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LESSON PLAN TEMPLATE

Tutor: Briaunna Alexander & Adam Semel


Grade Level: 1st grade

Reading Level:

Tutee: Edwin Norris


Lesson #: 3

EVALUATION/REFLECTION FROM LAST LESSON: Last week, Edwin was a little bit late so we didnt
have time to finish everything. We worked on him really paying attention to the story and remembering the
characters, settings, and events. He really enjoyed the book so he did better at remembering the details. He
also did sight word flashcards. He knew more than I thought he was going to but we did decide one of his
goals is going to be to master the first 2 sets.

GOALS for the session or for the child:


Reading: Edwin will be listening to a story and
thinking about details associated with the character.
He will also write a letter to the author to practice
proper grammar such as capitalization and
punctuation.

Rationale:
Students story retellings should be coherent and
well organized and should include the big ideas and
important details (Tompkins, 2014, pg.277).

Common Core Standard(s):


Writing: Edwin will complete a graphic organizer
that lets him work on details. He will also help him
learn to write a complete paragraph.
Word Study: Edwin will do sight word flashcards.
We have decided one of his goals is to master at least
the first 2 sections of sight words before tutoring is
over.
FLUENCY/FAMILIAR READING (5 min) [include
selection]:
Oh Brother!

W.1.2 Write informative/ explanatory texts in which


they name a topic, supply some facts about the topic,
and provide some sense of closure.
RL.1.3 Describe characters, setting, and major
events in a story, using key details.

Rationale/Purpose:
Students learn to read fluently so that they have
cognitive resources available for comprehension.
(Tompkins, 2014, pg. 101)

GUIDED READING (25-30 MIN):


Selection: There Was an Old Lady Who Swallowed a Fly by Simms Taback
Before Reading Activity:
Rationale/Purpose:
Student will predict things about the character,
setting, and events.
During Reading Activity:
SW draw an empty head and inside of it draw any
symbols or words or images that are bouncing
around in the mind of the character of a story
Post-Reading Activity:
SW Write to the author or to a character about this
book.

Readers become ore engaged in the reading


experience and want to continue reading (Tompkins,
2014, pg.259).
Rationale/Purpose:
They make predictions about the characters and
events in the story. They often base their predictions
on the books title or the cover illustration.
(Tompkins, 2014, pg. 41)
Rationale/Purpose:
Students who have a good grasp of these
conventions correct most errors during editing to
make their compositions reader ready.

(Tompkins, 2014, pg. 59)


WRITING (10 min.):

Rationale/Purpose:

Informative/ explanatory detail graphic organizer


and then glue into notebook.

Students need to know how to organize their writing


and learn ways to make their structure clear and
logical for readers. (Tompkins, 2014, pg. 58)

WORD STUDY (10 min.):

Rationale/Purpose:

Sight word flashcards

Children also learn to read and write many highfrequency words and write several sentences to
develop a story or other composition. (Tompkins,
2014, pg. 115)

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

Tutors will read a chapter out of a book picked for


Edwin!

Captain Awesome, Soccer Star by Stan Kirby

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2