Professional Documents
Culture Documents
EDUG 547
Tutoring Lesson Plan #7
November 9, 2015
Appendix G
Session #: 7
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 vocabulary 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
-Recorder
10 min
p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (6) Use
Visual,
Kinesthetic
, and
Tactile
Activities
Read To
or Read
With
15 min
p. 8 Comp
1; (5)
Engaging
and
Motivating
Students;
(C)
Reading
Aloud to
Students
answers.
Procedure: Today we are reading a
book called Brian the Smelly Bear.
What do you think this book is going
to be about by looking at the title? I
will wait for Julian and Kendy to
answer before I move forward with
reading. I will start reading the book.
In the middle of the book, I will ask,
Are there any patterns that you
notice in this book? I will wait until
they start to answer. If neither of
them guesses the rhyming, then I will
tell them that one of the patterns is
the rhyming, and I will show them an
in-text example. Another question I
will ask them is, Why do you think
Brian is not able to smell himself? I
will allow time for Julian and Kendy to
answer. When the other animals get
together to hatch a plan for getting
rid of Brians smell, I will ask, What
do you think the animals are going to
do to Brian? I will give time for
Kendy and Julian to answer. At the
end of the book, I am going to give a
question for Kendy and Julian to think
and form an opinion about.
Writing
-Oreo graphic
organizer paper
-Pens or pencils
20 min
p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (3) Teach
Things In
Manageabl
e Units
Reader
s
Theatre
Read
by
15 min
p. xvii (A)
Struggling
Readers
and
Students
With
Learning
Disabilities
; (5)
Provide
Additional
Practice
Closing: Today, we did a word study for vocabulary words, we read a story
aloud, we wrote our rough drafts with our opinion on the read 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: