Tutoring Lesson Plan: Session 7

Basic Information:
Session #: 7
10/26/15
Tutor: Cassie Mayer
Tutees/Grade/s: Jennifer and Jaquelyn / Grade 3

Date:

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: After asking if either of my tutees need water or to use the
bathroom we will review what we did last week. We will then go over what
we will be reading, what our word study is, and what our writing will be. We
will end the session with 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
/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.

Beware of the
Storybook Wolves
by Lauren Child

15 min

CCSS: CCSS.ELA.RI.3.1 Ask and

answer questions to demonstrate
understanding of a text, referring

RICA
Connection
s or other
class
readings

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

explicitly to the text as the basis for

the answers.
Objective: Students will ask and
answer questions specifically related
to the text, Beware of the Storybook
Wolves.
Procedure:
I will introduce the story, Beware
of the Storybook Wolves, by
Lauren Child and give a quick
overview about what the story
says. I will then inform the
students that I want them to focus
on the characters and the events
that take place as I read the story.
I want them to focus more closely
on the details and invite them to
read with me if they choose or
when I pause. Throughout this
read through I will stop to ask
questions about what is going on,
how the pictures help us, and
higher thinking questions about
what they would do if they were in
the story.
What does a
sticky end mean?
What does the
back of this book
look like?
Whose eyes do we
see on page 4 and
five?
What do we notice
about the text style
as different
characters speak?
What does
whirling like a
frantic thing
mean?
Who does Princess
Beautiful remind

you of from a
different fairytale?
What does
doormats mean
in this sentence?
How can we tell
the wolves are
embarrassed
My goal is to get the students to
focus on main ideas and the
characters that guide the story.
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.
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.
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

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

Writing

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:
Paper, Pencils
We are going to be writing our
opinion this week, since my tutees
love talking about how they feel they
would do in books, and really excel at
describing their opinion. Both my
tutees will be using sentence frames.
Jaquelyn will be using a less direct
one since she is more advanced in
writing than Jennifer.
Standard: CCSS.ELA.W.3.1 Write
opinion pieces on topics or texts,
supporting a point of view with
reasons.
Objective: Students will formulate
their opinion on the topic of
fairytales, and develop a logical
argument to support their opinion.
Procedure: Using sentence frames,
students will write their opinion to
the prompt, Do you like fairytales?
Students will support their opinion
with 2-4 supporting details as
outlined in their frames. Jaquelyn will
have a less detailed frame, giving her
more room to creatively write her
own piece, while Jennifer will have a
more rigid frame since she needs the
support when writing. We will be
discussing fairytales during our
reading time in order to front load
vocabulary needed to write this
piece.

15 min

RICA Ch.
12 Pg. 91
Inferential
Comprehen
sion

Reader
s
Theatre
Read
by

Rationale: My tutees now have a

little bit of practice and exposure to
Readers Theatre. This week we are
introducing the individual parts to
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.

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

Procedure: This week be and my

fellow teachers will be passing out
the scripts to our tutees with their
individual highlighted parts. We will
explain which parts are theirs and tell
them, though they really need to
practice their lines, it is important to
read along with the other students in
order to know when they are
supposed to talk or listen. We will
practice at least twice with support
from teachers, then give the
opportunity to read without support.

Closing: We will discuss what we did during the lesson and I will explain
that next week we will begin writing our Final Drafts of our opinion pieces.
-----------------------------------------------------------------------------------------------------------------------------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