Peer Coaching

I was coached by Victoria Arroyave. She observed my focus student while he read a book that he picked out from the classroom library. I had her collect data on things she noticed that affected HK's fluency while he read.

I learned a couple of things from this peer coaching session that gave me more insight into my focus student. One is that he self corrects often which is something I never really noticed. This is good because self-correcting is an important skill to have and it's much better when students stop to correct themselves than when they continue reading. Another thing I noticed is that he uses word tracking which is good because it helps prevent the skipping of words. Lastly, she pointed out that he reads with expression which is a part of fluency and the root of my inquiry.

Based on her notes, I see that he really struggled with both short vowels and long vowel patterns. He was mixing them up. For example, he said "pet" for "Pete" and "pale" for "pal." On account of this information, I would make plans to work on short and long vowels with this student. I think a flip strip activity with short and long vowel words on the cards would do him well. I have done timed activities with his before and I know he enjoys racing against the clock so I would probably time the flip strip activity. However, I would be looking at accuracy more than I would be looking at speed.