Dr.

Browne
Fall2015
SchoolReadingProblems

LessonPlanOutlineFormat

Tutor:
MandyLeonard&AbbyRonberg
DateofTutoring:
10/21/15
Tutee:
LogynnPapp
Lesson#
9
rd
st
Grade:
3

ReadingLevel:
late1
Grade
I.Fluency
RepeatedReading
15minutes
Objectives:
TSWBATpracticeappropriate
chunkingofwordswhilereadingaconnected
text.
Materials
Text:
TheGreenRibbon
from
InaDark,
Dark,RoomandOtherScaryStories
retold
byAlvinSchwartz
TextLevel:
GRJ
FryPhraseCards
PrintOutofText

CCSS:
RF.3.4
Readwithsufficientaccuracyand
fluencytosupportcomprehension.
RF.3.4.C
Usecontexttoconfirmor
selfcorrectwordrecognitionand
understanding,rereadingasnecessary.
Completed
Logynnseemedexcitedtoreadafamiliar
story,Rereadingafewfamiliartextsmaybe
agoodwaytohelpmotivateherinthefuture.
Weforgottogothroughthechunkingofthe
textsoIdidnotmodelonpaperpriorto
reading.Logynnreadthetextwellwithout
doingthechunkingbeforehand,cutcould
stillusesomemodelingand/orpractice.

1.

2.

3.
4.

Activities&Procedures
Towarmup,thestudentwilltakefive
minutestogothroughherFryPhrases.
Addingsomenewphrasestothesetand
practicingtheoldones.
Usingaprintoutversionofafamiliar
text,thetutorwillmodel(byThink
Aloud)appropriatechunkingof
The
GreenRibbon
bydividingthetextinto
threetofourwordchunksorphrases(and
markingaslashwherepausesare
required).
Tutorwillthenreadthestoryaloud,
pausingattheslashmarks.
Tuteewillpracticereadingthesametext
withtheappropriatechunking.

Tobecontinued

II.ReadingforMeaning(Comprehension)
ReadAloud
20minutes

Dr.Browne
Fall2015
SchoolReadingProblems
Objectives:
TSWBATsummarizeatextby
Activities&Procedures
outlinethestoryelementsofanarrativetext.
BeforeReading
Materials
1. Showthetuteethe
ReadingisThinking
Text:
SamandDaveDigaHole
byMac
manipulativeandexplainthatwhenread
Barnett
wealsoneedtothinksowecan
TextLevel:
GRL
understandorcomprehendwhatweread
ReadingisThinking
Manipulative
andthatonewaytohelpuscomprehend
SummarizingAnchorChart
isbysummarizing.(Referto
StoryElements
GraphicOrganizer
SummarizingAnchorChartusedina

previouslessontoreviewwhat
CCSS:
summarizingis).
RL.3.7
Explainhowspecificaspectsofa
2. Prompttuteetoprovidethefivemain
text'sillustrationscontributetowhatis
elementsofanarrativestory(characters,
conveyedbythewordsinastory(e.g.,create
setting,problem,solution,andplot)and
mood,emphasizeaspectsofacharacteror
askhertothinkaboutthesethingswhile
setting)
wereadthestory.
RL.3.5
Refertopartsofstories,dramas,
andpoemswhenwritingorspeakingabouta DuringReading
text,usingtermssuchaschapter,scene,and 3.Modelappropriatefluency(particularly
phrasing)duringareadaloudofthetext
stanzadescribehoweachsuccessivepart
(slightlyaboveherreadinglevel).
buildsonearliersections.
RL.3.6
Distinguishtheirownpointofview 4.Leavetimefortuteetoaskquestions
and/ormakeconnectionsorpredictions.
fromthatofthenarratororthoseofthe
AfterReading
characters.
5.Havetuteecompletethe
StoryElements

graphicorganizerbyidentifyingthe
characters,setting,problem,solution,and
plot.
6.Usetheinformationfromthegraphic
organizertowriteaonesentencesummary
ofthetextusingthe
SomeoneWantedButSo
Then
strategy.
Completed
Tobecontinued
ReadAloudwasasuccess,Logynn
thoroughlyenjoyedthestoryandstoppedme
afewtimesduringtoaskquestionsandmake
predictions.WithsomepromptingLogynn
wasabletoidentifythevariouselementsof

Dr.Browne
Fall2015
SchoolReadingProblems
thestory,couldusesomemorepracticebut
shehasagoodbaseknowledge.

