Tutoring Lesson Plan

Basic Information:
Session #:2
9/28/15
Tutor:
Cassie Mayer
Tutees/Grade/s: Jennifer and Jaqueline 3rd Grade

Date:

Support for ELs: For my ELs I will use echo reading, the teacher reads a
passage aloud and then the students read it aloud with the teacher.
RICA connection: RICA Ch. 9 pg. 72 English Learners and Speakers of
Nonstandard English
Support for Learning Challenged Student: GIFTED. For my gifted
student I will increase the pace and complexity of the word study lesson.
RICA connection: RICA Ch. 13 Pg. 100 Increasing the Pace or Complexity of
Instruction.
Introduction:
Hello Jennifer and Jaqueline, I hope you had a great week since last Monday.
Just to remind you my name is Ms. Mayer.
I will then ask if they need to use the restroom or need water before we
begin.
If you remember, last week we spent a lot of time getting to know one
another. Today we are going to read a book, practice some spelling and
reading using scrabble letters, and write about what we read. You girls did so
wonderful behaving and working last week I want to encourage you both to
work just as hard today.
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.
Read To

Rationale: I chose this book to read

to my tutees because it is a little
above their independent reading
level and the story can align with
third grade common core standards.
According to the reading and writing
survey from last week Jennifer like
stories about silly animals so I hope
she enjoys this book. Jaqueline also
showed interest in this book when
they were looking through the books
I brought for them to read.

I Want My Hat
Back by Jon
Klassen

15 min

RICA Ch.
10 pg. 76
Vocabulary
and
Reading
Comprehen
sion

CCSS: CCSS.ELA.RL.3.1 Ask and answer

questions to demonstrate understanding of a
text, referring explicitly to the text as the basis
for the answers.
Objective: Students will answer and
ask questions specifically related to
the text I Want My Hat Back to
demonstrate understanding.
Procedure:
Today we are going to read a story about a
bear who has lost his hat. I want you to pay
close attention to the main character. The main
character in a story is who the story is about. I
will then use examples of familiar main
characters in common stories. Can someone
tell be who the main character is in the story
Goldilocks and the Three Bears? I will ask
the same of the stories Jack and the Magic
Beans and Frozen. This story is called, I
Want My Hat Back by Jon Klassen, and this
is our main character. I will show my tutees
the front of our book which has a picture of the
bear on the front.
I will begin reading the story and asking
questions about the main character. To help my
EL students I will read slowly and clearly
making sure they see the pictures in the book
to help them understand what is going on. I
will ask, What emotions does the bear seem
to have in the beginning? I will also ask the
children to predict what is going to happen
before the bear starts his search for his hat. I
will ask What emotions is the bear displaying
throughout the book, does he seem mad,
frustrated, calm, trusting? When we get to the
page about the rabbit wearing the bears hat,
who is obviously lying I will ask the students,
What do you notice about the rabbit in the
picture? After reading the page I will ask,
What is the rabbit doing? The students will
say, lying. I will them ask them, by raising
your hand, why do you think he is lying? and
I will also ask, who would also lie to the
bear? Moving through the story we will see

the bear being polite to other animals, helping

them out. I will get to the page where the bear
is feeling very sad about his hat, I will ask,
What emotions is the bear feeling and how do
you know? We will then get to the page
where the bear remembers where he has seen
his hat. By the pictures and the colors, tell
your neighbor what you think the bear is
feeling now. I will then ask student to predict
what the bear is going to do next. The last
picture we see is the bear wearing his hat again
and the bear being asked if he has seen a rabbit
with a pointy hat and the bear lies. I will ask
my students where they think the rabbit is and
why they think the bear is lying.

Word
Study

Rationale: Because of my tutees

phonics and decoding assessment
from last week I am going to work on
short vowels and digraphs.
Standard: CCSS.RF.3.3 Know and
apply grade-level phonics and word
analysis skills in decoding words both
in isolation and in text.
Objective: Using manipulatives
students will create multiple words
using short vowels and digraphs.
Procedure:
Using scrabble letters I will have my
students create multiple words by
changing the first letter of a word. I
will give them a word such as cat,
then we will remove the first letter,
we will read what is left together,
at, we will then replace a new
letter at the beginning of the word
and see how it changes. These are th
words we are going to use:
Cat r,b,p,m
Dad r,p,s,f,h,b,m

Scrabble letters,
Common
Consonant
Digraph Word List

15 min

RICA
Competenc
y 3 and 5:
Sound
Substitutio
n ch.3
pg.27;
Consonant
Digraphs
ch. 5 pg. 43

Wag r,t,l,b,n
Cap r,t,g,l,z,n,m
Tack w,r,p,s,l,b,
We will then review the digraphs
ch, sh, Th, wh, and the sound
each makes. I will then give them
clues to what word I want them to
spell such as, it is something you
wear over your sock, shoe. We will
then use the scrabble pieces spell
that word. I will pick words from the
Common Consonant Digraph Word
List.

Writing

Rationale: I chose this activity to do Lined paper

with my tutees because based on
their writing samples from the
previous week they still need help
with sentence structure and writing
words out and this activity gives
them that practice as well as practice
in providing evidence for their
opinions.
Standard: CCSS.ELA.W.3.1 Write
opinion pieces on topics or texts,
supporting a point of view with
reasons.
Objective: Based on the story I
Want My Hat Back tutees will write
their personal opinion about why the
rabbit and bear lie.
Procedure:
First I will explain that we are going
to write about why the bear and the
rabbit lied in the story. I will then ask
my tutees to choose which character
they would like to write about, the
rabbit or the bear.
Once they have chosen I will hand
the tutees lined paper that have the
words I feel the ________ lied in the

15 min

RICA
Ch.12 Pg.
91
Inferential
Comprehen
sion

book ________________. I will instruct

my students to put rabbit/bear in the
first blank and the title of the book in
the second. After they have
completed that portion we will read
the next part that say, The ______
lied _________ (1)_____________ and
(2)____________. In the first blank I
will have my tutees write the
character they chose. In the second I
will have the students practice
writing the word because and in
the third and fourth blank I will have
my tutees support their opinion with
clues from the text and the questions
previously asked while reading the
book to the students. Once My tutees
have finished filling in the blanks
they will then write out the two
sentences above on their own below
the prompt.

Closing: (Review the tutoring session with the tutees and indicate what
they can expect next session. This should be no longer than 2-3 minutes.)
-----------------------------------------------------------------------------------------------------------------------------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