Dr.

Browne
Fall 2015
School Reading Problems

Lesson Plan Outline Format

Tutor: Mandy Leonard & Abby Ronberg
Date of
Tutoring: 11/4/2015
Tutee: Logynn Papp
Lesson
#13
Grade: 3rd
Reading Level: early 2nd Grade
I. Fluency
Objectives: TSWBAT use text clues
to read accurately and fluently with
expression.
Materials
Text: ABCs of the First
Thanksgiving
Text Level:
Readers Theater Script
CCSS:
RF.3.4 Read with sufficient
accuracy and fluency to support
comprehension.
RF.3.4a Read grade-level text
with purpose and understanding.
RF.3.4b Read grade-level prose
and poetry orally with accuracy,
appropriate rate, and expression on
successive readings.
RF.3.4c Use context to confirm or
self-correct word recognition and
understanding, rereading as
necessary.

Activities & Procedures

1.
Introduce the story and
explain that we will be acting it
out through Readers Theatre.
Review by asking,
-What types of things should we
notice about the story, if we are
going to act it out? (looking for
feelings or expression of the
characters)
-How do we know how the
character feels? (looking for the
content of the story and/or the
punctuation)
2.
Preview the Readers
Theatre Script and allow student
to pick her part (script will be
split into three speaking parts,
each of equal length).
3.
Model appropriate
fluency during tutor parts of the
Readers Theatre

Dr. Browne
Fall 2015
School Reading Problems
Completed
This portion of the lesson went very
well. Logynn enjoyed working with
another tutee and tutor group. This
lesson was primarily for motivation
and variation in activity while still
practicing reading out loud and
gaining more confidence.

To be continued

II. Reading for Meaning (Comprehension)

Dr. Browne
Fall 2015
School Reading Problems
Objectives: TSWBAT identify and
use comprehension strategies while
reading and answering questions
about a text.
Materials
Text: The One in the Middle is the
Green Kangaroo by Judy Blume
Text Level: GR - M
Narrative Comprehension Ball
Comprehension Scavenger Hunt
Book Review Slip
CCSS:
RL.3.1 - Ask and answer questions
to demonstrate understanding of a
text, referring explicitly to the text
as the basis for the answers.
RL.3.2 - Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or moral
and explain how it is conveyed
through key details in the text.
RL.3.3 - Describe characters in a
story (e.g., their traits, motivations,
or feelings) and explain how their
actions contribute to the sequence
of events
RL.3.5 - Refer to parts of stories,
dramas, and poems when writing or
speaking about a text, using terms
such as chapter, scene, and stanza;
describe how each successive part
builds on earlier sections.
RL.3.6 - Distinguish their own point
of view from that of the narrator or
those of the characters

Activities & Procedures

1.
Have tutee read Chapter
One either out loud or silently.
2.
Follow up with a session
of Comprehension Ball, marking
off the comprehension tasks on
the Comprehension Scavenger
Hunt Card. Tutee must use a
three different comprehension
strategies each time.
3.
Have tutee read Chapter
Two either out loud or silently.
4.
Follow up with a session
of Comprehension Ball, marking
off the comprehension tasks on
the Comprehension Scavenger
Hunt Card. Tutee must use a
three different comprehension
strategies each time.
5.
Discuss the quality of
the story. Have tutee orally
complete the Book Review Slip.
Does she like the story? Why or
why not?

Dr. Browne
Fall 2015
School Reading Problems
Completed
Logynn was able to correctly
identify each comprehension
strategy she used. During the
activity she used visualizing,
summarizing, questioning,
connections and predictions.

To be continued

III. Integrated Writing

Objectives: TSWBAT plan a
narrative piece by outlining the
story elements.
Materials
Roll a Story Manipulative
Story Elements Graphic Organizer

CCSS:
W.3.3 - Write narratives to develop
real or imagined experiences or
events using effective technique,
descriptive details, and clear event
sequences.
W.3.3.A - Establish a situation and
introduce a narrator and/or
characters; organize an event
sequence that unfolds naturally.
Completed

Activities & Procedures

1.
Begin with a one
minute review of the story
elements anchor chart.
2.
Review that when
we write stories it helps to start
by coming up with ideas and
organizing our thoughts before
we write and that this is called
Pre-Writing.
3.
Have the tutee
use the Story Elements Graphic
Organizer to plan her own
narrative story using the Roll a
Story manipulative to generate
characters, settings, and
problems.
The tutee will identify the
characters, setting, problem,
solution and plot (beginning,
middle, and end) of her narrative
story idea.
To be continued
We did not complete this portion of
the lesson.

IV. Word Study

Objectives: TSWBAT identify and
properly pronounce words with the
long e sound.

Activities & Procedures

1.
Reference the Long
Vowels Chart used in a prior

Dr. Browne
Fall 2015
School Reading Problems
Materials
Long Vowel Spelling Patterns Chart
Long E Task Cards
CCSS:
RF.1.2 - Demonstrate
understanding of spoken words,
syllables, and sounds (phonemes).
RF.1.2.A - Distinguish long from
short vowel sounds in spoken singlesyllable words.
RF.2.3.C - Decode regularly spelled
two-syllable words with long vowels.

lesson to talk about Long E

sounds.
2.
Explain that long E is
sometimes spelled in different
ways.
3.
Review the spelling
patterns for long E (eCe,
ea/eeCle, ea, ee, -y) and talk
about how they sound.
4.
Using the long E task
cards, student will write the
correct spelling for each word.

Dr. Browne
Fall 2015
School Reading Problems
Completed
Meaningful discussion helps Logynn
to determine the correct spelling
patterns of these words. She works
best when talking out how she will
determine the word and the spelling
pattern. More practice applying
these spelling patterns to writing
and reading will be helpful.

To be continued

V. Summary/Closure
Assessment of Lesson
I. Fluency - The student will
interpret the feelings of characters
using punctuation and text content
and demonstrate understanding of
showing expression.
II. Comprehension - Focus on
metacognition and drawing the
tutees attention to the
comprehension strategies she
already uses.
III. Integrated Writing - Build on the
knowledge of story elements by
initiating a long-term writing
assignment, beginning with
prewriting. The tutee will determine
the setting, characters, problem,
solution, and plot of her own
narrative story.
IV. Word Study- student will gain
knowledge of Long E sounds, and
how they differ from other word
sounds.

Evidence of Learning
I. Fluency - The student will perform
reader's theatre accurately
displaying the emotions discussed.
II. Comprehension - The student will
become aware of comprehension
strategies by accurately respond to
comprehension ball questions and
prompts.
III. Integrated Writing - The student
will determine the characters,
setting, problem, solution, and plot
of a narrative story of her own
creation.
IV. Word Study - Student will further
their knowledge of word sounds,
specifically Long E and how Long E
is spelled.