Jessi Towne

EDUG 547
Tutoring Lesson Plan #4
October 12, 2015

Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

Basic Information:
Date: 10/12/15
Tutor: Ms. Towne
Tutees/Grade/s: Julian (4th), Kendy (3rd)

Session #: 4

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
make sure to speak slowly and clearly. When I ask a question, I will make
sure to give them more time to think and comprehend the question. When
they are writing, I will decrease the amount they need to write.
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: (Hard of Hearing): I will make
sure to speak loudly and clearly. I know there are other tutors and their
tutees in that same room, so I know it will be noisy and difficult to hear, so I
could take my tutees outside to sit on the grass in the shade for a change of
scenery and also for it to be a quieter atmosphere. I will also make sure that
we are all sitting in close proximity so the student can hear me properly.
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 played a word game before reading aloud. Today, we
are going read together, do a word study about sight words, start a writing
activity, and start going over our readers theatre script.
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: For students to recognize

and spell frequently used sight
words.
Standard:
RF.3.3d Read grade-appropriate
irregularly spelled words.

15 min
1. Whiteboard
s
2. Eraser
3. Whiteboard
markers
4. List of

p. xvii (A)
Struggling
Readers
and
Students
With
Learning

Objective: Students will be able to

recognize and correctly spell
frequently used sight words.
Procedure: Okay guys, we are
going to use our whiteboards for our
activity today. I will give them their
whiteboards and erasers, and will
wait until they have taken out their
whiteboard markers. I am going to
say words from a list, and I want you
to spell them on your whiteboards.
The person who gets the most words
spelled correctly wins a special prize.
Do you have any questions? I will
wait a few seconds to see whether
Julian or Kendy have any questions
before explaining the next directions.
I need to take a picture of your
whiteboards after you spell out each
word. Please write your names at top
of your whiteboards. The words you
are writing are sight words. Do you
know what sight words are? I will
wait a few seconds for them to
answer before I tell them the answer.
Sight words are words that appear a
lot in books you read. I need you to
please write your names at the top of
your whiteboards because I need to
take pictures of what you write on
your whiteboards. When I am
finished going through and reading
all of the cards, I will score how many
words they got correct out of the
total number, and the person who
got the most correct wins a
bookmark. (Talking to whomever won
the bookmark) This is a shiny
bookmark that will made reading fun
and colorful. Look, when you bend it
different ways, the scene changes. I
will bring out the bookmark to
demonstrate. We are going to
switch gears now and start our

common
sight words
5. Recorder

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

reading. I do not have a physical

book for you today. The book I have
is on my iPad.

Read To
or Read
With

Rationale: I will be reading Sharks

with Julian and Kendy, because it is
an informational text. Julian has also
expressed interest in sharks. I will
stop periodically and ask questions
while reading to observe their
listening, speaking, and
comprehension skills.
CCSS:
RI.3.2 Determine the main idea of a
text; recount the key details and
explain how they support the main
idea.
Objective: The students will be able
to think about the book in an
analytical way and answer questions
directly related to the content.
Procedure: Today, I am going to be
reading out loud to you. The book I
chose to read to you is Sharks. Julian,
I know that you have been wanting
to read about sharks for a while now.
We are going to read this book to
discover about sharks. While I am
reading, I will be asking you
questions about the book, so you
need to be paying attention. Feel free
to stop me at any time if you have a
question or do not understand what a
word means. I will get my iPad and
open the e-book. The book about
sharks that we will be reading is an
e-book on my iPad. Do you know how
e-books work on an iPad? I will
demonstrate how to turn the pages
on an iPad. The e-book works the

1. Sharks ebook
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

same as a normal book, but instead

of turning the page, you just slide
your finger to the left to turn to the
next page and to the right to turn to
the previous page. I will start
reading the book to them, holding
the iPad so the word and pictures are
facing my students. Throughout the
book, there are words that are
highlighted that we can click to
retrieve the definition. Whenever
there is a word like that, I will press it
and read the definition to my
students. Here are the questions and
comments I will be saying throughout
the book:
What are other examples of
fish? (Page 4)
Sharks have skeletons just
like we do. A skeleton is made
up of bones that hold your
body in place. (Page 8)
Humans have cartilage too.
Where on our bodies do we
have cartilage? (Page 8)
After I read page 10, I will
zoom in on the picture of
scales in the upper left-hand
corner to show my students
what the scales look like up
close.
When I finish reading the book, I will
ask, Do you guys have any
questions about the book? I will wait
for a few seconds to see whether
Julian and Kendy have any questions,
and then I will ask, Tell me one fact
you learned about sharks from
reading this book. I will call on
Kendy and Julian to each share one
fact they learned and thought was
interesting.

Writing

Rationale: To teach my students

about the writing process and take
them through each one of the steps.
Standard:
W.3.2b Develop the topic with facts,
definitions, and details.
Objective: After hearing the story,
students will be able to recall details
of the book in order to create their
own bubble maps.
Procedure: Now that we have read
Sharks, I want you to draw a bubble
map in your journals and fill it with
details you learned about sharks.
Remember, a bubble map is
something that helps us brainstorm
details about a story. I will make
sure that Kendy and Julian have their
journals and pencils ready. Go ahead
and start drawing your bubble maps
and writing in details you remember
about sharks. If I need to, I can
draw a sample bubble map for them
in case they forgot how to draw a
bubble map. If you need help
thinking about details, you can ask
one another. If you need some more
help, we can refer to the book, and
you can look for more details
yourselves. Once I see they have
filled in at least 3 bubbles with
information from the story, I will take
pictures of each of their journals for
my reference. What we did today
with the bubble map is the first step
in the writing process, called prewrite. A pre-write helps outline what
you are going to write about. The
next step of the writing process is
drafting, which means that we will
actually be writing our ideas from our
bubble maps in complete sentences.
We will start writing our drafts next

15 min
1. Journals
2. Pens or
pencils
3. iPad with
shark book
open

week.

Reader
s
Theatre

Rationale: Get my tutees to become

confident in reading aloud by
themselves.

Read
by

Standard:
L.3.3 Use knowledge of language and
its conventions when writing,
speaking, reading, or listening.
Objective: Students will feel
confident enough to read aloud in
front of an audience.
Procedure: The script I chose for
you to practice readers theatre with
is called Which Shoes Do You
Choose? Kendy, we will start with
you. Please read the first characters
line. Read to the best of your ability.
I will wait until she has finished
reading that characters line, and
then I will turn to Julian. Now Julian,
it is your turn to read the next
characters lines. Dont worry about
pronunciation right now. Just read to
the best of your ability. I will wait
until Julian has read that character
part. I just want you guys to switch
off reading for each character. This is
not the script we are going to be
using for readers theatre. This is just
for practice.

5-8 min

Closing: Today, we practiced with sight words, read an e-book about

sharks, created a bubble map using the details from the book, and we
started talking about readers theatre. Next week, we will do some more in
depth study of the shark e-book and write our first drafts using the details
from our bubble maps. 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