Tutoring Lesson Plan: Session 7

Basic Information:
Session #: 7
10/26/15
Tutor: Cassie Mayer
Tutees/Grade/s: Jennifer and Jaquelyn / Grade 3

Date:

Support for ELs: In order to support my ELs I will teach the meaning of
site words.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 53
Support for Learning Challenged Student: For my struggling reader I
will focus on key phonics skills and high frequency words. The words chosen
for my tutees are sorted by difficulty using colors.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 52
Introduction: After asking if either of my tutees need water or to use the
bathroom we will review what we did last week. We will then go over what
we will be reading, what our word study is, and what our writing will be. We
will end the session with Readers Theatre.
Lesson
Focus

Description of Activities
Fill in rationale, standards, objective,
and procedure for each activity. List
possible questions, words to be used,
etc.

Titles of Books,
Materials
Needed,
Notes/Reminde
rs, Sources,
etc.

Time

Read To
/with

Rationale: Based on the survey we

took on the first day of tutoring, both
my tutees love stories about animals
and when funny things happen. Both
girls are excellent at predicting what
will happen in a story and looking for
textual clues. This book I feel they
will enjoy and feel the desire to
participate in conversation about it.

Beware of the
Storybook Wolves
by Lauren Child

15 min

CCSS: CCSS.ELA.RI.3.1 Ask and

answer questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis for

RICA
Connection
s or other
class
readings

RICA Ch.
10 pg. 76
Vocabulary
and
Reading
Comprehen
sion

the answers.
Objective: Students will ask and
answer questions specifically related
to the text, Beware of the Storybook
Wolves.
Procedure:
I will introduce the story, Beware
of the Storybook Wolves, by
Lauren Child and give a quick
overview about what the story
says. I will then inform the
students that I want them to focus
on the characters and the events
that take place as I read the story.
I want them to focus more closely
on the details and invite them to
read with me if they choose or
when I pause. Throughout this
read through I will stop to ask
questions about what is going on,
how the pictures help us, and
higher thinking questions about
what they would do if they were in
the story.
What does a
sticky end mean?
What does the
back of this book
look like?
Whose eyes do we
see on page 4 and
five?
What do we notice
about the text style
as different
characters speak?
What does
whirling like a
frantic thing
mean?
Who does Princess
Beautiful remind
you of from a

different fairytale?
What does
doormats mean
in this sentence?
How can we tell
the wolves are
embarrassed
My goal is to get the students to
focus on main ideas and the
characters that guide the story.
Word
Study

Rationale: Using the list of High

Frequency words we have been
using, I am pulling out words that my
tutees are struggling with and
explicitly teach those this week.
Jennifer struggles in the preprimary
level of words, and Jaquelyn needs
help in a first grade level. According
to the RICA pg. 51 teaching the
words whole to part will give my
tutees practice and a context to help
them understand and master those
words.
Standard: CCSS.ELA.RF.3.4 Read
with sufficient accuracy and fluency
to support reading comprehension.
Objective: Students will read high
frequency words given to them in a
sentence and they will practice
reading and spelling them.
Procedure:
After reviewing our high frequency
words I will use the ones that they
struggle with in a three sentence
story on a white board. I will
underline the words in the story. I will
read the story to my tutees pointing
to each word, we will then read the
story together. My tutees will then
spell the word then write the word on
their individual white boards. I will

High frequency
word list, timer,
markers, cougar
coutos, white
boards and
markers.

15 min

RICA
Competenc
y 5 pg. 41
Phonics
and site
words:
Terminolog
y and
Concepts;
Competenc
y 6 pg.
47Phonics
and site
words:
Instruction
and
Assessment

Writing

differentiate this lesson by using two

different stories for each tutee that
includes their individual words they
struggle with based on previous
lessons and the review at the
beginning of this lesson.
Rationale:
Paper, Pencils
We are going to be writing our
opinion this week, since my tutees
love talking about how they feel they
would do in books, and really excel at
describing their opinion. Both my
tutees will be using sentence frames.
Jaquelyn will be using a less direct
one since she is more advanced in
writing than Jennifer.

15 min

RICA Ch.
12 Pg. 91
Inferential
Comprehen
sion

Standard: CCSS.ELA.W.3.1 Write

opinion pieces on topics or texts,
supporting a point of view with
reasons.
Objective: Students will formulate
their opinion on the topic of
fairytales, and develop a logical
argument to support their opinion.
Procedure: Using sentence frames,
students will write their opinion to
the prompt, Do you like fairytales?
Students will support their opinion
with 2-4 supporting details as
outlined in their frames. Jaquelyn will
have a less detailed frame, giving her
more room to creatively write her
own piece, while Jennifer will have a
more rigid frame since she needs the
support when writing. We will be
discussing fairytales during our
reading time in order to front load
vocabulary needed to write this
piece.
Reader
s
Theatre

Rationale: My tutees now have a

little bit of practice and exposure to
Readers Theatre. This week we are

Which Shoes Do
You Choose? by

5-8 min RICA

Competenc
y 8:

Read
by

introducing the individual parts to

our tutees.

Aaron Shepard

Standard: CCSS.ELA.RF.3.4 Read

with sufficient accuracy and fluency
to support comprehension.
Objective: Students will practice
reading a readers theatre script in
order to foster fluency and support
comprehension.

Fluency:
Role in
reading
developme
nt and
factors that
affect the
developme
nt of
fluency.
Pg. 65

Procedure: This week me and my

fellow teachers will be passing out
the scripts to our tutees with their
individual highlighted parts. We will
explain which parts are theirs and tell
them, though they really need to
practice their lines, it is important to
read along with the other students in
order to know when they are
supposed to talk or listen. We will
practice at least twice with support
from teachers, then give the
opportunity to read without support.

Closing: We will discuss what we did during the lesson and I will explain
that next week we will begin writing our Final Drafts of our opinion pieces.
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
At the end of each tutoring session, write comments about the session
regarding the following areas:
1) your reaction to the session
2) your tutee(s) reaction to the session
3) what you plan to focus on for the next tutoring session