UNL Reading Center Lesson Plan

Lesson Number: 15

Date: 3/17/2016

Tutor Name: Sara Kash-Brown

Tutee First Name: Gradey

Tutee Spelling Stage: Middle Letter NameAlphabetic

Tutee DRA Level: 12

Tutee Grade Level: 2

Tutoring Goals:
1. Spelling and word work: Gradey will increase his spelling stage from Middle Letter NameAlphabetic to Early Within Word Pattern by increasing his
knowledge of Short Vowels, such as gum, from 5 out of 7 to 7 out of 7; and increasing his knowledge of Digraphs, such as shine, from 5 out of 7 to 7 out of 7.
He will recognize 80% of new sight words introduced in tutoring.
2. Reading: Gradey will maintain his DRA level at 12 with at least 90% accuracy and at least satisfactory comprehension and will increase his words correct
per minute from 38 to 51.
3. Writing: Gradey will increase his story elements from an initial 6 to 7 elements. He will increase his total words written in three minutes from 27 to 33;
words spelled correctly in three minutes from 13 to 20; and correct word sequences from 4 to 10. Gradey will also increase his use of correct capitalization
and punctuation from 0% to 50%.
Lesson Objectives from previous lesson:
1. Word Study: Given the word study chips for Short Vowels with Digraphs, the student will read the chips and sort them into columns as modeled by the
teacher with 80% accuracy. Met. Gradey was able to sort the words he knew with 100% accuracy.
2. Passage Reading: Given a reminder of the prediction reading strategy, the student will be able to make 5 reasonable predictions throughout the reading
of the story and explain how and why readers make predictions. Met. Gradey was able to think of 5 predictions for the story and explained how and
why we make predictions.
3. Writing objective: Given the Narrative writing assessment, the student will write a story to the best of the students ability. Met. Gradey wrote a
narrative story using the boy swinging in the jungle picture prompt
Lesson Objectives for current lesson:
1. Word Study: Given the word study chips for Short Vowels with Digraphs, the student will read the chips and sort them into columns as modeled by the
teacher, explain why each column of words fit together, and write down each word into their word sort notebook, to 80% accuracy.
2. Passage Reading: Given a modeled Making Connections strategy, the student will be able to state 3 Text-to-Self connections and why we use this
strategy.
3. Writing objective: Given the SRSD strategy, the student will complete the P step and begin the O step of the writing process using a graphic organizer
and with some adult assistance.

Est Min.
5 min

Activity Description (What & How)

Warm-up text(s):
More Spaghetti, I Say!, DRA 12
Complete Running Record.

4 min

10 min

16 min

Sight Word Work

could, ride, what, our, three
Model and provide guided/independent practice:
1. See & Say (display word on flash card, say the word). 2. Spell Reading (say the
word, spell out the letters, say the word). 3. Arm tapping (say the word, spell out
the letters while tapping arm, say the word). 4. Air writing (say the word, spell out
the letters while writing them in the air, say the word). 5. Table writing (say the
word, spell out the letters while writing them on the table, say the word).
Use the Jan Richardson method with one word.
1. Write word on whiteboard, have student spell word
2. Erase letters and letter pairs, ask Whats missing?
3. Erase entire word, have student spell word
4. Have student use letter magnets to spell word (Mix and Fix)
5. Have student use finger to spell word on whiteboard while saying word
6. Have student use marker to write word on whiteboard
Word Study Work
Words Their Way Short Vowels with Digraphs (19)
Type of sort: Resort Procedures: 1. Demonstrate sorting into columns using
keywords. 2. Student completes sorting into columns. 3. Review the sort for
accuracy, prompt student to make corrections. 4. Ask student to explain why the
words belong in each column. 5. Record the words in columns in a word study
notebook.
Guided Reading Strategy Work
Vocabulary Introduction: We are going to learn the meaning of a word from
todays reading. (Follow the Vocabulary Introduction Script)
Word: ready page in text: 10
Student-friendly definition: being prepared for an activity
Example of the word used in a context: Joey was ready to play in the baseball
game.
Non-example of the word used in a context: Being ready is the opposite of being
unprepared
Reading Strategy Introduction:
Rationale for the student: Introduce this section of the lesson to students. For the
last few days, I taught you how to use the strategy called Making Predictions.

Rationale for Activity

Doing a running record will help me see if
Gradey is improving his reading accuracy
and fluency and is ready to move up to
more challenging books or if the books we
are working on are at just the right level
for him.
Building Sight Word Recognition. Instant
recognition of high-frequency words helps
the student increase accuracy and
fluency.
Gradey showed automaticity with dont
and going, so they moved into the
Words I Know envelope, while the rest of
the words stayed the same because
Gradey is still working on achieving
automaticity with all of the words. I
added two new words to replace the ones
he reached automaticity with. Our and
three are words that he missed during
the high frequency word assessment at
the beginning of the semester.
We will be working on the short vowels
with digraphs because Gradey is currently
at the middle of the letter
namealphabetic spelling stage. We will
be doing the resort because this will be
the second time the student has
interacted with the words.
Vocabulary: Learning the meaning of
words helps us understand the meaning
of the books we are reading and helps us
use new words in our speaking and
writing. This word is appropriate for
Gradey because it is a common word that
can be interchanged with words already in
his vocabulary.

Reading Strategy:

DATA/NOTES

Today I am going to teach you a new strategy. Todays strategy is Making

Connections. We use it because it allows us to remember things about our lives
that are similar or different from what happens in stories. Its a way to understand
stories on a deeper level.

10 min

Title of the NEW text: The Day I Had to Play with My Sister, DRA 12.
Introduce the strategy: Making Connections
Introduce the text: This story is called The Day I Had to Play with My Sister. A boy
tries to play games with his sister and it doesnt go well.
Show the Connections graphic organizer and talk through how to use it. Model
previewing the text with a picture walk. Begin reading the story. Midway through
the story have student talk about two different connections he made to the story
so far. After finishing the book, have the student make two more connections to
the story. Fill out the graphic organizer while the student is dictating their
connections.
Ask the student to tell you about how to use the strategy: Making Connections
Flexible Lesson Time:
Letter Making Magnets:
We will review the word sort words by looking at the cards and spelling the words
verbally, and then create the words using magnet letters.
First time: using the word sort cards
Second time: hearing the words spoken and finding the corresponding magnet
letters

We are going to be learning about the

strategy Making Connections. I chose
this strategy because it will allow Gradey
to form deeper connections and
understanding of the story. It will give
him something to link to personally and
remember as he moves on to other books.
Text-to-Text, Text-to-Self, and
Text-to-World connections are going to be
what we will focus on. Initially the main
focus will be on Text-to-Self connections.

Gradey will be working on his word study

words to gain a sense of familiarity and
automaticity concerning his words, while
also practicing his spelling. He has shown
letter reversals and early spelling traits, so
we are going to work on correcting that
and getting his spelling to an appropriate
level for a 2nd grader. The magnet letters
will allow Gradey to put the letters he
believes match the word together, while
giving him a chance to use a novel
medium to spell his words.
We are repeating this activity because we
werent able to get to it in Lesson 14.

15 min

Writing Strategy and Skill Work

SRSD Story
Rationale for the student: Last week we finished a story and graphed how many
story elements were present. Today we will start the POW process over with you
doing most of the steps, so that you can get a sense of how you can write stories
independently.
SRSD Lesson 5: Scaffold It
Quiz the student on the mnemonic POW + WWW.
Give the student two picture prompts and a graphic organizer.
Picture Prompt #1: squirrel
Picture Prompt #2: girl looking out
Discuss the writing process and all of the story elements we include in stories.
Have the student select a picture to write about (Pick My Idea).
Have the student start writing down information for each part of the WWW part of
the mnemonic (Organize My Notes).

Gradey will continue to practice writing

using the mnemonic POW + WWW and a
graphic organizer. He will complete the P
and begin the O steps of the writing
process. I will help guide him along the
path and answer any questions he has. I
am continuing to give Gradey more
responsibility and interaction with the
mnemonic.