III.IntegratedWriting
15minutes
Objectives:
TSWBATplananarrativepiece
byoutliningthestoryelements.
Materials
StoryElementsGraphicOrganizer

CCSS:
W.3.3
Writenarrativestodeveloprealor
imaginedexperiencesoreventsusing
effectivetechnique,descriptivedetails,and
cleareventsequences.
W.3.3.A
Establishasituationandintroduce
anarratorand/orcharactersorganizean
eventsequencethatunfoldsnaturally.

Activities&Procedures
1. Explainthatwhenwewritestories
sometimesithelpstostartwitha
summary.
2. Explainthatcomingupwithideas
andorganizingourthoughtsbefore
wewriteiscalledPreWriting.
3. HavethetuteeusethesameStory
ElementsGraphicOrganizertoplan
herownnarrativestory(topicofher
choice).
4. Tuteewillidentifythecharacters,
setting,problem,solutionandplot
(beginning,middle,end)ofher
narrativestoryidea.
Completed
Tobecontinued
Wedidnotgettothissectionofthelesson.
IV.WordStudy
10minutes
Objectives:
TSWBATidentifyandproperly
pronunciationwordscontaininglonga
spellingpatterns.
Materials
LongATaskCards

CCSS:
RF.1.2
Demonstrateunderstandingof
spokenwords,syllables,andsounds
(phonemes).
RF.1.2.A
Distinguishlongfromshort
vowelsoundsinspokensinglesyllable
words.
RF.2.3.C
Decoderegularlyspelled
twosyllablewordswithlongvowels.
Completed

1.
2.
3.
4.

Activities&Procedures
ReferencetheLongVowelschart
usedinapriorlessontotalkabout
LongAsounds.
ExplainthattheLongAsoundis
sometimesspelledindifferentways.
Reviewthefourspellingpatternsfor
longasounds(a,a_e,ai,&ay).
Usingthe
LongATaskCards
the
tuteewillwritethecorrectspelling
foreachword.

Tobecontinued
Logynnrequestedtoplaythegame
CanDo!
ReadingVowels
gamefromtheclinic
becausewedidnotgettoitduringthelast
lesson.Itwasagoodinformalassessmentof

Dr.Browne
Fall2015
SchoolReadingProblems
Logynnsknowledgeofvowels.Logynndid
verywellwithlongvowelsandshortvowels.
Shewasalittlehesitantwithcombination
vowelsbutstillwasabletoidentifythe
correctvowel.Morepracticeandexposureto
combinationvowelsmaybehelpfulto
solidifyherknowledge.

V.Summary/Closure
AssessmentofLesson
I.
Fluency
Whilereadingafamiliartext,thetuteewill
appropriatelychunkwordsintophrasesto
showknowledgeofphrasing.PracticingFry
Phraseswillhelptobuildsightknowledgeof
commonphrases.
II.
Comprehension
Thetuttewillidentifythefiveelementsofa
story:setting,characters,problem,solution,
andplot.Thegraphicorganizerwilldraw
attentiontotheimportancetheseelements
hasontheonesentencesummaryofthe
story.
III.
IntegratedWriting
Buildingontheknowledgeofstoryelements
byinitiatingalongtermwritingassignment,
beginningwithprewriting.Thetuteewill
determinethesetting,characters,problem,
solution,andplotofherownnarrativestory.
IV.
WordStudy
Buildingofflastlessonoflongvowelsversus
shortvowels,thetuteewillworkwiththe
fourdifferentspellingpatternsoftheLongA
sound(ay,a_e,ai,anda).

EvidenceofLearning
I. Fluency
Thetuteewillappropriatelychunkwords
intophraseswhilereadingafamiliartext.
StudentwillalsocorrectlyreadmanyFry
Phrasesinisolation.
II.Comprehension
Thetuteewillcorrectlyidentifythe
characters,setting,problem,solution,and
plotofastorythatisreadaloud.
III.IntegratedWriting
Thestudentwilldeterminethecharacters,
setting,problem,solution,andplotofa
narrativestoryofherowncreation.
IV.WordStudy
Thestudentwillwritethecorrectspelling
patternrequiredinvariouswordscontaining
longavowelsounds.