Tutor: Kenna Turner

Tutee: Josue

Grade Level: 4

Reading Level:

Lesson #: 1

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last
weeks session? Provide details and examples. How is what you learned informing your
planning for this week? What did you learn about yourself as a teacher?]
Last week I learned about Josue and his habits in literacy. The reading assessment proved that he
is reading at grade level. His comprehension is above grade level.
This week I am referring to the assessments that were given last week. Based on the results, I am
starting here with this lesson.
GOALS for the session or for the child:

Rationale:
Common Core Standard(s):

Reading: Reading comprehension

RF.4.4 Read with sufficient accuracy and

fluency to support comprehension.

Writing: Comparisons

W.4.2 Write informative/explanatory texts to

examine a topic and convey ideas and
information clearly.

Word Study: Identifying difficult words in a

text.
FLUENCY/FAMILIAR READING (5 min)
[include selection]:
Bud Not Buddy

GUIDED READING (25-30 MIN):

Selection: Double Fudge
Before Reading Activity:
Discuss what the cover reveals about the
story.
Who is Fudge?
Vocab from Chapter 1
During Reading Activity:
Read silently. Sticky note where words
troubled you.

Rationale/Purpose(s) (Why is it important to

do this based on what you have learned about
your tutee and according to research?
Include citation, references to professional
sources):

Rationale/Purpose:
Making predictions activates students' prior
knowledge about the text and helps them make
connections between new information and
what they already know (TeacherVision).

Rationale/Purpose:
N/A

Post-Reading Activity:

Rationale/Purpose:

Write down words that you put a sticky

note by.

The goal of reading is to derive meaning

(K12Reader).

Discuss the story.

WRITING (10 min.):

Rationale/Purpose:

Pick a character from the story that was

introduced in chapter 1 that you most relate
to. What do you have in common with
them?

Without the ability to make comparisonsto

set one object or idea against another and take
note of similarities and differencesmuch of
what we call learning would quite literally be
impossible (ASCD).

WORD STUDY (10 min.):

Rationale/Purpose:

Practice sounding out words that were

difficult during reading.

Understand how to approach these words in

the future or words that are closely related
to them.

BOOK SHARING/AUTHORS CHAIR (5

min.):

Selection:
Forest Child by Marni McGee

Kennas turn

References
https://www.teachervision.com/skill-builder/reading/48711.html
http://www.k12reader.com/the-importance-of-reading-comprehension/
http://www.ascd.org/publications/books/110126/chapters/Section-1@-Why-Compare-$-Contrast
%C2%A2.aspx

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