Dr.

Browne
Fall 2015
School Reading Problems

Dr. Browne
Fall 2015
School Reading Problems

Lesson Plan Outline Format

Tutor: Abby Ronberg and Mandy Leonard Date of Tutoring: 11/9/15
Tutee: Logynn Papp
Lesson # 14
Grade: 3
Reading Level: Second Grade
I. Fluency
Objectives: TSWBAT read a passage
fluently, and with expression, and check their
work.
Materials
Text: Whistle for Willie, by Ezra Jack Keats
Text Level: L
Buddy Reading worksheet
CCSS:
RF.3.4: Read with sufficient accuracy and
fluency to support comprehension.
RF.3.4.A: Read grade-level text with
purpose and understanding.
RF.3.4.C: Use context to confirm or selfcorrect word recognition and
understanding, rereading as necessary.

Completed
Logynn had a lot of fun with this, but she did
not want to read the text I had originally
planed. She spotted Whistle for Willie in the
pile of books I had on the windowsill, and
she picked the one with the most pictures.
She liked that it was about a dog, and she had
a lot of questions about what was going on in
the text (most likely because she was reading

Activities & Procedures

1. Ask student to define fluency.
Fluency is the ability to read text
accurately, quickly, and with good
expression.
2. Explain to student that today
we will be playing a game called
Buddy Reading. Buddy Reading is
reading a text for your partner three
times, and your partner scores you the
second and third time. Reader can
read on their own silently, for the first
time.
3. Student and tutor will
complete Buddy Reading game
together, using the passage Whistle
for Willie, by Ezra Jack Keats. If
time allows, tutor will also read the
passage aloud.
4. Student and tutor will discuss
what was good about reading a text
multiple times, and what was bad.
To be continued

Dr. Browne
Fall 2015
School Reading Problems
for the sake of reading, not for meaning). We
will go back to this text this week because I
feel it is on her level, and she will be able to
grasp more meaning in re-reading it. She had
a little trouble with words like carton which
occur frequently in the text, so it will be good
to review it.

Dr. Browne
Fall 2015
School Reading Problems

II. Reading for Meaning (Comprehension)

Objectives: TSWBAT identify and use
comprehension strategies while
reading and answering questions
about a text.
Materials
Text: The One in the Middle is the Green
Kangaroo, by Judy Blume
Text Level: M
Narrative Comprehension Ball
Predict and Infer worksheet
CCSS:
RL.3.1: Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
RL.3.2: Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or
moral and explain how it is conveyed
through key details in the text.
RL.3.3: Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events
RL.3.4: Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteral
language.
RL.3.6: Distinguish their own point of view
from that of the narrator or those of the
characters.
RL.3.7: Explain how specific aspects of a
text's illustrations contribute to what is
conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a
character or setting)

Activities & Procedures

Before Reading
1. Ask student if they can recall
what happened in the text, in the last
chapter.
2. Remind student to keep story
elements in mind, so when asked
questions, she will be able to answer
them.
3. Introduce Predictions
worksheet, and ask student to begin
completing the worksheet, but tell her
that she can continue after reading.
During Reading
1. Student will read chapter two
of the story aloud, making
connections between text and self, as
well as text to the world.
2. Tutor can ask questions to
gain perspective of students
understanding of the text.
After Reading
1. Student and tutor can use the
comprehension ball to ask each other
questions about the text, as well as to
make meaningful conversation about
the characters and their motives.
2. Student can complete the
Predict and Infer worksheet, writing
down what she thinks/knows will
happen next.
3. Student, if she chooses, can
draw a picture to represent the chapter
read.

Dr. Browne
Fall 2015
School Reading Problems
Completed
She made good predictions about what she
felt would happen next, and she had us do a
choral reading, as she listened. This helped
her grasp what was happening though, and
she was able to answer questions and fill out
the worksheet based on what happened in the
text we read to her. She liked this story,
hopefully she will like the next story we
choose.

To be continued

III. Integrated Writing

Objectives: TSWBAT plan a
narrative piece by outlining the
story elements.
Materials
Roll a Story Manipulative
Story Elements Graphic Organizer

CCSS:
W.3.3 - Write narratives to develop
real or imagined experiences or
events using effective technique,
descriptive details, and clear event
sequences.
W.3.3.A - Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds naturally.

Completed
Logynn enjoyed creating pieces of her story
and putting them together on the story

Activities & Procedures

1.
Begin with a one
minute review of the story
elements anchor chart.
2.
Review that when
we write stories it helps to start
by coming up with ideas and
organizing our thoughts before
we write and that this is called
Pre-Writing.
3.
Have the tutee
use the Story Elements Graphic
Organizer to plan her own
narrative story using the Roll a
Story manipulative to generate
characters, settings, and
problems.
The tutee will identify the
characters, setting, problem,
solution and plot (beginning,
middle, and end) of her narrative
story idea.
To be continued

Dr. Browne
Fall 2015
School Reading Problems
elements chart. She was able to get all of her
ideas to mesh well together, and she will
create a piece of writing for the newsletter at
the end of the semester.

Dr. Browne
Fall 2015
School Reading Problems

IV. Word Study

Objectives: TSWBAT identify
and properly pronounce words with
the long I sound.
Materials
Long Vowel Spelling Patterns Chart
Long I Task Cards
CCSS:
RF.1.2 - Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
RF.1.2.A - Distinguish long from
short vowel sounds in spoken singlesyllable words.
RF.2.3.C - Decode regularly spelled
two-syllable words with long vowels.
Completed

Activities & Procedures

1.
Reference the Long
Vowels Chart used in a prior
lesson to talk about Long I
sounds.
2.
Explain that long I is
sometimes spelled in different
ways.
3.
Review the spelling
patterns for long I (i_e, ign,
ight, ind, ild, y_e, eigh/ei, is/ais,
iny, ui, i, y, ye, ie, igh, uy) and
talk about how they sound.
4.
Using the long I task
cards, student will write the
correct spelling for each word.
To be continued
did not get to this section

V. Summary/Closure
Assessment of Lesson
1. Fluency- Student will be able
to read a grade-level text with
sufficient accuracy, and check for
miscues.
2. Comprehension- Student will
be able to read the second chapter of a
text, and use what they know of
characters to complete a predictions
chart.
3. Writing- Student will be able
to learn pre-writing skills, and
brainstorm ideas for a short story.
4. Word Study- Student will be

Evidence of Learning
1. Fluency- Playing a game will
motivate student to continue reading.
Student will read the text multiple
times, and will be told of the changes
in her reading as time goes on.
2. Comprehension- Student will
engage in discussion about the
motives of the characters and what
she thinks the characters will do next.
This will foster the ability for her to
write down her ideas about the text.
3. Writing- Student will gain
valuable knowledge about writing,

Dr. Browne
Fall 2015
School Reading Problems
able to review what they know of long
I sounds, and apply them to words.

and begin writing a text of their

choosing.
4. Word Study- Student will
review what they know of long I
sounds, and apply them to words with
irregular spellings, or words they do
not know.