Tutor: Ashlee Simpson Tutee: Danya Perry Grade Level: 4th Reading Level: 3rd Lesson #: 6 !

AL"AT#$%&R 'L (T#$% 'R$) LAST L SS$% [What did you learn from last weeks

session about your tutee? Provide details and examples. How will what you learned from last session inform your planning for this session? What did you learn about yourself as a teacher?

The timed *luen+y and +omprehension app is ,or-ing great. Danya is e/+ited to try and get 0etter s+ores on 0oth aspe+ts. A graph ,ithin the app sho,s Danya ,hat she did ,hen she *irst read the 0oo- and then -eeps adding to it every time she rereads the te/t. # also have noti+ed that the +omprehension 1uestions are di**erent ea+h time so as a ,ay to 0etter get results. 2hen # introdu+ed the guided reading 0oo- Danya said that she had already read it and did provide a great summary o* the story. # had planned ahead and 0rought t,o other 0oo-s on the same level and had Danya pi+- one o* those. She pi+-ed 3The !ery 'airy Prin+ess4 0y 5ulie Andre,s. # had Danya read the ,hole 0oo- *or the guided reading and she *ound ,ords that she had trou0le ,ith and ,e dis+ussed ,hat they meant 0y going 0a+- into the te/t and pi+tures to loo- *or details that +ould help us de+ode the meaning. This seemed to ,or- great and Danya learned that i* she does not -no, ,hat a ,ord means she +an go 0a+- and loo- *or a detail that might help. 'or instan+e the ,ord attire ,as in the story. 2e reread the senten+e it ,as in and loo-ed at the pi+ture to *ind out that it meant +lothes to ,ear. 2riting a0out *lat Stanley ,as good6 *or the ne/t lessons though # ,ant to ,or- on ma-ing a +omplete senten+e ,hen ,riting. # noti+e that she does not use pun+tuation6 as a 4th grade student should so starting to ,or- on that ,ill 0e 0ene*i+ial. The ,ord sort game ,as good6 she understood the game and ,as a0le to identi*y 0et,een the su**i/es. # am going to ,or- on a ,ord sort that ,ill 0e more 0ene*i+ial *or her *or the ne/t lesson a*ter this one. # learned that # al,ays need to 0e prepared *or students to possi0ly have previous -no,ledge o* an intended te/t and +ome prepared to deal ,ith it. Danya is doing great ,ith reading aloud and seems to 0e more +om*orta0le ,ith doing so. # plan to re+ord her *or the ne/t *luen+y read so that she +an hear hersel* and learn *rom it. G$ALS *or the session or *or the +hild: Practice fluency to become more comfortable with reading aloud. Comprehension of text at ZPD to build to grade level text. Writing to convey ideas and information clearly. Rationale:
According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "#tudent$s must comprehend what they are reading to learn from the experience% they must ma!e sense of their reading to maintain interest% and they must derive pleasure from reading to become lifelong readers.$ &pg.''() *y building Danya$s comprehension of texts at her ZPD it will help with her understanding of +th grade texts. he writing that , had Danya complete showed that she does not set up sentence structure very well. #he can write and !nows what she wants to say. he -#, showed that she is late within affixes and prefixes. so her spelling of words within the sample showed this trend. his goal will help her build her sense of writing and connect it to real situations to better convey ideas and information. ,t will also help with word study and build her sense of +th grade vocabulary words. /aving Danya be comfortable with reading is important to help build her confidence in her ability to read. Danya mentioned during the reading attitude survey that she does not en0oy reading aloud. Providing more chances for her

to read aloud will change this for her. /aving a text that is at her reading level to read aloud will help to get her to be comfortable reading aloud grade level materials. ,t is important that Danya read with sufficient accuracy and fluency to support comprehension as stated in the Common Core #tandard. According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "fluent readers have more cognitive resources available for comprehension.1&pg. 23+) When Danya reads aloud she can connect it bac! to comprehension of the text. which is the goal for the sessions.

'L" %(:&'A)#L#AR R AD#%G 7; min8 <in+lude sele+tion=:

Danya will be using the imed 4luency5Comprehension App at level ( and continue with the progress that she made last session. Danya will try to improve upon the scores she made last time and achieve the gold stars within the stories.

(ommon (ore Standard7s8:Listed 9elo, Rationale&Purpose7s8 !Why is it important to

do this based on what you have learned about your tutee and according to research? "nclude citation# references to professional sources$%

,t is important that Danya read with sufficient accuracy and fluency to support comprehension as stated in the Common Core #tandard. According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "fluent readers have more cognitive resources available for comprehension.1&pg. 23+) When Danya reads aloud she can connect it bac! to comprehension of the text. which is the goal for the sessions.

