Mini Lesson #2: Katie

Mini Lesson #2

Your Name:  Katie Overfield                       Grade Level:  Second Grade

Date Lesson Was Taught:  4/20/12                 Number of Students:  1

1.    Rationale

We are focusing on a comprehension lesson for this focus student because of their difficulty comprehending the books they read individually.  Examining and explaining how to comprehend stories they read, as well as improving their fluency, will allow this focus student to be successful in the future. 

2.    List which reading skill/strategy is the main focus of your lesson (select ONE area):  Comprehension

3.    Objective for this lesson (performance, condition, criteria):

Focus student will learn about and practice comprehension strategies while reading “If You Give A Pig A Pancake” aloud to teacher. 

4.    Materials & supplies needed:

·      “If You Give A Pig A Pancake” by Laura Numeroff

·      Miscue Analysis Sheet

5.    Outline of Lesson Plan:

Introduction to the Lesson (3 minutes):

·      Teacher will introduce comprehension to the study as the understanding of the reading material.

·      Teacher will introduce the book to focus student.

Outline of Key Events (10 minutes):

·      Teacher will ask the focus students’ initial impression of the story.

·      Student will read “If You Give A Pig A Pancake” aloud.

·      Teacher will conduct a miscue analysis for the first 100 words.

·      After the book is finished, the teacher will ask for a retelling of the story, noting details and literary elements the focus student mentions.

Closing Summary for the Lesson (3 minutes):

·      Go over the miscue analysis together while using encouragement and positive notation.

·      Teacher will again discuss comprehension tactics with focus student for future use.

6.    Ongoing-Assessment

To continuously evaluate this student, we will conduct several other comprehension assessments, like the miscue analysis, and document their progression to evaluate how to change lessons to help them. 

7.    Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Motivation will again be needed for support during this lesson, but we will also help them to focus by creating a quiet and private environment so their fellow classmates do not distract them. 

Reflection

What did you notice about your students’ participation and learning in relation to your objectives?

With my focus student, their participation was attentive.  However, my students’ learning was limited based on the fact that they had read a similar book before (this was not known to me until after we completed the lesson).  I do believe that my focus student learned new comprehension strategies through this lesson though, because I could see them being used when they went back and continued to do individual reading.    

What were the strengths and limitations of your lesson for supporting your students’ learning?

I believe that a limitation of my lesson was that we had used a book they were fairly familiar with.  Although this is sometimes a good thing, it did not assist us in learning and improving on comprehension techniques.  However, I believe that a strength of the lesson was the final discussion on the literary elements to focus on during reading.  These pointers helped the student focus on specifics of the story, which in turn helped them to comprehend the story and future stories in their education.   

What did you notice about yourself as a teacher?

As a teacher, I noticed that I jump in too quickly to help those who need it.  For example, if a student is struggling with a word, I automatically correct them rather than help them to read it.  Although I do not always do this, I am now aware of this idea, and am more cautious when reading with students. 

Mini Lesson #1: Katie

Mini Lesson #1

Your Name:  Katie Overfield                       Grade Level:  Second Grade

Date Lesson Was Taught:  4/20/12                 Number of Students:  1

1.    Rationale

Fluency is a necessary aspect of literacy and is one of the main components to having successful comprehension.  My focus student struggles with reading unfamiliar words and stories in class and on their own.  In turn, their literacy comprehension has been decreasing even further because they have continued to struggle in their fluency.  This lesson will help to reach beyond sight words for their fluency and teach them how to increase her fluency.

2.    List which reading skill/strategy is the main focus of your lesson (select ONE area):  Fluency

3.    Objective for this lesson (performance, condition, criteria):

The focus student will learn to and practice increasing their fluency through reading The True Story of the Three Little Pigs by Jon Scieszka several different ways. 

4.    Materials & supplies needed:

·      “The True Story of the Three Little Pigs” by Jon Scieszka

·      Script Version of story

5.    Outline of Lesson Plan:

Introduction to the Lesson (3 minutes):

·      Teacher will share that we are doing a mini-lesson on fluency!

·      Will discuss that fluency consists of expression, accuracy, and pace with the student.

