EDUC

428:
Field Journal

Name: Clayton Bueno Date: 9/26/17

CCR Anchor Standard: R.L. 1/R.I.T. 1: "Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text."

Focus topic for your student’s grade level:

Text(s): Socks Author(s): Beverly Cleary

Text selection rationale (briefly, why did you choose this text for this lesson?):

The reason for choosing Socks as my primary text is because it serves as a very
helpful text in which to accomplish the desired standard. It’s easy to read, yet
chapter book structured, make-up allow for the perfect invitation for a first time 6th
grade tutee, and thus, I hope, it will assist in getting us going right away!
Furthermore, the book uses strong metaphoric and symbolic representations, and I
will use said nuances to test Navpreet’s ability to make logical inferences of the
deeper meaning of the book’s content.

Student Writing Task (e.g. CC Graphic Organizer (cite number), Other Graphic
Organizer (describe), Response to Text, Letter, Story, Text Summary, etc.):

Navpreet will be prompted by me to respond to the text in written form. In order to
do so I will create sentence frames that will get her rolling and allow her to feel not
so on the spot, as it is our first day working together.

Demonstration or “I do”: How will you introduce the anchor standard and focus
topic in a kid-friendly way? How will you demonstrate what you want your student to
be able to do? Cite specific language you will use (exactly what you will say) and
which portions of text you will use to make your demonstration.


1. I will introduce the anchor standard by asking – “When you read a book, a
poem, or even a text message.. how do you understand what you are reading?”

2. We will then have a discussion about how she reads and draws meaning from
what she is taking in. These will Segway into myself introducing her to the idea of
making “inferences” about the text she is reading.

3. I will then introduce her to our primary text for the day, Socks by Beverly Cleary.
After giving her the gist of what the book is about, I will ask her about any initial
inferences she has regarding the book.

4. We will then read an excerpt of the book (P, with her reading to the extent she is
comfortable, and I, the rest.

Invitation: How will you explain what you want the student to do today? Cite
specific language (what exactly you will say) and portions of text you will use to
invite the student to engage in the instructional focus. (This should be your
shortest section)

In order to introduce the purpose of the session to Navpreet in an engaging and
inviting manner I will ask her if she has any siblings, particularly, younger siblings
(or cousins). I will then have her reflect on how she felt when they were first
brought home and through the first years of their life. Did you feel like your
parents weren’t paying attention to you? Did you feel lonely? Are examples of
this.

After this discussion I will have her hold on to her responses to those questions, and
utilize them as tools to assist in her inference building of the text. By doing this I
believe she will be engaged and invested in the text because it relates to her
personal experiences and perhaps, struggles.


Guided Practice or “We do”: After the invitation, what will the student actively do
to practice the topic of focus? How will you guide them in their practice? Cite specific
language (what exactly you will say) and portions of text you will use to guide
the student with the work. (This should be your longest section.)

I will inform Navpreet that while we read the text she can inform me when she is
tired of reading, and I will step in for a page or two. When I am reading, I will make
inferences and state them to Navpreet, doing so to passively and naturally illustrate
to her what I expect from her while she reads. The sentence frame that will guide
our infrerences will be – “After reading the text “_______________” I infer that this
represents __________________, because…”

To finish up the activity we will turn our most prominent inferences about the text
into writings that express our thinking. Sentence frames will be provided to this,
and I will fill out the first of them to showcase what the activity entails.







Reflection: Provide your overall sense of the session- use key moments from your
interactions to support your claims. Also reflect on how your student did in relation to
the focus topic. Describe some of his/her reading and writing behaviors. Finally, what
is one thing that you learned from this session?



In my opinion our primary session went off without a single issue, primarily due to
Navpreet’s excellent engagement and willingness to participate. For example when I
was asking her questions from the student survey she was completely transparent
and very willing and excited to share about herself and her loved ones. Furthermore
when it came to the more academic portions of the session she never once dropped
in enthusiasm, which lead to her not only doing great on the spelling test, but then
taking the initiative to ask me how to spell the words she had missed, and then
spelling them out correctly to cement in the new knowledge. This inner drive to
learn continued into our session when we had completed making our written
inferences of particular situations in the text. Navpreet decided we should test each
others ability to infer meaning, and so we picked random texts form the library,
selected random passages from said texts, and then had the other draw meaning
and infer what the context was that the other partner had derived. I was shocked
how much we were able to accomplish in this one lesson, and about how advanced
Navpreet is and desires to become in terms of her reading and writing! I’m very very
excited for the sessions to come because with this type of engagement and intrinsic
desire to learn, we will be able to do some really cool stuff!




Thinking Ahead to Next Session: (may be subject to change)

CCR Anchor Standard: CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.

Focus topic: How point of view can drive and define the direction in which one sees
the upcoming events of a text

Text(s): The Ugly Duckling

Writing Task: Write two reflections based on the points of view of the two sides of
the story – the ugly duckling, and the other ducks.

**I want to add a more complex twist to this lesson, perhaps with manipulatives or
story boarding a scenario of our own.





Writing Down our Inferences