CC##.-6A76iteracy.84.+.+ 8ead with sufficient accuracy and fluency to support comprehension.

G"#D D R AD#%G 7>;?3@ )#%8: Sele+tion: Pirate Girl 0y (ornelia 'un-e

According to Literacy for the 21st Century 4th edition by Gail A. omp!ins " eachers use guided reading and writing to provide instruction and assistance as students are actually reading and writing.1 &pg. '9) " he focus is on supporting and observing students$ use of strategies.1 &pg. ':)

((SS:CC##.-6A76iteracy.86.+.: ;a!e

connections between the text of a story or drama and a visual or oral presentation of the text. identifying where each version reflects specific descriptions and directions in the text.

&efore 'eading (ctivity:

Danya will do a picture wal! of the boo! before we read. /ave Danya write down <uestions that she has about the story based on what she sees in the pictures. ,ntroduce some vocabulary that is in the story that Danya might have trouble with.

Rationale&Purpose:
According to Literacy for the 21st Century 4th edition by Gail A. omp!ins a good way for teaching comprehension is by using <uestioning before you read to help with understanding. &Pg. '++) /aving Danya write down or discuss what the pictures imply can help connect what she reads and builds !nowledge to help with the connections to comprehension of the text.

)uring 'eading (ctivity%

, will be having Danya write down words within the story that she finds difficult and words that she might not !now what they

Rationale&Purpose:
When Danya finds words that are difficult or that she does not !now the meaning of it can hinder the comprehension of the text. *y having her

mean.

write down the words. she is not only reading it but also creating a visual to come bac! to and help with the word study.

Post*'eading (ctivity%
As! Danya if any of her <uestions or predictions have come about so far in the story. Danya will write down any <uestions she has now and write a prediction of what she thin!s will happen next to see if it is different than when we went over it in the before reading. Danya will write a description of what has happened so far in the story.

Rationale&Purpose:
According to Literacy for the 21st Century 4th edition by Gail A. omp!ins a good way for teaching comprehension would be to have the student visuali=e the story by drawing out scenes. and writing descriptions. &pg. '++. 4igure 272 in Chapter :)

2R#T#%G 7A@ min.8: Danya will see where her 4lat #tella has gone. /ave Danya write a narrative of the adventure that her 4lat #tella has gone on. Wor! on ma!ing a complete sentence. ;a!e inferences based on the picture and what is going on within it.

Rationale&Purpose: *y allowing Danya to use

the 4lat #tanly app she will be able to connect her writing to the adventures that the 4lat #tanly will go on by writing about the places it travels to all over the world. his will help build her writing s!ills by providing a platform to write narratives that use the framewor! of good writing as mentioned in the Common Core #tandard of writing for +th grade listed below.

((SS:CC##.-6A76iteracy.W.+.( Write narratives

to develop real or imagined experiences or events using effective techni<ue. descriptive details. and clear event se<uences. CC##.-6A76iteracy.W.+.> 8ecall relevant information from experiences or gather relevant information from print and digital sources% ta!e notes and categori=e information. and provide a list of sources.

2$RD ST"D: 7A@ min.8: Danya will use the dictionary app on the iPad to find the meaning and pronunciation of the words on her list from the guided reading story. Danya will write the definition next to the word in her noteboo!.

Rationale&Purpose: his activity will help to build Danya$s understanding of words that she is not familiar with. Danya is pretty advanced within her spelling stages according to the assessment , gave her. ,n order to prepare a word sort that would be beneficial to Danya for the next lesson. , plan to have her find the meaning of the un!nown words she finds in the boo! we are reading for the guided reading portion of the lesson. his will help with the comprehension of the text but also fluency as well since she will have a better understanding of the new or unfamiliar words. ((SS: CC##.-6A76iteracy.6.+.+ Determine or
clarify the meaning of un!nown and multiple7

meaning words and phrases based on grade + reading and content. choosing flexibly from a range of strategies.

9$$B SCAR#%G 7; min.8:

, will continue reading the boo! that Danya pic!ed out titled ?4ourth Grade 4airy.? , will read aloud the story and stop at various places to as! <uestions about the story and what she thin!s might happen next.

Rationale&Purpose: Providing Danya a boo!

that is on a +th grade reading level will help build her understanding of grade level texts and introduce her to grade level texts that might be more difficult for her to comprehend when reading alone.