Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

(Use this basic format for all tutoring sessions.)
Basic Information:
Date:10/12/15
Tutor:
Bekah Bryant
Tutees/Grade/s: Nancy & Shailin Grade 2

Session #: 3

Support for ELs: As my tutees begin to distinguish sound variation in the

vowel A, I will if necessary include words from Spanish that show the varying
sound as well. This provides them a concrete example that can transfer over
into English. (papa, agua for short A)
RICA connection: p. 53 Competency 6: Phonics and Sight Words:
Instruction and Assessment; (5) Meeting the Needs of All Learners; (1)
Capitalize on Transfer of Relevant Knowledge and Skills From the Primary
Language
Support for Learning Challenged Student: If a student struggles with
ADD, instead of having this student attempt to participate in write activity
on her own and become distracted while trying to think and looking around
the room, I will have her speak orally her opinion and response to the
prompt.
RICA connection: p. 16: Competency 2: Reading Assessment; (3) Change
the Mode of Delievery
Introduction: Ask students to share one thing they did over the weekend.
hen ask questions about the previous lesson: i.e. What do you remember
from last week? Who did we read and write about? Can someone tell me
what Readers theater is? For this week we are going to read the script I
gave to you all last time we met! We are also going to read a book focusing
on the short a and long a sounds. After reading, we are going to play
another game like bingo!
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.

Read To

Rationale: To have students fully

comprehend content in text through

1.) Book: Short

a and Long a

Time

RICA
Connection
s or other
class
readings

15 min

p.8 Comp1
(C) Reading

visuals, repetition, and practice.

Play a Game

CCSS: CCSS.ELA Literacy 2.3A

Distinguish long and short vowels
when reading them regularly spelled
one-syllable words.

2.) Whiteboards

Aloud to
Students

3.) Recorder

Objective: After listening to the

story, students will be able to identify
words and separate them according
to their sounds of long and short a.
Procedure: Begin by asking
students if they know that the letter
a makes two sounds. If answered
yes, have them explain. If no, provide
a quick example of the two sounds
that the letter makes. Explain that
we are going to meet two friends in
our story today, short a and long
a and that each of them represent
the different sounds the letter a
makes. Read the story, Short a
and long a Play a Game. Pause
and check for understanding of the
difference in sounds and have
students identify words aloud. Pause
on the pages asking Can you read
more words with short a/long a?
Have one tutee read first page, then
the next tutee read aloud on the
other page. Then have tutees switch
and read each others pages. For
students struggling with words, assist
students in sounding out the words.
When having students identify words
and pronounce aloud, let them hold
book to read from.

Word
Study

Rationale: For students to

distinguish the words that have a
short a and long a so that they
can read the words with these
sounds swiftly and accurately.

1.) Write the Room 15 min

Activity (Set up
before hand)
2.) Cards with

p. 43 Comp
5: Phonics
& Sight
Words
Terminolog

Standard: CCSS.ELA-Literacy 2.3

Know and apply grade-level phonics
and word analysis skills in decoding
words.

corresponding
words

y and
Concepts
(1) The
Role of
Phonics
And Sight
Words in
Word
Identificatio
n

3.) Whiteboards

4.) Recorder
Objective: When walking around the
room/outside, students will be able to 5.) Tape
decide if a word has a long A or short
A and correctly list the words
identified on their whiteboards.
Procedure: Before session starts,
tape up words near by (aware of not
putting them near other tutoring
sessions happening,) and outside
with varying vowel sounds. At time of
activity, tell students that we are
going on an adventure around the
room and outside! We are going to
take our whiteboards with us to keep
track of the words that we see. There
are words taped up all around. Some
have a long A and some have a short
A. At the top of your white boards
write on one side long A like cake
and on the other short A like cat As
we walk around, I want you to look at
the words, pronounce them out loud,
and decide which side of the
whiteboard they belong on and write
them down. When we finish, we will
sit back down and go over what we
saw! Listen to both students read
their lists, if a student makes an
error, ask the other tutee if they can
help them fix it, if not help them
sound out words and ask if it sounds
more like the A in cake or in cat.
Have students fix their lists. Take
before and after pictures of
whiteboards.
Writing

Rationale: For students to be able

to connect the words and sounds

1.) Paper

15 min

p. 32 Comp
4; (1)

they learned previously in this lesson

to writing sentences.

2.) white boards

for brainstorm

Standard: CCSS ELA-Literacy 2.8

Recall information from experiences
or gather information from provided
sources to answer a question.

3.) Recorder
4.) Pen

Objective: Students will brainstorm

and build sentences from words from
the word study to show
comprehension of the variation in
long A and short A vowel sounds.

Concepts
about Print:
Their Role
in Early
Reading
and
Develppme
nt and
Instructiona
l Strategies.

Procedure: Tell students to pick

three to five words from their
whiteboard list created from the word
study. Have students create a circle
map of ideas they could write about
from these specific words. Create
example, model a map using the
words cat, ant, and bat. Write what
they have in common, and list their
differences. Model sentences that
can be created such as: A cat, ant,
and bat are all animals. Have
students create at least three
sentences using these words. When
finished, have students share the
sentences they created.
Reader
s
Theatre
Read
by

Rationale: For students to be able

to understand meaning in text,
providing a legitimate reason to
reread the text, and practice fluency.
Standard: CCSS.ELA-Literacy 2.2
Recount or describe key ideas or
details from a text read aloud or
information presented orally or
through the media.
Objective: Students will be able to
read aloud and perform a readers
theater piece and read with fluency

1.) 3 copies of
Readers Theater
Script
(w/individual
highlighted parts)
2.) Recorder
3.) Pen

5-8 min p. 7 Comp 1

Engaging
and
Motivating
Students
(B)
Appropriate
Reading
Materials

as well as expression.
Procedure: Our last activity for the
day is readers theater! Who
remembers what readers theater is?
It is where we read a script and
pretend to be characters from a
book! I brought back the script from
the Cat in the Hat, (Ask students to
identify A sounds in title to connect
learning) so you already have read
the story last week! Now we get to
pretend to be the characters! I have
highlighted the parts that each of
you will be reading. I want you to
follow along and pay close attention
to when your turn is! I also want each
of you to try to read in a voice that is
what you think that character would
sound like. For example.. If you
have trouble pronouncing any words
try your best to sound it out. Any
questions? Answer student
questions and check for
understanding of who they will be
reading in the script. Begin reading
and assist students if necessary.

Closing: Tell students what areas they did well on this lesson and what is
planned to work on for each tutee in the next session. Explain that we will
continue with readers theater and at the end of our sessions we get to
perform!
-----------------------------------------------------------------------------------------------------------------------------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: