Appendix F ‘Tutoring Lesson Plan: Session 1 H Session #: 1 Date: 9/18/15 Tutor: Ms. Towne Tutees/Grade/s: Support for ELs: As | read my personal book, | will speak slowly and clearly. | will clarify the meaning of words | believe my ELs might not understand. Support for Learning Challenged Student; (ADHD): As | walk my tutees to my assigned tutoring room, | will ask them if they need to get a drink or go to the bathroom. | will give tutees clear and concise directions and behavior expectations for each activity so they understand what is expected of them. | will compliment tutees when they are on task and using appropriate behavior. | will allow students to sit in the floor to do the independent activity while | assess the tutees individually. This will allow for some movement and variety of location and activity to help the tutees stay more focused throughout the session. Introduction; “Hi, friends. My name is Ms. Towne, and | am your reading tutor. | am really excited to be working with you, and I hope to have the opportunity to know you all better.” “Today, | will start by reading an about me book that | made. Then, we will be doing a few simple tests about reading and writing. Finally, we will review what we did today and what you can expect for next week.” “1 only have three expectations. 1). Do not talk when |.am talking, 2). Always try your best, and, 3). Have furl” Lesson FocusRead Ti Personal | Book Rationale: | will use my Personal Book to | introduce myself to my tutees and make them | feel comfortable. | will ask my tutees | questions while reading to observe their | listening, speaking and comprehension skills. Hecss: 1LAsk and answer such questions as who, | what, where, when, why, and how to | demonstrate understanding of key details in a | text. ‘Objective: When asked to listen to my Personal story and review the pictures in my book, students will correctly answer at least 2 | questions about important details in the text. Procedure: I will read my personal book to my tutees. On the cover page, | will ask my tutees, “Do you know which person in this picture is mez” ‘When they answer, I will turn to the next page | of my story. When | finish reading the first page, | will make sure to pause, so they can ask questions and comprehend what | am reading. | will continue reading the book until | am finished reading about my siblings, and ‘then I will stop and ask, “Do you guys have any brathers and sisters?” On the next page, we read about my dog, Max. | will ask them, “Do you guys have any pets?” in the next few pages, | talk about my favorite sports, and | will ask my tutees, “Have you ever played a sport? What is your favorite sport?” 1 will continue reading my book and read about my favorite place, Flerence, Italy. | will stupand | ask my tutees, “Do you know where Italy is?” On the next page, my book talks about my favorite band, Anthem Lights. | will ask my tutees, “What is your favorite band or artist?” | When | am finished reading my personal book, | Ewill ask my tutees, “Do any of you have | weird talents?” | will show them how I can | touch my nase with my tongue. 1. My Personal Book 2. Recorder 3. Paper and pen to take notes on 8 min.Reading Rationale: To get to know my tutees andto | 1. 3 copies of the |3-5 and | determine my tutees’ attitudes and interests | Reading’ min. | Writing about. reading and writing in order to help: Writing Attitude | per | Attitude | guide my decisions in planning future tutoring Interest Survey | tutee [Interest | sessions. 2. Recorder jSurvey | 3. Pen | | ccss: 4. Books at | | $L.2.3 Ask and answer questions about what a various levels, | speaker says in order to clarify white board, | | comprehension, gather additional information, markers, | “or deepen understanding of a topic or issue. magnetic | letters, etc. | Objective: When asked at least 7 questions (for tutes to | about their opinions and attitudes about work on who is reading and writing, students will give answers not being that are appropriate and detailed. assessed) Procedure: “Now that you guys know a little bit about | me, | am going to ask you a few questions about your interests in reading and writing, so | that | can get to know you better. | am going to start with one student at a time, solhave | books for you ta read and journals to write in | while I am asking the student questions.” | will lay out all of the books and give a journal | ‘to each student. “These journals are yours to. | keep.” | will start questioning one student at a | time, recording their answers on the survey. | ‘Once | finish asking all students the questions for the survey, | will tell them about the | ipcoming reading tests. | (0) ilreading level to help me make appropriate | decisions about the level of texts | will choose: | for Read to, with, and by activities in the | future. | ccss: | RE2.3 Know and apply grade-level phonics and | ‘word analysis skills in decoding words. Objective: When presented with a list of words out of || context, students will correctly read the | words at a reasonable pace. Procedure: | | will give my other tutees reading materials and their own journal with pens and pencils while | am testing one of the students. For the journals, | will have a few writing prompts to choose from. They can choose what they | ‘would like to do. “I am going to test all of you, one person at a time. For those that | am | hot testing, you can either choose a book to read or you can respond to a question in your journal.” | will make sure that my students! | am not testing are either engaged in reading | ‘or writing in their journals. For the student | ‘am testing, | will say, “I am going to give you notecards with words on them. All you need to do is read the words for me.” I will put the notecard in front of the student, and have the | tutee read as many of the words as he/she can until there are five or more missed words, After | have tested all of my tutees, | will move on to the next test. 4. 3 copies of the }. Books at San Diego Quick | min. | Recording \per | Sheet | tutee . Word Lists on separate cards | various levels, white board, markers, magnetic letters, etc. {for tutee to | | work on who is | not being assessed) |Phonics and | Decoding | Rationale: To assess my tutes" phonics and "decoding skills to help me plan appropriate word work and writing activities in future “tutoring sessions that address my tutees* “needs _RE2.3 Know and apply grade-level phonics and | word analysis skills in decoding words. | Objective: | | When presented with a list of words, students _ |will apply grade-level phonics and word | | analysis to decode the list of words. | | | Procedure: | “Okay, this is the last test for today. Whoever | am not testing can either read a book that | | brought or use their journal to write using one ‘of the prompts.” I will make sure that my “other tutees wha | am not testing are either | reading or writing in their journals. Now I will | turn to the student | am testing and say, “Here “is a handout with words I want you to read for | me. There are rows of real words and rows of - | silly made-up words. Please read as many as you can" THHTUHaRe the tutee read as many words as he/she can until he/she gets five or more words wrong, and then the test is over. | will do the same procedure for my next students until all of my tutees have been tested. TTT nee magnetic letters, etc. (for tutee to workonwho are not being a|Writing | Rationale: To asses my tutes’ writing skils to | help me plan future writing lessons and | activities that address my tutees’ needs | | _CCSS: |W.2.5 With guidance and support from adults “and peers, focus on a topic and strengthen writing as needed by revising and editing Objective: Given a topic or question to write about, | tutees will orally brainstorm at least 3 | | details/ideas related to | | the topic with the support of the tutor and | [write at least 4 sentences on the topic. | Procedure: | After all of my students have been tested, | will say, “We have finished all of the testing for today. Now, we are going to do a free write in our journals.” | will tell them what ‘the topic is and tell them to write at least 4 | sentences on the given topic with 3 details or | | ideas relating to the topic. “Write about your | favorite thing you did over summer vacation. | Make sure you write at least 4 sentences and ‘have 3 key details in your writing. If you need help thinking about details, | can help you brainstorm.” | will make sure that all of my tutees are on task and | will help my students with brainstorming ideas and details if they need help. “I will set my timer for 8 minutes so that you can write about your summer vacation.” | will be writing and taking notes | about the tutees while they are writing as well, so | am productive and efficient and do. | not forget what happened in the session. 1. Paper and pencils for tutees and myself white board and markers 3. writing prompt and/or pictures related to writing topic Reminder: write while | tutees write ] | min, | 10-15 |Closing: “Today, we read about my life, we took some reading and writing tests, and we did a free write about our summer vacations. Next week, we will make sure to have fun! if we finish early, I will read a secret book out loud to you, but only if you finish early and behave. | loved ie session today and | am looking forward to knowing you better in the coming weeks!” “““Bring some books that you can read aloud to the tutees in case you finish the assessments early. 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: 1) your reaction to the session 2) your tutee(s) reaction to the session 3) what you plan to focus on for the next tutoring session