LESSON PLAN

Tutor: Briaunna Alexander & Adam Semel Tutee: Edwin

Lesson #: 1

Grade Level: first grade

Reading Level:

EVALUATION/REFLECTION FROM LAST LESSON:

Last week was our first week with Edwin. We were able to do some assessment with him and get to know him
a little bit. He seemed to struggle with a lot of sight words and high-frequency words. He also told us he
doesnt like to read. We hope to show him some great books this week that are on his level and that he will
hopefully enjoy. Edwin also struggles with remembering the events and details of a story. We hope to work on
this this week.

GOALS for the session or for the child:

Reading: Edwin will read a book that is on his level
with a lot of sight words to work on fluency. He will
complete an after reading activity to work on his
comprehension of the story.
Writing: Edwin will be able to come with his own
ideas for the story Knuffle Bunny after we read it.
This will help us to see if he remembered the story.
Word Study: Edwin seems to be struggling with a lot
of sight words and high frequency words that her
should know. We are going to work on identifying
these words and mark the ones he struggles with the
most.

Rationale:
Teachers check students knowledge of highfrequency words and their ability to use wordidentification strategies to decode other words in
grade level texts, (Tompkins, 2014, pg. 194).

Common Core Standard(s):

RF.K.3c Know and apply grade-level phonics and
word analysis skills in decoding words. Read
common high-frequency words by sight.
RL.1.7 Use illustrations and details in a story to
describe its characters, setting, or events.
RL.1.1 Ask and answer questions about key details
in a text.

FLUENCY/FAMILIAR READING (5 min) [include

selection]:
Elephant and Piggie: We are in a Book!
Have student read the story. Have 2 copies of the
book so tutor can follow along and mark which
words student struggles with.

Rationale/Purpose(s)
Students become fluent readers once they recognize
most words automatically and read quickly and with
expression, (Tompkins, 2014, pg.40)

GUIDED READING (25-30 MIN):

Selection: Knuffle Bunny by Mo Williams
Before Reading Activity:

Rationale/Purpose:

Rolling through the text Have student roll a dice to

answer some pre-reading questions to make
predictions about the story.

As readers get ready to read, they activate

background knowledge, set purposes, and make
plans for reading, (Tompkins, 2014, p.41).

During Reading Activity:

Rationale/Purpose:

Word find/ sight word find Have student write

unfamiliar words and sight words down on a picture
of a bunny.

Post-Reading Activity:

Students recognize common or high-frequency

words automatically and use their knowledge of
phonics and word parts to decode unfamiliar words.
Until students can recognize most of the words
theyre reading, theyre slow, word-by-word
readers, (Tompkins, 2014, pg.39).
Rationale/Purpose:

Problem and solution puzzle worksheet After the

story we will discuss what the problem was in the
story and what the solution was. The student will
write a sentence and draw a picture of both.

Students respond to what theyve read and continue

to negotiate the meaning after reading, (Tompkins,
2014, pg.45).

WRITING (10 min.):

Rationale/Purpose:

Student will write about what they would do if they

were the person in the Knuffle Bunny story.

Students use a combination of reader and text

factors to understand what theyre reading,
(Tompkins, 2014, pg.40)

WORD STUDY (10 min.):

Rationale/Purpose:

Student will have to identify late stage Kindergarten

sight words and early first grade sight words.

Kindergartners are expected to read 24 highfrequency words, and first graders 200 words,
(Tompkins, 2014, pg.194).

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

Tutors will share a favorite book with the student.

The Golden Goal by Claire McAllister

Piggie Pie by Margie Palatini

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2