picked a book about a teddy bear who came to life. It seemed like she knew this book. Gina and Rachel both reacted to it when they saw what book she had, Gina asked to look at it after Jenny finished. 

 Jenny sat down with Gina and Rachel and mostly read her book, occasionally looking to see what her neighbors were doing. After she finished reading the book she tapped Gina on the shoulder and gave her the book. Jenny proceeded to read four books, one being a quasi-chapter book (lots of pages but only a few sentences on each page).

Jenny showed off the quasi-chapter book and retold the gist of the story. Gina and Rachel each asked her a question which she answered. She listened to the others speak about their books and asked Rachel if one of her books was scary. 

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

1. Read the first page of the book before choosing it. 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 a pretty good job on this objective.

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 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. No problems here. 

5. When you are done ask yourself questions about what happened in the book. She said that she forgot to ask herself questions.

6. Have fun. She said lots of fun.

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

We decided that she could improve on the utilization of post reading strategies. We agreed that she should continue to focus on what she was reading during the silent reading time. We also thought that it would be a good idea to come up with a bookmark / checklist for Jenny, giving her guidance until the strategies are incorporated into her regular SSR practices. 

What that means for the student's literacy:

 I believe that Jenny has demonstrated growth and success. She is gaining control of her book selection process. This, an essential element to master if she is to develop her literacy in a classroom where independent reading is a crucial component. Should Jenny continue to utilize these strategies, her rate of development will increase.

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.

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