Jessi Towne

EDUG 547
Tutoring Lesson Plan #3
October 5, 2015

Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

Basic Information:
Date: 10/5/15
Tutor: Ms. Towne
Tutees/Grade/s: Julian (4th), Kendy (3rd)

Session #: 3

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 with
them is Georges Dragon, and I will make sure they understand information
such as a dragon is like a giant lizard that can fly.
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: (Visual Impairment): I have a
whiteboard for each of my tutees so that they can write on it themselves so
they can see better. I will also make sure to model bigger letters and words
so they can clearly see what I am writing. I will make sure to sit close to my
students so they are able to see everything I am doing. I will also read
directions aloud so the students will not have to strain their vision to attempt
to read themselves.
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 studied vocabulary before reading aloud. Today, we are
going read together, do a writing activity, and a word study according to the
book we are reading. We are going to start with me reading the book
Georges Dragon with you.
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 students with

the opportunity of reading to
understand whole thoughts.
Standard:

15 min
1. Phonogram
endings
and
beginnings

p. xvii (A)
Struggling
Readers
and
Students

RF.3.3 Know and apply grade-level

phonics and word analysis skills in
decoding words both in isolation and
in text.
Objective: When we read the story,
students will be able to recognize
and comprehend words as a part of a
sentence, instead of combined
letters.
Procedure: Today, I am going to be
reading you Georges Dragon. But
before I do that, we are going to play
a game. Do you guys like games? I
will wait for them to answer and calm
down before I move on. I will then
bring out my two packs of notecards:
the pink pack with the list of
phonogram endings, and the white
pack with the list of phonogram
beginnings. In this game, we are
going to be looking for spelling
patterns within words. The pink cards
have the endings of words, and the
white cards have beginnings of
words. Your job is to find the endings
on the pink card and beginnings on
the white card that fit together to
make a word. Start with 3 white
cards in your hand. Take turns
grabbing a pink card, which are all
face down, until you can complete a
word. If you complete a word, place it
face up on the table and pick up a
new white card. If you cannot
complete a word, you have to wait
until the next round. Now, I am going
to put a timer on for 5 minutes, and I
want to see how many you can finish
in that time. Whoever has the most
complete words finished will get
Cougar Kudos. Once the timer goes
off, I will count the completed words
to see who won. I will give the
Cougar Kudos to the person who got

on
notecards
2. Recorder
3. Cougar
Kudos

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

the most amount of completed

words. Now that you guys got a little
taste of what it is like to read words
and not just sounds, we are going to
read a book together. Lets see if you
can identify any of the words we
worked with today.

Read To
or Read
With

Rationale: I will be reading

Georges Dragon with Julian and
Kendy, because I know this is a book
that is closer in their reading level
range. 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
Georges Dragon, 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 Georges
Dragon. On page 12, I will stop to
ask, What do you guys think is
going to happen next? I will wait for
Julian and Kendy to give a few
suggestions about what they predict
is going to happen next before I
move on in the story. On page 16, I
will ask them, Do you think it was a
good idea for Sparky to start cleaning
the house? Why or why not. I will
wait a few moments for them to
answer before I move forward. I will

1. Georges
Dragon
book
2. Recorder
3. Sticky
notes to
place in
book for
questions
to be asked

15 min

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

ask them, What do you think is

going to happen next? What do you
think Sparky will do? I will wait for
them to give me their best guesses
and predictions before I move on in
the story. When I have finished with
the story, I will ask them, Who do
you think the main character is of
that story? I will wait for them to
answer before I use this as the
transition to the writing activity.
When they finish answering the
question, 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 can recall
the details regarding the main
character.
Standard:
W.3.2a Introduce a topic and group
related information together; include
illustrations when useful to aiding
comprehension.
Objective: After hearing the story,
students will be able to recall the
details of the main character and
compose those ideas in written
format, accompanied by an
illustration.
Procedure: Now that we have read
Georges Dragon, I want you to write
me a short summary of who the main
character is and draw me a picture.
Take out your journals. I will make
sure that Kendy and Julian have
ample writing utensils, and their
journals open in front of them.
Remember the bubble map we did
last week? We are going to do

1. Journals
15 min
2. Pens or
pencils
3. Whiteboard
4. Whiteboard
markers
5. Whiteboard
eraser

another one to outline the main

character in the story. Who do you
think the main character is? I will
wait for Julian and Kendy to give me
feedback as to who they believe the
main character is, and then we will
outline the characteristics of the
main character together, using my
whiteboard to draw the bubble map.
Okay, with these details we just
wrote down, I want you to write
about the main character of the book
in your journals and then draw a
picture of the main character. Feel
free to use your crayons and colored
pencils to color your picture. 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. I will also give them the
option of coloring the paper on the
front page of their binders if we are
completely finished with everything
and still have time to spare before
the time is done.

Reader
s
Theatre
Read
by

Rationale: Get my tutees to read a

book all by themselves.
Standard:
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: After having read the
story with me, students will feel
confident enough to attempt reading
a book by themselves.
Procedure: Hey guys, great job
today. I want to hear you read to me
now. Here are a few book choices. I

5-8 min

will let them each choose a book

they want to read. Just read to me in
the best of your ability. It doesnt
have to be perfect. Dont be nervous.
Everyone get scared when they have
to read in front of everybody. Even I
get nervous that I will mess up. I will
let Julian and Kendy each read to me
a few pages of their books until it is
time to leave for the day.

Closing: Today, we did some phonics and phonemic awareness exercises,

we read Georges Dragon, and we wrote about the main character and drew
his picture 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
awesome books. 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