·      Explain that we are going to read the same story several different times to help improve their fluency.

Outline of Key Events (10 minutes):

·      Student will whisper read the story first.  This will enable the student to get acquainted with the material.

·      Student will read the story aloud, while teacher does a running record.

·      Teacher will stress the importance of expression and inflection in their reading by doing a Reader’s Theatre with the student with the same text. 

Closing Summary for the Lesson (3 minutes):

·      Discuss again the components of fluency and explain to the student how well they used them.

·      Give the student a few additional hints to improve their fluency.

6.    Ongoing-Assessment

Will continue to observe the student during their partner reading time to see if they remember to use inflection in their reading.

7.    Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Support that will need to be used is motivation tactics.  My focus student gets very discouraged during literacy lessons because of their struggles, so I will need to motivate them throughout the entire mini lesson. 

Reflection

What did you notice about your students’ participation and learning in relation to your objectives?

My focus student was very engaged at the start of the lesson because he was intrigued about the different Three Little Pigs story.  As we continued, I noticed that although my student seemed to be reading fluently, he made many errors while reading without noticing.  Therefore, we had to stop and really focus on the words we were reading for accuracy, rather than speed.  Once we reached the Reader’s Theatre part of the lesson, my focus student was more confident with the text, and therefore focused more on all aspects of fluency instead of simply speed. 

What were the strengths and limitations of your lesson for supporting your students’ learning?

I believe that a strength for my lesson was the use of the Reader’s Theatre.  This component of the lesson allowed not only for the student to practice and improve their fluency, but involving myself helped to show examples of how to incorporate all aspects of fluency, including expression.  I believe a limitation of the lesson was that since we only used one story, the student became slightly “over it” as he stated, and the material became ineffective quick.

What did you notice about yourself as a teacher?

As a teacher, I realized that I myself need to work on expression and inflection during reading because I had to repeat lines several times to incorporate the correct use of expression to demonstrate. 

Mini Lesson #2

Mini Lesson #2

Your Name: Alyssa Kay

Grade Level: First Grade

Date Lesson was taught: April 12^th

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

 Fluency is the ability of a student to read with speed, accuracy, and proper intonation. When students begin to become fluent readers they begin to recognize words automatically, read aloud effortlessly with expression, do not have to focus on decoding, and can focus overall on comprehension. This is a huge stepping stone for students to accomplish. The constant practice of reading words and implementing strategies for fluency make a student become a competent reader. Therefore, fluency makes the connection between word recognition and comprehension. When a student can read with ease they understand the materials because they are not stumbling over words or getting lost in the text. This is the road to a student building successful comprehension!

2) List which reading skill/strategy is the main focus of your lesson (select ONE area):

• The focus of this lesson is fluency.  

3) Objective for this lesson (performance, condition, criteria):

• After listening and reading through the rhyme, Sunny Sunflower, the student will arrange the disconnect rhyme strips back in order by reading through the word strips over and over until they match the first rhyme they heard.

4) Materials & supplies needed:

• Rhyme: Sunny Sunflower

“Sunflowers all different sizes
Line the garden wall.
Some are short and cheery
Others strong and tall.
Starting as a tiny seed
Growing quickly like a weed.
Whatever size they are, you see,
Each is special
Just like me!”

• Rhyming Paper Strips

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

Introduction to the lesson (List what you will say to help children understand the purpose of the lesson? How will you help them make connections to prior lessons or experiences? How will you motivate them to become engaged in the lesson?) (5 minutes)

 “Today Student B we are going to read a fun rhyme and then piece it back together the broken rhyme using these rhyming strips!

 “This activity will allow you to practice your reading skills, mainly fluency. There is a big bulletin board in your room that has this word on it; do you know what it means? (Wait) Fluency one of your main focuses for your Daily Five Reading activities! Fluency is how your read through a text with speed, accuracy (reading the words correctly), and intonation which is your pitch or how you say the word. We get to practice all those reading skills together!”

 “First I will read the rhyme ______ to you, and then we will read it together.”

