AQUINAS TUTORIAL

LESSON PLANNING AND REFLECTION

ADOLESCENT LITERACY EN455/655

TUTOR: Kasey Jacobs STUDENT: Maggie Jacobs

DATE: November 24th WEEK # 6 SESSION #: 6

LITERACY FOCUS [one for reading (R) and one for writing (W)]

____ Mentor text ____ Editing (named focus correction area)

____ Connections ____ Questioning

__R__ Fluency ____ Inferring

____ Visualizing ____ Organization

____ Predicting __W__ Summarizing

____ Details/Supporting ideas ____ Vocabulary

____ Determining Importance/Main idea

SESSION GOAL(S):

1. The reading goal is increase fluency by rereading texts and choral reading

2. The writing goal is summarize the reading into a well organized paragraph with few
mistakes.

MATERIALS/RESOURCES:

My Fluency Graph grid to record times of reading

Snakes Alive passage
Lord of the Flies by William Golding
Sight word notecards

LESSON PROCEDURES/ACTIVITIES:

• last time I go through “Snakes Alive” passage, first time I read the passage, second
time have her read the passage on her own and time her as she reads the passage,
then record the time on the fluency graph
• go through 20-30 sight word notecards and point to the word and she says them
(do three times) then play the sentence game- come up with sentences to go with
the sight words after going through them, every sight word used in a sentence you
get a point, whoever has the most points wins. (working on both fluency and
comprehension)
• since she has been interested in reading the Twilight series, we start reading the
Twilight series
• I read a page, then she reads a page, choral reading a page together, on paragraphs
that her fluency is poor, have her reread that paragraph
• give her task of trying to finish the entire book by the end of the month
• ask her if she can remember what S,W,B,S stood for
• have her write down what it stands for
• help her come up with a summary of the first chapter of twilight
• remind her to use transition words in her summary
• reread “Snakes Alive” passage again, record timed results for the final time and see
if she reached her goal.
ASSESSMENT TO DETERMINE STUDENT ABILITY OR PROGRESS:

Fluency graph grid, recording timed reading on a Snakes Alive passage

SESSION REFLECTION
(Lesson review, student progress, implications for subsequent lessons)

She was just long of her goal time, but you can definitely tell she has made major
progress from the first time she read the passage to the end. I can tell her reading
confidence has improved, along with her fluency. Choosing to read Twilight on our last
session was a good refresher for her, since I knew she wanted to begin reading the
book, but had little motivation to read it. Therefore, since we started the book together,
she can get a good understanding of the first chapter and get her hooked to reading
more when I am not around.