LESSON PLAN #5

Tutor: Shawntel Davis

Tutee: Arwin Jennings

Grade Level: 4th

Reading Level: M

Lesson #: 5

EVALUATION/REFLECTION FROM LAST LESSON: Last session I did a guided reading lesson with a historical fiction text about Abraham Lincoln. While Arwin said he didnt care for the book, his comprehension was awesome. He answered every question I had for him with no problem. Last week I was just using a word sort I found online. However, this week I chose a word sort from words their way based on his results from the ESI. Based on his miscues from todays word sort I will make my future word sort decisions. I will add incorporate the words that he missed into his future writing prompts. It was mentioned that my writing prompt seemed a bit fakey in my last lesson (which I agreed) so I changed the prompt and related more it to Arwin. He had a lot to write about and I think it was our most successful writing session yet. I hope I can continue with this growth in the next few sessions. Rationale: Every thing that I have planned for GOALS for the session or for the child: today will be working toward our overall goal of Talk with Arwin about goals making our students fluent, confident, and Develop Fluency excellent readers. Work on Comprehension and word study Common Core Standard(s): activities CCSS.ELA-Literacy.RF.4.4b Read grade-level prose Writing activity based on guided reading and poetry orally with accuracy, appropriate rate, selection and expression on successive readings. Book share CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Rationale/Purpose(s): Struggling readers need more than just books. They need a structured reading program that applies research-based principles to keep them on track and maximize results. Readers see graphs of their initial cold-timing score and then of their final hot-timing score, which shows how much they've improved. Watching their scores go up motivates readers to keep working. http://www.oneminutereader.com/

FLUENCY/FAMILIAR READING (5 min) [include selection]: will be using an app called One Minute Reader. We will be starting with level 3, which is intended for third grade. I will also be recording him so he can hear a play back of his reading. I will read a portion aloud with expression then I will play his recording. I will ask him about some of the differences he notices. Then I will have a quick discussion of reading with expression. This app has steps: 1. Cold read 2. Read Along 3. Read Alone 4. Quick Quiz

GUIDED READING (25-30 MIN): CCSS: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Selection: Emperors New Clothes by Hans Christian Anderson Level M- Arwins reading level Rationale/Purpose: The purpose of the before Before Reading Activity: (5-7 min) reading step is to set the objective for reading, Summarize plot, Discuss pictures, Unfamiliar book analyze new vocabulary, and make predictions. In the language/character names, Draw upon students introduction, the teacher draws attention to aspects experiences. of words that offer students ways to learn how words work, for example, by point out first letters, plurals,

New or important words: emperor (cover) minister (p. 4) loom (p. 8) During Reading Activity: Each week Arwin chooses to whisper read the text, so this week this is what I will ask him to do. I will also have him use post-its to mark evidence of support for his predictions. I will also have him write down on the post-its, words that he doesnt know or is unsure of their meaning. He will be reading this book on the iPad. The text in this book is large and easy to read. I will ask him several comprehension questions throughout the reading. - What lesson so you think the author of this story is trying to teach? Post-Reading Activity: -Discuss the story, re-read orally certain parts for clarification. - Share favorite parts of story -Clarify confusion, revisiting parts of the text that posed problems for readers -Acknowledge partially correct responses, seeking to understand students perspectives. Comprhension Questions: -What was special about the cloth the two ladies made on their loom? -Why do you think that the chief minister and the emperor pretended they could see it? -When did the emperor show off his new suit? -Why do you think, that no one dared to say that they could not see the emperors new clothes? -Who was brave enough to tell the emperor the truth? -How did the emperor feel at the end of the story? WRITING (10 min.): We will be adding this to Arwins writing book. I will ask Arwin about the story and why the emperor was so foolish. Then I will ask these questions. -Have you ever done anything foolish? -Have you ever been tricked by someone?

word endings, consonant clusters, vowel pairs, or syllables. (Fountas & Pinnell, 2009)

Rationale/Purpose: Students need to read independently. As students read, the teacher should monitor student decoding and comprehension. Teachers makes observational notes about the strategy use of individual readers and may also take a short running record of the child's reading.

Rationale/Purpose: It is important to strengthen comprehension skills and provide praise for strategies used by students during the reading.

Rationale/Purpose: This writing activity further extends the Guided reading activities making the learning experience richer. CCSS: CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear

We will do a quick brainstorm before we begin writing and I will share my answers to theses questions with Arwin. Prompt: Write about the time you may have been tricked by something and fooled. WORD STUDY (10 min.): Based on his results from the ESI, Arwin is placed in late within word pattern. So I chose to do a word sort based on page 353 # .39 (Long I Patterns) from Words Their Way.

event sequences.

Rationale/Purpose: Teachers have students do word work that helps students attend to meaningful word parts and word meanings (affixes, base words, root words, homophones, syn- onyms, and antonyms). www.scholastic.com/guidedreading CCSS: CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

BOOK SHARING (5 min.): Selection: Slam Dunk Shoes by Jake Maddox Ch. 5

Rationale/Purpose: Book sharing is a great way to read just for the sake of reading. Teacher should choose books that are within student interests and on their reading level. Teachers should not test students on these books. www.scholastic.com/guidedreading