Appendix F

Tutoring Lesson Plan: Session 1

Basic Information:
9/21/2015
Tutor: Cassie Mayer
Tutees/Grade/s:

Session #: 1

Date:

Support for ELs: As I read my personal book, I will speak slowly and clearly.
I will clarify the meaning of words I believe my ELs might not understand. For
example, I will point out on a map the location of New York.
RICA connection: p.xvii Introduction; Common Strategies for Meeting the
Needs of All Learners; (B)English Learners and Speakers of Nonstandard
English; (5) Modeling
Support for Learning Challenged Student: (ADHD): As I walk my tutees
to my assigned tutoring room, I will ask them if they need to get a drink or
go to the bathroom. I will give tutees clear and concise directions and
behavior expectations for each activity so they understand what is expected
of them. I will compliment tutees when they are on task and using
appropriate behavior. I will allow students to sit on the floor to do the
independent activity while I assess the tutees individually. This will allow for
some movement and variety of location and activity to help the tutees stay
more focused throughout the session.
RICA connection: p.7 Competency 1, (5) Engaging and Motivating
Students; (A) A Stimulating Learning Environment That Promotes Success
Introduction:
1 Hello, my name is Ms. Mayer and I am going to be your tutor. I am
very excited to be working with you!
2 Today we are going to be getting to know one another. First we are
going to read a book about me, then I am going to work with you
individually to learn bit more about you.
3 While I work with you individually we are going to learn more about
your thoughts and feelings as well as what you already know about
reading. While you are waiting to work with me I brought books for you
to read and look at, I want you to play close attention to what you are
reading because we may be writing about it later.
Tim
Lesso
Description of Activities
Titles of Books,
RICA
e
Connections
n
Fill in rationale, standards, objective,
Materials
or other
Focus
and procedure for each activity. List
Needed,
readings
possible questions, words to be used,
Notes/Reminders
etc.
, Sources, etc.

Read
To:
Perso
nal
Book

Rationale: I will use my Personal Book

to introduce myself to my tutees and
make them feel comfortable. I will ask
my tutees questions while reading to
observe their listening, speaking and
comprehension skills.

CCSS:
RI.2.1 Ask and answer such questions
as who, what, where, when, why, and
how to demonstrate understanding of
key details in a text.
Objective: When asked to listen to my
personal story and review the pictures
in my book, students will correctly
answer at least 2 questions about
important details in the text.
Procedure:
I will read my personal book to them
slowly and clearly, pausing for
clarification and to answer or ask
questions. My first page is a picture of
me and says, My name is Cassie
Mayer, I will stop and clarify that I
would like them to call me Ms. Mayer.
The following page is about my family
and who makes up my family, I will then
ask my students who is in their family.
My next page is about my best friends, I
will ask my students if they have a best
friend and if so, what makes them a
good friend. My book talks about the
adventures Ive been on and some of
the places I have been to. I will pause
and ask my students what they like to
do and where they like to go. My book
also shows my favorite books, I will ask
my students if they have any favorite
books. Lastly, my book says how
excited I am for the adventure of

1 My
Personal
Book
2 Recorder
3 Paper and
pen to take
notes on

8
min
.

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

Readi
ng
and
Writin
g
Attitu
de
Intere
st
Surve
y

tutoring and what I am looking forward

to, I will ask my students what they
want to learn about in tutoring.
Rationale: To get to know my tutees
and to determine my tutees attitudes
and interests about reading and writing
in order to help guide my decisions in
planning future tutoring sessions.
CCSS:
SL.2.3 Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding
of a topic or issue.
Objective: When asked at least 7
questions about their opinions and
attitudes about reading and writing,
students will give answers that are
appropriate and detailed.
Procedure:
The reading and writing interest survey
helps us gain insight to what our tutees
know and feel about reading and
writing. I will introduce this activity to
my tutees by saying, This first activity
we will be working on has no right or
wrong answers, I am going to ask you
some questions about reading and
writing, and I want you to answer me as
honestly as you can. We will be working
together one at a time. While you are
waiting to be worked with I want you to
pick out a book that catches your
attention. I would like you to read it
silently as best you can. If you find that
the book is too difficult you are allowed
to look at the pictures and try to
understand what is happening in the
story by those.

