Jessi Towne

EDUG 547
Tutoring Lesson Plan #6
October 26, 2015

Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

Basic Information:
Date: 10/26/15
Tutor: Ms. Towne
Tutees/Grade/s: Julian (4th), Kendy (3rd)

Session #: 6

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? Today, we are going to work on our sight words, read aloud, and go
over our readers theatre script with our friends.
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 be able

to recognize and read common sight
words.
Standard:
RF.3.4c Read with sufficient accuracy
and fluency to support
comprehension. Use context to

15 min
1. Recorder
2. Flashcards
with sight
words both
tutees
struggle
with

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

confirm or self-correct word

recognition and understanding,
rereading as necessary.

3. Whiteboard
s, markers,
and erasers

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

Objective: Students will be able to

read, say, and write the given sight
words.
Procedure: Today, we are
practicing sight words. I am going to
show you a word and we are going to
say it together and then write it on
our whiteboards. These words are
stemming from words that Julian and
Kendy had trouble sounding out and
spelling. Some of the words being
practiced are short I words, like drill,
because Julian was having trouble
with his short Is. The other words are
words that end in are or rhyme with
words that have that sound, because
Kendy was having trouble with
sounding out and spelling the word
there. I will have Julian and Kendy
do a choral read with the sight words,
they will write them on their
whiteboards, and I will use the word
in a sentence.
Read To
or Read
With

Rationale: I want the students to

practice reading aloud with fluency
and comprehension.
CCSS:
RF.3.4a Read with sufficient accuracy
and fluency to support
comprehension. Read on-level text
with purpose and understanding.
Objective: The students will take
turns reading the text aloud to work
on their reading fluency and
accuracy.
Procedure: We are going to be
reading the story Green Eggs and

1. Green
Eggs and
Ham
scripts
2. Recorder

10 min

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

Ham by Dr. Seuss. I have printed out

copies for all of us. There are two
parts in the story, so both of you are
going to have a reading part. Each
script is highlighted according to
your character. We will look through
the script together to help determine
who is reading which part. The part
of the student has lines that are a
longer than the lines of Sam-I-am.
Who would like to challenge
themselves by reading a bit more? I
will see if Kendy or Julian volunteers
before I say, This is not difficult
reading, but there are a lot more
lines for the person who is Sam-Iam. If neither of them volunteer to
read the longer part, I will choose
one of them to read the longer part.
Writing

Rationale: The students will learn

how to edit and finalize their writing
pieces.
Standard:
W.3.5 With guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, and editing.
Objective: The students will edit
their drafts in order to produce the
final and finished writing product.
Procedure: Okay friends, we are
going to edit our writing drafts so we
can rewrite them nicely on another
sheet of paper. Please get out your
journals and pencils and turn to your
writing drafts you completed last
week. I will wait for Julian and
Kendy to get out the things I asked
them to get before I continue. I
started to edit Julians writing last
week, so I am going to continue

20 min
1. Journals
2. Pens or
pencils

p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (3) Teach
Things In
Manageabl
e Units

editing his right now. Julian, please

come sit next to me so I am able to
explain the changes I am making to
your writing. Kendy, please read your
readers theatre script silently while I
am working with Julian. When I
finish working with Julian, I will tell
him, Julian, now you can rewrite the
changes I made on your draft and
write it on a new piece of paper.
When you are finished, you can read
the readers theatre silently while I
am working with Kendy. I will be
doing the same thing with Kendy. I
will tell Kendy, Kendy, come sit next
to me, and I will go over the changes
I am making to edit your writing. I
will go over the changes with Kendy
and then I will tell her, Now you can
go and make the changes to your
writing and rewrite the changes on a
new piece of paper. Both Kendy and
Julian will have their finished
products of their informational
writing complete.

Reader
s
Theatre

Rationale: Get my tutees to become

confident in reading aloud by
themselves.

Read
by

Standard:
RF.3.4a Read with sufficient accuracy
and fluency to support
comprehension. Read on-level text
with purpose and understanding.
Objective: Students will feel
confident enough to read aloud in
front of an audience.
Procedure: Okay friends, we are
going to go outside so we can
practice reading the readers theatre
script Which Shoes Do You Choose?

1. 3 copies of 5-8 min

the readers
theatre
script,
Which
Shoes Do
You
Choose?

p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (5)
Provide
Additional
Practice

With our friends we met last week.

We will wait until Cassie and Monica
are ready to practice with their
tutees and we will go outside
together. Before our tutoring session,
I will get together with Monica and
Cassie in order to assess which of our
tutees will be reading which parts,
based on their reading levels and
abilities. Once we have figured out
which students are reading which
parts, we can get together with our
tutees and read the script. If they get
stuck on reading, we can help them
to read the word.

Closing: Today, we did a word study for sight words, we read a story aloud,
we completed our final drafts for our informational text, and we practiced our
readers theatre with our friends. 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