Tutoring Lesson Plan: Session 6

Basic Information:
Session #: 6
Date: 10/26/15
Tutor: Cassie Mayer
Tutees/Grade/s: Jennifer and Jaquelyn / Grade 3
Support for ELs: In order to support my ELs I will explicitly teach site
words, using them in context. (it, is, am, at, come, here, have, in, got)
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 51-53
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: After asking if either of my tutees need water or to use the
bathroom we will review what we did last week. We will refresh our memories
of Thidwick the Kind Hearted Moose and what happened in the story. We
will also review our expository text on Sloths. I will then tell my tutees we will
continue writing our final draft for our opinion piece, and will read through
our Readers Theatre with our new group.
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
/with

Rationale: The last few weeks we

have focused on fictional text. This
week we will switch gears into
expository text. My tutees love small
animals so I will be giving my tutees
articles to read together. Last week
only Jennifer was present so we will
review the article with Jaquelyn,
discussing the main idea and
supporting details.

Sloth by National
Geographic,
colored pencils or
markers

15 min

CCSS: CCSS.ELA.RI.3.1 Ask and

RICA
Connection
s or other
class
readings

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

answer questions to demonstrate

understanding of a text, referring
explicitly to the text as the basis for
the answers.
CCSS.ELA.RI.3.5 Use text features
and search tools to locate
information relevant to a given topic.
Objective: Students will ask and
answer questions specifically related
to the text, Sloth, and using text
related features to further
understanding.
Procedure:
Together we will reread the article on
sloths. Each tutee will have their own
copy. I will read the article to them
with them following along. We will
then read it together a second time,
this time we will be underlining the
main idea of the article with red, and
details we find interesting in yellow.
We will then pair share what we have
learned and found interesting. I will
then ask them questions, Where do
sloths live? How much to Sloths
weigh? What do you think it means
to be endangered? Are sloths an
endangered species? All of the
answers to these questions can be
found in the text features at the
bottom of the article. I will then ask if
they have any questions, then
together we will look for the answers
in the article. If they cannot be found
we will write them down and I will
bring in more articles on sloths next
week. I will then instruct my tutees to
save their articles in their folders
because we will be using them again
for our next writing lesson.

Word
Study

Rationale: Using the list of High

Frequency words we have been
using, I am pulling out words that my
tutees are struggling with and
explicitly teach those this week.
Jennifer struggles in the preprimary
level of words, and Jaquelyn needs
help in a first grade level. According
to the RICA pg. 51 teaching the
words whole to part will give my
tutees practice and a context to help
them understand and master those
words.

High frequency
word list, timer,
markers, cougar
coutos, white
boards and
markers.

15 min

RICA
Competenc
y 5 pg. 41
Phonics
and site
words:
Terminolog
y and
Concepts;
Competenc
y 6 pg.
47Phonics
and site
words:
Instruction
and
Assessment

Paper, Pencils

15 min

RICA Ch.
12 Pg. 91
Inferential
Comprehen
sion

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
sentence and they will practice
reading and spelling them.

Writing

Procedure:
After reviewing our high frequency
words I will use the ones that they
struggle with in a three sentence
story on a white board. I will
underline the words in the story. I will
read the story to my tutees pointing
to each word, we will then read the
story together. My tutees will then
spell the word then write the word on
their individual white boards. I will
differentiate this lesson by using two
different stories for each tutee that
includes their individual words they
struggle with based on previous
lessons and the review at the
beginning of this lesson.
Rationale:
We are going to finish our final draft
of our opinion piece. Jennifer began
writing hers last week, but did not
finish. Jaquelyn needs to start hers,
but she needs less time than Jennifer

because she is able to work

independently.
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,
which we read two weeks ago,
students will write an opinion to the
prompt, How would you teat
unwelcomed guests in your home?
Procedure: Using their rewrite and
rough draft, my tutees will write their
final draft of their opinion piece.
Together we will look for proper
spelling and punctuation. Jaquelyn
will be able to review her work on her
own first then we will review
together. I will work step by step with
Jennifer in order to accommodate her
learning needs.
Reader
s
Theatre
Read
by

Rationale: My tutees now have a

little bit of practice and exposure to
Readers Theatre. This week we will
be forming choral reading in our
group, this way we will be able to
differentiate and give appropriate
parts to all of our tutees.
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: Working with our
Readers Theatre group we will

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

chorally Read, Which Shoes Do You

Choose? The teachers will aid
students as needed.

Closing: We will discuss what we did during the lesson and I will explain
that next week we will begin writing our informative piece on sloths and
starting a new book.
-----------------------------------------------------------------------------------------------------------------------------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

SLOTH

3 of 4

OVERVIEW

It's a good thing sloths don't have to go to school. They'd never make it on time. These drowsy
tree-dwellers sleep up to 20 hours a day! And even when they are awake, they barely move at all.
In fact, they're so incredibly sluggish, algae actually grows on their fur.
Sloths live in the tropical forests of Central and South America. With their long arms and shaggy
fur, they resemble monkeys, but they are actually related to armadillos and anteaters. They can
be 2 to 2.5 feet (0.6 to 0.8 meters) long and, depending on species, weigh from 8 to 17 pounds
(3.6 to 7.7 kilograms).
There are two main species of sloth, identified by whether they have two or three claws on their
front feet. The two species are quite similar in appearance, with roundish heads, sad-looking
eyes, tiny ears, and stubby tails. Two-toed sloths are slightly bigger and tend to spend more time
hanging upside-down than their three-toed cousins, who will often sit upright in the fork of a tree
branch. Three-toed sloths have facial coloring that makes them look like they're always smiling.
They also have two extra neck vertebrae that allow them to turn their heads almost all the way
around!
Some scientists think sloths developed their slow-motion lifestyle so they would be less
noticeable to predators such as hawks and cats, which rely heavily on their eyesight when
hunting. The algae that grows on sloths' fur also helps them avoid predators by letting them
blend in with green leaves. They rarely come down from the trees. About once every week, they
descend to go to the bathroom, slowly moving about by digging their front claws into the dirt and

dragging their bodies. If they are caught by a predator, sloths turn from sluggish to slugger, biting
fiercely, hissing, slashing with their claws, and shrieking.

SCIENTIFIC NAME

Bradypus variegatus

FAMILY NAME

Bradypodidae

ENDANGERED STATUS

LEAST CONCERN

CLASSIFICATION

Mammal

LIFE SPAN

10 years

DIET

Herbivore

HABITAT

Forest

RANGE

LIGHTER THAN A PIANO

8 - 17 lbs

500 lbs

SHORTER THAN A SCHOOL BUS

2 - 2.5 feet

37 feet