LESSON PLAN #4

Tutor: Sara Scott

Grade Level: Kindergarten
Pre-primer
Lesson # 4

Tutee: Cyrus
Reading Level:

EVALUATION/REFLECTION FROM LAST LESSON

[What did you learn from last weeks session?
Provide details and examples. How is what you
learned informing your planning for this week?
What did you learn about yourself as a
teacher?]
Last week was the first week of actually
instruction. From planning and going through
last weeks session I think I need to figure out
something that will open him up and get his
attention. The guided reading book that I chose
seemed to be a little too easy for him. He is
very shy/quite and all I have seemed to get out
of him is that he likes puzzles. I don't think hes
done much writing before. Hes great at writing
letters but creating sentences on his own is
something that I think we will struggle with. As
a teach, I've learned that this is some hard
stuff! I have dreams(nightmares) about what I
need to get done for the classroom and
tutoring!
GOALS for the session or for the child:
Reading: Cyrus will be able to read at a
primer level with 2 or less errors by the end of
the 10 week sessions.
Writing: Cyrus will be able to write full
sentences with correct capitalization and
punctuation by the end of the 10 week
sessions.
Word Study: Cyrus will be able to distinguish
digraphs like sh, th,ch at the beginning and
ending of words buy the end of the 10 week
session.

Rationale: I chose these goals for Cyrus

because these are all the next levels above
where he is at now. From assessments I was
able to distinguish where he was in spelling,
letter-sound recognition, writing, and reading.
Common Core Standard(s):
RF.K.4- Read emergent reader texts with
purpose and understanding.
L.K.2- Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
W.K.1- Use combination of drawing, dictating,
and writing to compose opinion pieces in
which they tell the reader a topic.
RF.K.2- Demonstrate understanding of spoken
word, syllables, and sounds.

FLUENCY/FAMILIAR READING (5 min):

Cyrus will practice high frequency words in the
Ipad using the app Site Words. (Spelling,
listening comprehension, letter sounds)
Word Examples: see, red, an, are, yes, in, can,
she, ran, as, what, want, ect.

Rationale/Purpose :Becoming fully literate is

absolutely dependent on fast, accurate
recognition of words and their meanings in
texts and fast, accurate production of words in
writing so that readers and writers can focus
their attention on making meaning.
Bear, D. R., Invernizzi, M., & Johnston, F. R. (2012).
Developmental Word Knowledge. Words their way: word study
for phonics, vocabulary, and spelling instruction (5th ed., p. 3).
Boston: Pearson/Allyn and Bacon.

Guided Reading (20-25 Min):

CCSS: R.F.K.4- Read Emergent Reader Text with
Purpose and Understanding.
Selection: Up and Down (DRA Level A-1)
Before Reading Activity:

Rationale/Purpose:

Look over and discuss the High-Frequency

Words and Vocab in Up and Down (go, goes,
dog, down, eyes, frog, hands, up)

The reading process begins before readers

open a book. Pre-reading is important
because this is where readers activate their
background knowledge and are also able to
relate or make connections to the story before
it even begins. Pre-reading gives the reader
purpose and also helps reader plan their
reading,

Picture walk through the book to try to

determine what the book is about. Ask what
ypes of things
Connect to Prior knowledge- What direction is
up and down? What types of things go up and
down?

Tompkins, G. E. (2014). The Reading and Writing Process.

Literacy for the 21st century: a balanced approach (Sixth ed., p.
41). NJ: Upper Saddle River.

During Reading Activity:

Rationale/Purpose:

We will stop and make predictions about what

will come next in Up and Down.

Taking time during reading to make

connections and review vocabulary is
important because if the student doesn't
understand key vocabulary then they might
not be able to understand the entire story. It is
also important to stop and make connections
to check for understanding and also make the
story interesting and relatable to them.

Why do the kids have their hands down?

(p. 6) Who is helping the kids catch the
bug? (p. 7) Do you think the frog will
catch the bug? (p. 9)
We will stop and discuss when we come across
words that are unknown. Cyrus will underline
words that he doesn't understand.
We will make connections to the text.- What
other types of things go up and down?
We will point to words and sound them out
together to decode the words.

The most crucial time for comprehension is

while the students are reading. It is important
to
have students actively processing during
reading.
Tompkins, G. E. (2014). Literacy for the 21st century: a
balanced approach (6th ed.). Upper Saddle River, NJ: Pearson
Education/Merrill/Prentice Hall.

Post-Reading Activity:

Rationale/Purpose:

Look back over words that were unknown.

We are doing these activities after reading to

check for understanding during the guided
reading. It is important to not only be able to
read but to also be able to go back and
remember what they learned and put it to use.

Discussion: Why do you think the frog was

going up,? Lets look at the picture to see if it
can help us?
Use Question cards to retell the story

Tompkins, G. E. (2014). The Reading and Writing Process.

Literacy for the 21st century: a balanced approach (Sixth ed., p.
45). NJ: Upper Saddle River.

WRITING (15 min.):

Rationale/Purpose:

About me writing

We are doing the writing process to help give

purpose and structure to Cyrus's writing. I
want his writing to be something he is proud
of and something he can take home to show
his parents and also put in his portfolio.

Brainstorm: We are going to do a writing piece

all about you. I want you to think about some
of your favorite things. Like your favorite
Movie/Tv show, favorite color, your favorite
sport, food, game, ect.
Pre-write- Use a bubble map to write down
things about Cyrus.
Draft- Create a rough draft of Cyrus's all about

Tompkins, G. E. (2014). The Reading and Writing Process.

Literacy for the 21st century: a balanced approach (Sixth ed., p.
48). NJ: Upper Saddle River.

CCSS:
L.K.2- Demonstrate command of the

me writing. (brainstorm what he wants to

illustrate)

conventions of standard English capitalization,

punctuation, and spelling when writing.

Edit and Revise work: Together we will edit

Cyrus's writing. (Capitalization, punctuation,
and spelling)

W.K.1- Use combination of drawing, dictating,

and writing to compose opinion pieces in
which they tell the reader a topic.

WORD STUDY (10 min.):

Rationale/Purpose:

Cyrus will use pictures to sort words that have

the beginning and final digraphs ch,sh, and th.

After looking over his spelling test he was

having problems with digraphs so we will work
on these digraphs so that he will recognize the
sounds in words.
In addition to reading and writing activities,
students learn about the English orthographic
system through mini-lessons about phonics,
high frequency words, spelling rules, and
spelling strategies.
Tompkins, G. E. (2014). Literacy for the 21st century: a
balanced approach (6th ed.). Upper Saddle River, NJ: Pearson
Education/Merrill/Prentice Hall.
CCSS: RF.K.2- Demonstrate understanding of spoken word,
syllables, and sounds.

BOOK SHARING (5 min.):

Selection:

I will read If You Give a Mouse a Cookie

If You Give a Mouse a Cookie