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LESSON PLAN

Tutor: Briaunna Alexander & Adam Semel


Grade Level: 1st

Tutee: Edwin Norris


Lesson #: 7

EVALUATION/REFLECTION FROM LAST LESSON: Last week Edwin did better than the week before.
We had him read a story that was a bit long but we wanted him to get a lot of reading time. It seems like he
doesnt do much reading at school so we like to make sure he reads every week. We also worked on some
writing in a graphic organizer. He is starting to get better at coming up with details. We also transferred his
writing into his notebook as a final copy!

GOALS for the session or for the child:


Reading: Edwin will be working on problem and
solution. He has a hard time remember what
happened in the story. This week we are going to
focus just on the problem and solution and see how
he does.
Writing: Edwin will be working on how to form
sentences correctly. Including using capital letters
and periods.
Word Study: Edwin is showing some progress with
his sight words! This week we are going to continue
working on them but instead of flashcards we are
going to play a game!
FLUENCY/FAMILIAR READING (5 min) [include
selection]:
Edwin will be reading a Kindergarten story titled
Pam Can See because he seems to have trouble
reading the first grade titles we have picked out for
him.
GUIDED READING (25-30 MIN):
Selection:
Before Reading Activity:
Pre-reading prediction I will read the book preview
on the book sleeve to Edwin before we read the story
and Edwin will write in his notebook what he thinks
will happen.
During Reading Activity:
Beginning, Middle, End Graphic Organizer Edwin
will complete a graphic organizer about the events in
the story. The graphic organizer will also have Edwin
fill in characters and settings. He will complete this

Rationale:
Teachers check students knowledge of highfrequency words and their ability to use wordidentification strategies to decode other words in
grade level texts, (Tompkins, 2014, pg. 194).

Common Core Standard(s):


RL.1.3 Describe characters, settings, and major
events in a story, using key details.
RF.L.3c Read common high-frequency words by
sight.

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

Rationale/Purpose:
Readers become ore engaged in the reading
experience and want to continue reading (Tompkins,
2014, pg.259).
Rationale/Purpose:
As students write about what theyve read, they
unravel their thinking and, at the same time,
elaborate on and clarify their responses (Tompkins,
2014, pg.45).

while reading the story.


Post-Reading Activity:

Rationale/Purpose:

Book summary We will ask Edwin questions about


what happened in the story. Questions will lead him
into giving us a summary.

Students story retellings should be coherent and


well organized and should include the big ideas and
important details (Tompkins, 2014, pg.277).

WRITING (10 min.):

Rationale/Purpose:

Edwin will use his graphic organizer from the story


to write a summary. We will be looking for complete
sentences, capitalization, and punctuation.

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:

Secret sight word game Edwin will be given a card


that has different pictures on it that spell out a sight
word using the beginning sound of each picture.

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 favorite book to Edwin

Marcel the Shell with Shoes On: Things About Me by


Jenny Slate

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

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