 I will make connections from this lesson to others by telling Student B that this activity is similar to readings they do for their daily five activities. This lesson requires you to read rhyming strips over and over to piece them back together, just like you read text over and over to your teacher at the reading desk. I have also heard some of your rhyming songs, this passage is a rhyme!”

 I will motivate Student B with a warm but exciting voice that sparks an interest with what I say about the rhyme. I will ask them to tell me two words that rhyme!---Great, now lets see what this poem is about and what words rhyme!”

 OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; list how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (12 minutes)

 I will begin the lesson by showing Student B the rhyming passage. Then I will read over the rhyme.

 I will ask Student B to tell me words they heard in the rhyme. We will discuss what they think the rhyme was about, before it is there turn to read with me.”

 I will then make sure Student B correctly understands what a rhyme is camouflage is by asking them to repeat the first two lines of the rhyme. Then I will ask them which two words rhymed.”  

 I will then tell Student B we are going to read through the rhyme together one time.

·       I will give a brief overview of the activity we are going to complete after. I will show Student B the rhyming strips and explain that each paper strip is a line from the rhyme. It will be their job to read through the strips and put the paper strips back in their correct order. I will explain that it is important to read the words accurately so they know which words rhyme. I will make sure they feel confident even going at a slower pace.

 As I read the poem the first time I will make sure to read at a moderate pace and use proper intonation. I will also highlight the words that rhyme by defining them (if needed) or asking, “Did you heard which word rhymed with ____?”

 Next, I will have Student B read through the rhyme with me. This will allow them the opportunity to see the rhyme as a whole piece before it is broken into pieces.

 When we are finished talking about the book, I will give them directions for the arranging the rhyming strips. Again, I will explain that this practice reading. By repeated the lines over and over to find their correct fit, they will practice many of their reading skills they do every day in the Daily Five.

 This activity will first allow me to see Student B’s fluency (speed, accuracy, and prosody) and then see whether or not the repeated reading of the rhyme helps them remember the words and decode words that may have took them longer the first time. This activity will help the build fluency by “repeated reading” or by repeating a rhyme due to the fact that they need to piece it back together.

 I will explain to Student B that thinking about this word passage as a “rhyme” will help them put the pieces back together. (This will show them a reading strategy and add to their comprehension of the rhyme). Then Student B will work through the activity. I will encourage them to put two lines together read then and see if they fit---How will you know if the paper strips go together? (Wait for Student B to say that they rhyme). I will support them through reading and decoding words.

• Closing summary for the lesson (List how you will bring closure to the lesson and involve children in reflecting on their experiences. How will you involve them making connections to prior lessons or prepare for future experiences? What kind of feedback do you want from them at this time?) (7 minutes)

 I will bring closure to the lesson when Student B has finished putting rhyming strips in the correct order. I will have them read their completed set and then listen to me read the original rhyme. Do they match?

 I will have Student B tell me about how they figured out certain strips went together? I will ask other questions such as: “Was it easier to read the rhyme the last time compared to the first time you read it?”

 Once Student B has reading through the rhymes to make sure they match, I will create a meaningful discussion about how this will help them with their fluency and overall reading skills. I will example again what fluency is and relate it to their bulletin board. I will make a connection from when I was younger saying I would practice the same story or lines over and over until I could read them independently and understood them. This relates to fluency J  Message: “It takes a lot of practice and can be very frustrating when we can’t figure out a word. This may make you want to stop and not come back to the text. But just remember that it takes practice and repeated experiences just like you did today! You repeated several lines of rhyme and pushed through until you were able to read through the lines and piece them together!”

 I will also tell Student B that when his teacher makes him reread the same story or line passages it is helping him build fluency and his overall reading skills.

 6) Ongoing-Assessment: (How will you know the students are progressing toward your identified objective? What will you observe for and/or take notes on to help you plan follow-up instruction?)

• I will know my student is progressing towards the desired objective if he is beginning to reread lines using a quicker speed, accuracy, and prosody. This will allow me to see that the activity is helping him build fluency and find a balance or flow with the words.  
• I will observe how the student decides to put the rhyming strips together. I will also observe how their speed, accuracy, and prosody either changing or staying the same through the activity.
• 7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

• This student shows a lack of confidence when it comes to reading. When words look unfamiliar he says, “I don’t know” and tries to slowly sound out the letters in the word. I will be a support system by helping him sound out the words in the sentence if he can not decode the word.
• This student is seen on the mid-average level reading scale with his classmates, therefore I will give him a basic rhyme to promote a repeated reading activity to increase his fluency. He has a slower speed, average accuracy, and moderate prosody based on his confidence level.

Reflection:

• What did you notice about your students’ participation and learning in relation to your objectives?

I noticed that in the beginning Student B seemed very interested in the activity because it was a rhyme. He seemed familiar with rhyming words and how to think of other words that create rhyming words. This therefore allowed him to start off the mini lesson with a sense of confidence. After I first read the rhyme it was Student B’s turn. He read through the rhyme at a slow/moderate pace. When he came to words he did not know he tried sounding them out and if he needed assistance I was there for support. In the beginning the speed, accuracy, and prosody stayed similar. Once he continued to explore the words and re-read the strips, I did see an increase in his fluency. He started to appear more confident and his voice was louder and higher in pitch. He put the pieces together and was extremely proud of his accomplish. Student B also seemed to understand the goal he completed and how it helped him get through the rhyming passage.

• What were the strengths and limitations of your lesson for supporting your students’ learning?

I think the strengths were picking a rhyme that was simple but yet challenging. I knew that some words would be easier than others but this would allow the student to focus on specific words or aspects of the rhyme. Based on his reading and slow pace, I think by re-reading the rhyme over and over he built a stronger voice and showed more confidence in the material. This is an important strategy he can use through all texts, stories, and passages he reads. In terms, of limitations I wonder if there were any other ways I could have promoted prosody more that would have allowed him to take on different ways to read the rhyme. This may all relate to his confidence however and once this is built then he maybe prosody will take more of a role in his fluency skills.

• What did you notice about yourself as a teacher?

As a teacher I noticed that I truly have an interest in the way student read. I found it enjoyable when Student B decoded a word and began reading it with more ease each time. These are the times when I know I was meant to be a teacher, these proud moments. I realized that helping students read is a huge interest of mine and I think using fun strategies like this one is very helpful. I was able to think about a way for a student to “re-read” and practice their fluency skills in an interesting way rather than just looking at the text on a sheet of paper or in a story over and over. I found this to offer lots of opportunities for other areas of reading skills and overall it did build a great comprehension of the text as a whole!

• What questions do you have?

The one question I have is on teaching prosody. I understand what it is and how to use the words. But, how do you get a student to use it independently even when they just want to use their moderate voice-is this all about redirecting them and getting them to repeat sentences using the same intonation I use?

Mini Lesson #1

Mini Lesson #1

Your Name: Alyssa Kay

Grade Level: First Grade

Date Lesson was taught: April 12^th

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

 Comprehension is essential to reading. A student learns to enjoy and build connections to text once they obtain the skills of comprehension. Building this skill in early stages of reading is extremely important. Comprehension is the student’s ability to use the components of fluency to understand and process the meaning of a text. When a student understands the text they can further answer questions of the text, connect it to their personal experiences, and understand the books purpose as a whole. When thinking about comprehension specifically with reading, it shows a students ability to accurately understand written material and be able to interpret what they read by decoding, making connections, and thinking deeply about the text. A student who does not understand a text will quickly loose interest or feel defeated. Therefore, for this lesson the student will focus on sequencing and summarizing. Sequencing will help the student put the story in order from what happen first, next, and last (beginning, middle, and end). From practicing sequencing they will be able to summarize the text giving the main point that’s that occurred. A summary does not need to be long and ever bit of detail, it is intended to be short and sweet!

 2) List which reading skill/strategy is the main focus of your lesson (select ONE area):

• The focus of this lesson is comprehension (sequencing)

3) Objective for this lesson (performance, condition, criteria):

• After listening to the story, The Mixed-Up Chameleon, the student will sequence the eleven story events by first matching a sentence strip with a picture and then put them in order, understanding that a story has a beginning, middle, and end.  

