Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

Basic Information:
Date: 9/28/15
Tutor: Ms. Towne
Tutees/Grade/s: Julian (4th), Kendy (3rd)

Session #: 2

Support for ELs: Before I start reading aloud to my tutees, I will make sure
to clarify the meaning of words I believe my ELs might not understand. I will
speak slowly and clearly. For example, the title of the book I am reading
aloud to them is Harry Potter and the Sorcerers Stone, and I will make sure
they understand that a sorcerer is another word for wizard.
RICA connection: p. xvii Introduction; Common Strategies for Meeting the
Needs of All Learners; (B) Struggling Readers and Students with Learning
Disabilities; (3) Teach Things in Manageable Units;
Support for Learning Challenged Student: (ADHD): As I walk my tutees
to my assigned tutoring room, I will ask them if either of them need to go to
the bathroom or get a drink of water, so we can stay focused during the
lesson. I will give my tutees clear and concise directions and behavior
expectations for each activity so they understand what is expected of them. I
will compliment tutees when they are on task and using appropriate
behavior. I will do comprehensive checks throughout the lesson to make sure
my tutees are paying attention and have grasped the material.
RICA connection: p. 7 Competency 1, (5) Engaging and Motivating
Students; (A) Stimulating Learning Environment That Promotes Success
Introduction: Hi, Julian. Hi, Kendy. Its good to see you today. How are you
doing? Last week, we took some reading and writing tests. Today, I am going
to be reading aloud to you, we are going to do a few reading and writing
activities, and you are going to read books to me if we have time at the end
of this session. We are going to start with me reading Harry Potter out loud to
you both.
Lesson
Description of Activities
Titles of Books, Time
RICA
Connection
Focus
Fill in rationale, standards, objective,
Materials
s or other
and procedure for each activity. List
Needed,
class
possible questions, words to be used, Notes/Reminde
readings
etc.
rs, Sources,
etc.
Word
Study

Rationale: To present definitions of

unknown words and phrases to the

1. Whiteboard 15 min
s

p. xvii (A)
Struggling

students before reading the book, so

that they will be able to better
comprehend the meaning of the
story.
Standard:
L.3.4 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 3 reading and content,
choosing flexibly from a range of
strategies.
Objective: When I read the story,
students will be able to recognize
and understand the words and
phrases I taught them, so they can
comprehend the full meaning of the
story.
Procedure: Today, I am going to be
reading you Harry Potter and the
Sorcerers Stone. But before I do
that, I want to make sure you
understand all of the words and
phrases that are used in the book. I
am going to go over a few of them
that might be hard for you to
understand. I will then bring out my
list of words and phrases on
notecards with the page numbers for
me to reference. For each word or
phrase I explain, I will write it on the
whiteboard to help them see how it is
spelled and I will use it in a sentence
to help them understand the
meaning of the word within the
context of a sentence. For each word
I write on my whiteboard, I want
them to write on their whiteboard as
well, so they can write each word and
its meaning. I want you to copy
each word and its definition on your
whiteboard.

2. Expo
markers
3. Eraser
4. Unknown
words and
phrases on
notecards

Readers
and
Students
With
Learning
Disabilities
; (6) Use
Visual,
Kinesthetic
, and
Tactile
Activities

Read To
or Read
With

Rationale: I will be reading a little

bit of Harry Potter and the Sorcerers
Stone out loud to Julian and Kendy,
because I know this is a book they
are familiar with and will be excited
to read. I will stop periodically and
ask questions while reading to
observe their listening, speaking, and
comprehension skills.
CCSS:
RL.3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
Objective: When asked to listen to
Harry Potter and the Sorcerers
Stone, students will correctly answer
at least 2 questions about important
details in the text.
Procedure: Today, I am going to be
reading out loud to you. The book I
chose to read to you is Harry Potter
and the Sorcerers Stone, by J.K.
Rowling. On page 1, it mentions that
Mr. Dursley works at a company that
makes drills. At this point, I will stop
to ask, Do you guys know what a
drill is? to clarify if they do not know
what that piece of equipment is. On
page 2, I will ask them, What time is
half past eight? At the last
paragraph on page 2, it says, It was
on the corner of the street that he
noticed the first sign of something
peculiar. I will ask the tutees,
What do you think that strange
thing is?, and when they answer, I
will begin reading the next section of
the book. I will keep reading, making
sure to annunciate my words and
speak clearly and loudly. I will stop

1. Harry
Potter and
the
Sorcerers
Stone
2. Recorder
3. Pencils and
pens
4. Sticky
notes to
place in
book for
words that
need to be
clarified
and
questions
to be asked

15 min

p. 8 Comp
1; (5)
Engaging
and
Motivating
Students;
(C)
Reading
Aloud to
Students

reading after the first paragraph on

page 6. Okay, now I am going to ask
you a few questions to make sure
you understand what I read to you.
When Mr. Dursley walked outside his
house, he saw something strange.
What did he see? What was the
name of the Dursleys nephew?
When are owls normally seen?
Who are the Potters? When they
finish answering the questions, I will
say, Okay guys, now we are going to
move on to our writing activity.
Writing

Rationale: To assess how my tutees

writing has improved and to
determine how well they grasped the
main idea of the few pages I read of
Harry Potter.
Standard:
W.3.3 Write narratives to develop real
or imagined experiences or events
using effective technique, descriptive
details, and clear event sequences.
Objective: After hearing the read
aloud story, students will be able to
recall the events of the story and
compose the main ideas in written
format.
Procedure: Now that we have read
a few pages of Harry Potter and the
Sorcerers Stone, I want you to write
me a short summary of what
happened in the story so far. Take out
your journals and your whiteboards.
I will make sure that Kendy and Julian
have ample writing utensils, their
journals open in front of them, and
their whiteboards with the eraser and
marker. A bubble map will help you
remember the main points in the
story. First, you draw a circle in the

1. Journals
2. Pens or
pencils

15 min

middle with the main idea or what

you want to talk about. Then, you
draw lines that connect to the big
circle with detail bubbles relating to
the big idea. What are some details
you remember from the story? I will
wait for Julian and Kendy to give me
feedback as to what they remember
from the book, and I will draw the
bubble map for them. Okay, with
these details that we just wrote
down, I want you to write me a
summary of the book in your
journals. If we finish with enough
time, I brought some books for you to
read that you might like. At this time,
I will show the books I brought them
from the library.

Reader
s
Theatre

Rationale:

Read
by

Objective:

5-8 min

Standard:

Procedure:

Closing: Today, we did some vocabulary exercises, we read Harry Potter

and the Sorcerers Stone, and we wrote about the book in our journals. Next
week, we will be able to do some word exercises on our whiteboards and we
will be able to read some more Harry Potter. I loved working with you both
today, you guys did awesome! I cant wait to see you next week!
-----------------------------------------------------------------------------------------------------------------------------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