San
Diego
Quick

Rationale: To get a general idea of my

tutees reading level to help me make
appropriate decisions about the level of

1 3 copies of
the
Reading/Wr
iting
Attitude
Interest
Survey
2 Recorder
3 Pen
4 Books at
various
levels,
white
board,
markers,
magnetic
letters, etc.
(for tutee
to work on
who is not
being
assessed)

3-5

p.9 Comp. 1;
(6)Strategies
for
Promoting
and
Monitoring
Independent
Reading;
(B)Students
Personal
Interests; (1)
Interest
Inventories

1 3 copies of
the San
Diego

3-5

p.20 (5)
Students
Independent

min.
per
tute
e

min.
per

texts I will choose for Read to, with, and

by activities in the future.
CCSS:
RF.2.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.

3
Objective:
When presented with the San Diego
Quick Assessment lists, students will
read words according to readiness level.
Procedure:
This is called the San Diego Quick. I
am going to hand you a card and you
are going to read the words on the list
as best you can. If a word is too hard or
you are unsure, you can skip the word.
When you are done with each card I will
hand you a ne. If you are waiting to be
worked with I would like you to finish up
the book or chapter of the book you
were reading, If you are already done
with your book or chapter I would like
you to start writing or drawing about
what you can remember from your
book.

Phonic
s and
Decodi
ng

Rationale: To assess my tutees

phonics and decoding skills to help me
plan appropriate word work and writing
activities in future tutoring sessions that
address my tutees needs.
CCSS:
RF.2.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
Objective:
When presented with a list of words,
students will apply grade-level phonics

Quick
Recording
Sheet
Word Lists
on
separate
cards
Books at
various
levels,
white
board,
markers,
magnetic
letters, etc.
(for tutee
to work on
who is not
being
assessed)

tute
e

1 1 student
7
copy of the min
Phonics
.
and
Decoding
Assessmen
t
2 3 copies of
the Phonics
and
Decoding
Assessmen
t Recording
Sheet

,
Instructional,
and
Frustration
Reading
Levels;
(A)Assessme
nts Used to
Determine
Students
Reading
Levels; (2)
Word
Recognition
Lists

and word analysis to decode the list of

words.
Procedure:
This activity is similar to the last in
that you will be reading a list of words.
You will start with the top line, and then
go to the second line. The second line
has silly words that dont make any
sense. Try your best to read them and if
you cannot, it is okay just skip the word
and move on. While you are waiting for
your turn to work with me I would like
you to finish up your drawing or writing.
When you are finished you may use the
playdough to create a character or
something you remember from the
book.

Writin
g

Rationale: To asses my tutees writing

skills to help me plan future writing
lessons and activities that address my
tutees needs

3 Books at
various
levels,
white
board,
markers,
magnetic
letters, etc.
(for tutee
to work on
who are
not being
assessed)

2
CCSS:
W.2.5 With guidance and support from
adults and peers, focus on a topic and
strengthen writing as needed by
revising and editing

Paper and
pencils for
tutees and
myself
white
board and
markers
writing
prompt
and/or
pictures
related to
writing
topic

Objective:
Given a topic or question to write about,
tutees will orally brainstorm at least 3
details/ideas related to
the topic with the support of the tutor
Reminder: write
and write at least 4 sentences on the
while tutees
topic.
write
Procedure:
I love adventure and going on trips. For
this last activity you are going to draw
four circles. One in the middle and three
around it. Think of a time you went on a

1015
min
.

Connects to
Readings in
class
TELLs Ch.3

trip or think of a trip you want to go on

and write it in the middle bubble. Next
write three things you have done or
would like to do or why you liked it in
each of the remaining bubbles. I am
then going to demonstrate to my tutees
how to put all of the bubbles together to
form four sentences. Starting with the
middle bubble I am going to write my
first sentence, My favorite trip I have
been on was to the Grand canyon.
Then from my other three bubbles I am
going to explain why it was my favorite.
It was so much fun because I went
there with my best friends. We hiked
some trails and had a picnic. It was so
big and beautiful, I will always
remember it. I will then help my
students put their sentences together
and encourage them as needed. If they
are done earlier than their peers they
can draw a picture of their trip. If we are
done early we will read a book together.

Closing: Today I really enjoyed getting to know you. I will pause a

recall something interesting I remember about each of my students.
Today we discussed reading and writing, and we did some
activities to help us understand what we already know. Based on
what I learned today we are going to build on what we already know
for next week. Be ready to learn and have a good time next week,
feel free to bring a book you really like with you to tutoring.
***Bring some books that you can read aloud to the tutees in case you finish
the assessments early.
-------------------------------------------------------------------------------------------------------------------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