4) Materials & supplies needed:

• The Mixed up Chameleon by Eric Carle
• Sentence Strips
• Pictures of Chameleon with additional animal parts

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

Introduction to the lesson (List what you will say to help children understand the purpose of the lesson? How will you help them make connections to prior lessons or experiences? How will you motivate them to become engaged in the lesson?) (5 minutes)

 “Today Student A we are going to learn about beginning, middle, and last using a very fun and colorful story!”

 “In every book you read there are always parts that are thought of as the beginning, middle, and an ending. These terms are important because they show what in what order the story is told. There are some stories that can be told in a mixed up order but most of the time you will read a story that first starts with a beginning event that leads into middle events, and then finishes with the last event or ending.”

 “While we are reading the book, we also can see what colors a Chameleon can change into! Have you ever seen a Chameleon before?”

 I will make connections from this lesson to others by telling Student A that everyday my Mentor teacher shows the students how one event leads to another or at times a problem and then leads to another event that solves or ends the situation. This also connect with are daily life when we face a problem, need to make a decision, or just a simple part of our day. All of these situations create a story that have a beginning, middle, and end. I will also mention that in the story the Chameleon takes a trip to the Zoo-this will create a personal connection to the students experience and interest in animals.

 I will make a connection to the classroom writing board to Student A, reinstating that everyday my Mentor teacher points to the writing board and shows that their story has a beginning, middle, and end. She sings a song that goes with writing activity to the students remember how their writing will flow together. This will help them relate with the story.

 I will motivate Student A with a warm but exciting voice that sparks an interest with what I say about the book. I will ask what their favorite animal is and we are going to take a journey through the book and maybe that animal will be in there-Lets find out!

 OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; list how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (12 minutes)

 I will begin the lesson by showing Student A the front cover of the book and discussing the different colors the Chameleon has. 

 I will ask Student A will ask Student A what animals they think certain colors my represent. We will discuss the vocabulary word camouflage and how it relates to the title The Mixed-Up Chameleon.”

 I will then make sure Student A correctly understands what camouflage is by asking them to repeat the definition I gave and tell me a spot in the room they could blend into and what color they would change.

 I will then tell Student A that we will learn more about what a Chameleon can change into and why that is special to him during the story.

·       I will give a brief overview of the activity we are going to complete after. I will show the child the sentence strips and picture cards. I will explain that it is important to listen closely to the story to work through this activity. (This will help the student see why we are reading the story, during this time I will briefly explain what the vocabulary term sequencing means and how that relates to the beginning, middle, and end of a story).

 As I read the story I will ask Student A open-ended and reflecting questions about the text to stimulate their organizing of sequencing. (ex: “So what animal did the Chameleon change into before this? How many animal body parts did he add, which ones?”).  

 During the reading I will also have the picture cards out that will relate to the questions I am asking. The student will see how each time the Chameleon wants to be another animal, body parts will continue to be added. (This will make the sequencing activity an extension of sequencing and repeated experience).

 When I am finished with the book I will ask questions pertaining to the order of events in the book;

o What happened at the beginning of the story? (Simplification if need: What happened at the beginning of the story before the Chameleon saw the Zoo?)

o        What happened in the middle, end?

o Why did the Chameleon want to change into all these animals? How did that make him feel?

o        Was he feeling the same or different in the end of the story than he was in the beginning?

 When we are finished talking about the book, I will give them directions for the sequencing activity. Again, I will explain what sequencing is and how it reflects the beginning, middle, and end events in the story. Once the directions are explained I will have Student A match the picture cards with their corresponding sentence strip. Then Student A will put them in order basically retelling the story.

 This will show me that Student A was listening to the story and understands sequencing based on the concept of beginning, middle and last.

 I will explain to Student A that remembering the sequence of events in a story is extremely important because it helps us understand the story better.

 The materials will be distributed after I read the story and give concrete instructions on how to the activity.

• Closing summary for the lesson (List how you will bring closure to the lesson and involve children in reflecting on their experiences. How will you involve them making connections to prior lessons or prepare for future experiences? What kind of feedback do you want from them at this time?) (7 minutes)

 I will bring closure to the lesson when Student A has finished sequencing all the sentence cards with their matching picture card.

 I will have Student A read through the sequence cards or retell to their best ability the order of what happened in the story. What came first, in the middle, and then last. We will reflect on how these shapes what event comes next in the story and how when you put them all together it creates meaning and understanding to the text.

 Once Student A has finished retelling the story based on the sequence cards. We will take a story walk through the book to show how the order they presented is represented in the story. I will create a meaningful discussion about how this will help them understand the story better and find that enjoyment with reading. This will extend into how the Chameleon was feeling in the text and show how by understanding the sequence of the book can create a personal connection to the text. (“Have you ever wanted to change something about yourself?” Message: It takes a lot of practice but at the end of the day we should always be proud of ourselves. We go through a beginning stage of what we can do or want to accomplish, the middle is our performance obtaining the goal we want, and the end is our final try at it and what we learned about ourselves. What did the Chameleon learn about himself in the end?”)

  I will also tell Student A that now when he writes a story for a class purpose he can think about these events from the story and sequence a situation based on the beginning, middle, and end. (“Ms. W will be very impressed when you show her you understand her writing sequence poster board!”)

 6) Ongoing-Assessment: (How will you know the students are progressing toward your identified objective? What will you observe for and/or take notes on to help you plan follow-up instruction?)

• I will know my student is progressing towards the desired objective if he understands that a story flows with a sequence or a beginning, a middle, and end
• I will observe how the student decides to sequence the events from the story and the types of questions and retelling they verbally state. This will help me plan for follow up instruction because I will be able to see if this was too much “sequencing” or explanation for a student in this grade level. I will be able to see if I gave appropriate concrete directions that helped the student

7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

• This student shows a lack of confidence when it comes to discussing information and/or reading. He becomes very quite and uses many phrases such as, “I can’t do it.” Or “I don’t know.” I will use praise language to keep the child on their toes and feel confident in the information.
• This student is seen on the average level reading scale with his classmates, therefore I will give him basic questions but also challenges that require him to think about the material.

Reflection:

• What did you notice about your students’ participation and learning in relation to your objectives?

I noticed that in the beginning Student A was very antsy and wanted to take this experience more as a time to get out of class. However, once we began reading and I gave simple explanations, he seemed to become more focused. One of my personal goals for him was to gain that focus and chose to be apart of the activity. I was able to see that since the student was working individually they appeared more confident and willing to participate in the material. Student A should he understood the idea process of having a beginning, middle, and ending of a story- and describe the use of going through a sequence. Even when I connected this mini lesson to personal experiences, his response seemed to relate to what he knew about having a beginning, middle, and ending of a story.  Believe the objectives and goals I set for the student were accomplished based on participation, behavior, and assessment of the activity.

• What were the strengths and limitations of your lesson for supporting your students’ learning?

I think the strengths were how I approached the lesson. I wanted to make the lesson have a clear focus but be approach in a fun but also challenging matter. The story I selected was a fun and unique story! I think this kept the students attention and interest in the books and I emphasized specific parts and words. The student I was working with needed a lesson that was approached in this way. Student A gets very down on himself during lessons and questions-therefore, I wanted to make sure he was feeling involved in the lesson. This is where I think open-ended questions play a huge role! In terms of limitations I wonder if there were too many sequences to use. Student A was able to work through some but did need assistance in solving the sequence. I did not want this to hold the student back and make him think he didn’t know the answer.

• What did you notice about yourself as a teacher?

As a teacher I noticed that I truly wanted to make this a “teachable” lesson. I want to make sure I was finding all of the teachable moments and highlight them to the student. I think it is always important to continue emphasizing the little things about a lesson because those are where the teachable moments exist. I noticed myself using strategies my MT used and also found myself being very animated throughout the story. I saw the student become very interest when my voice was loud or high pitched to create a sense of excitement in the story. I felt confident teaching this mini lesson and was able to see the true significance “the sequence” of a story plays in a child’s overall comprehension of the text.

• What questions do you have?

The one question I feel I have is about “how many”. I was unsure if my lesson had too many sequences to assess comprehension. I know this varies amongst learners but where does a good thought process start?