Tutoring Lesson Plan: Session 4

Basic Information:
Session #: 4
Date: 10/12/15
Tutor: Cassie Mayer
Tutees/Grade/s: Jennifer and Jaquelyn / Grade 3
Support for ELs: In order to support my ELs I will teach the meaning of
site words.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 53
Support for Learning Challenged Student: For my struggling reader I
will focus on key phonics skills and high frequency words. The words chosen
for my tutees are sorted by difficulty using colors.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 52
Introduction: I will greet my tutees when they arrive and ask them if they
need water or to go to the restroom before we begin. As we sit down I will
recap what we did last week, what book we read, what they write, and the
word study we did. I will then explain that we will be finishing our story about
Thidwick the moose, trying a new word study, and practicing our readers
theatre.
Lesson
Focus

Description of Activities
Fill in rationale, standards, objective,
and procedure for each activity. List
possible questions, words to be used,
etc.

Titles of Books,
Materials
Needed,
Notes/Reminde
rs, Sources,
etc.

Time

Read To

Rationale: In my survey, Jaquelyn

said that she enjoyed Dr. Seuss
books and Jennifer likes books about
silly animals. This book is at their
grade level with lots of pictures to
help them see what I am reading. It
is above their independent reading
level but they will be able to
understand everything with guiding
questions. Last week we only read
the first half the story, and will be
reading the second half this week.

Thidwick the BigHearted Moose by

Dr. Seuss

15 min

RICA
Connection
s or other
class
readings

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 ask and
answer questions specifically related
to the text, Thidwick the Big-Hearted
Moose.
Procedure: I will re-introduce the
book to my tutees, showing them the
cover, title, author and illustrator. I
will then ask them to discuss what
happened so far in the story. I will
begin reading Thidwick the BigHearted Moose and ask my students
to make predictions about what is
going to happen, and what they think
the moose is feeling. I will introduce
the word protagonist into their
vocabulary and ask my tutees to find
the protagonist in the story. I will also
introduce the word antagonist, and
ask my tutees to discuss with one
another who they believe the
antagonists are in the story. As the
story develops I will ask my tutees to
make more predictions as to what is
going to happen to the moose, as
well as how they would feel if they
were in the same situation. When
they story ends I will ask my tutees
how they felt about the story, how
Thidwick grew and changed through
the story, and if they learned
anything.

Word
Study

Rationale: The word study I chose

for my tutees was a bit advance last
week. This week I am going to take a

High frequency
word list, timer,
markers, stickers,

15 min

RICA
Competenc
y 5 pg. 41

break from digraph recognition and

focus on high frequency words. I
want my tutees to feel successful
and I want them to practice
recognizing high frequency words.
Because of their reading levels based
on the San Diego Quick I will be
starting my tutees off with
preprimary level words.

cougar coutos

Phonics
and site
words:
Terminolog
y and
Concepts;
Competenc
y 6 pg.
47Phonics
and site
words:
Instruction
and
Assessment

Standard: CCSS.ELA.RF.3.4 Read

with sufficient accuracy and fluency
to support reading comprehension.
Objective: Students will read high
frequency words given to them in a
list in a minute or less fluently.
Procedure:
After giving each tutee a list of
preprimary high frequency words to
know we will read through them
together. I will then explain to them
that we are going to have a timed
race. In order to earn a Cougar Couto
they need to do one of two things.
Read all high frequency words with
no mistakes in under a minute, or
read each of the four lists with no
mistakes. Each time a tutee reads
through one of the four lists I will
give them a sticker on their paper,
once they have four they get a
Cougar Couto. If students cannot
make it through a list, using a marker
they will circle with a marker the
word that challenged them and go
onto the next list to see if they can
read all those words.
Writing

Rationale:
My tutees did will writing about the
book we read two weeks ago. This
week I am going to have them do a
similar writing. As suggested by my
coach I am going to give Jaquelyn

Paper, Pencils

15 min

RICA Ch.
12 Pg. 91
Inferential
Comprehen
sion

more freedom in her writing to write

a narrative. I am differentiating my
lesson in order to challenge Jaquelyn
as she is more advanced than my
other tutee. Jennifer and I will still
use a sentence model and work
together. We will be connecting this
writing to our reading of Thidwick the
Big-Hearted Moose. This will be our
first draft followed by an edit and a
final draft.
Standard: CCSS.ELA.W.3.1 Write
opinion pieces on topics or texts,
supporting a point of view with
reasons.
Objective: Based off the story
Thidwick the Big-Hearted Moose,
students will write an opinion to the
prompt, How would you teat
unwelcomed guests in your home?
Procedure: After reading the book
about Thidwick, I will ask my
students to imagine they had
unwelcomed guests in their home.
We will draw a thinking web onto our
papers and brainstorm three ways to
treat unwelcomed guests. I will then
model a topic sentence to my tutees
explaining that a topic sentence tells
the reader what youre writing about.
I will then allow Jaquelyn to freely
write her topic sentence and three
supporting ideas from her thinking
web. With Jennifer I will
differentiate her learning by
providing her with a sentence
model, and by writing along with
her, as Jennifer tends to struggle
with reading and writing at a
preprimary level. Once the girls
have written their topic sentence and
three supporting details I will explain
what a closing sentence is and model

how to write one. I will let Jaquelyn

write her own, and guide Jennifer
through writing hers. When both girls
are done we will read our writing out
loud to one another and provide
positive feedback.
Reader
s
Theatre
Read
by

Rationale: Last week I introduced

my tutees to readers theatre for the
first time. I want to reintroduce them
to the idea and give them another
opportunity to read the script
successfully.
Standard: CCSS.ELA.RF.3.4 Read
with sufficient accuracy and fluency
to support comprehension.
Objective: Students will practice
reading a readers theatre script in
order to foster fluency and support
comprehension.
Procedure: I will remind my tutees
what readers theatre is, and get
them excited about performing a
script in front of a group of people. I
want to make sure my expectations
are clear of them, and model how
they will be reading the text and also
how they shouldnt read. I will
explain that each of them will have a
part in the script and will be working
together to make the words come to
life. I will explain that we will be
practicing a lot so that they will feel
confident about what they are going
to be doing.
I will then read the script that I have
picked out to my tutees. After I have
read it to them modeling expression,
clarity, and fluency, I will instruct
them to read the story with me. We
will discuss the parts that were
difficult for them and what they liked

Which Shoes do
You Choose? By
Aaron Shepard

5-8 min RICA

Competenc
y 8:
Fluency:
Role in
reading
developme
nt and
factors that
affect the
developme
nt of
fluency.
Pg. 65

about the script. If time allows I will

have the girls read parts by
themselves.

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