LESSON PLAN TEMPLATE

Tutor: Aaron Straub Reading Level: DRA 38 Le

Tutee: Paulo Salcadeo on !:3

Grade Level:4

E"AL#AT$ON%RE&LE'T$ON &ROM LAST LESSON (What did you learn from last weeks

session about your tutee? Provide details and examples. How will what you learned from last session inform your planning for this session? What did you learn about yourself as a teacher?] Last week we just finished up the assessments. Some things that I have found so far are that his reading level is higher than his comprehension level. This appears to be normal with students, that they have the ability to pronounce words though maybe syllabication, without having an understanding of what they mean. From his spelling inventory guide he has troubles with ommon long vowel sounds, other vowels inflected endings and syllable junctures. The biggest thing that sticks out to me is his !erivational "elations, he missed every one on both categories, while this is important I think that we need to start him with more long vowel sounds to begin. #y plan is to work each lesson towards reaching the derivational relations but I am almost certain time will not allow for it all to happen.

GOALS )or t*e e Vowel sounds Reading Work on comprehension

ion or )or t*e c*ild:

Rationale: These items were several of the things that I determined as a need for $aulo from the assessments. 'o++on 'ore Standard, -:
CCSS.ELA-Literacy.L.4.2a Use correct capitalization. CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text. 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. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

&L#EN'.%&AM$L$AR READ$NG ,/ +in(include election0: %ne of the books that were chosen for reading was Tales of a Fourth &rade 'othing by (udy )loom. *e are reading together. I model the majority of the chapter then ask him to read a paragraph or two at the end of the chapter.

Rationale%Pur1o e, -

Why is it important to do this based on what you have learned about your tutee and according to research? !nclude citation" references to professional sources#$

$aulo has a younger brother, while he said he loves his brother he also stated his brother is a bother sometimes. The book seemed appropriate for him and after the first two chapters he has started to get into the reading of it. This type of share pair reading seems to put him at ease and he seems to enjoy it more than either just being read to or just reading it himself. %ne of the problems $aulo said he faced when reading was that he had no interest in the material he was reading. +ccording to Scholastic Instructor http,--www.scholastic.com-teachers-article-./0 reasons0nonreaders0dont0read0mdash0and0how0change0 their0minds 1Struggling readers will blossom if you give them material that is so interesting they can2t resist reading it.3 Lou+nne (ohnson, author of !angerous #inds.

G#$DED READ$NG ,2/334 M$N-: ''SS: SS.4L+0Literacy."L.5.6 "ecount stories, including fables, folktales, and myths from diverse cultures7 determine the central message, lesson, or moral and e8plain how it is conveyed through key details in the te8t. Selection: Tales of a Fourth Grade Nothing, Judy Bloom %& minutes# 'efore (eading )ctivity: + Rationale%Pur1o e: This allows $aulo the

9uick skim through of the book is completed and $aulo will write down anything he already knows about the topic on a sheet of paper. :e can also record vocabulary that troubles him as well. Nor+all5 t*i *ould ta6e onl5 / +inute but being t*e )ir t ti+e $ a+ allotting +ore ti+e )or t*e )ir t e ion7 We will then discuss the words or what he knows about the book already before beginning reading. %& minutes# *uring (eading )ctivity$ !uring the reading activity :e will have a piece of paper to keep track his thoughts. :e will write down his predictions for the pages he is reading. *e will discuss them during $ost "eflection.

opportunity to see what we will be reading. It also gives him a chance to look over the words to make sure he is familiar with them. +ll of this works towards him gaining confidence and teaching him how to select books in the first place. If he takes this techni9ue back to the classroom he will book better fit books that both challenge and interest him.

Rationale%Pur1o e, %ne of the things that the teacher informed me of was that $auolo struggles with comprehension. )y him taking the notes on his predictions this will allow me a better chance to see what it is that he is doing wrong and hopefully to help him with more of the understanding piece he is lacking. I agree with the teacher, Paulo was able to read up to level 7, but understood what he read only at a third grade level. Rationale%Pur1o e: To help him understand what parts of the story are important versus what parts are not as important; This skill will allow him to understand what things are important to remember in a book instead of thinking that it all is the most important part of the book. I think is it more important to teach $aulo then to teach him a book. :is understanding of reading will help more then him thinking he has to remember 4<4"= little detail. :e cannot understand what is important unless someone takes the time to show him. Rationale%Pur1o e: %ne of the assessments that I did with $aulo was having him write me a short story. The story was creative and interesting, however, one of the things that he did instead of using punctuation, he used and to connect everything. In order for him to become a better writer he has to learn that one long sentence does not make a story readable. :opefully this lesson will help him with that portion of his writing problem. :opefully hearing what a well written passage versus a poorly written passage sounds like. ''SS:
CCSS.ELA-Literacy.L.4.2a Use correct capitalization. CCSS.ELA-Literacy.L.4.2b Use commas and quotation marks to mark direct speech and quotations from a text.

%& minutes# Post+(eading )ctivity$ *e will discuss what he thought was going to happen ne8t from each page to gauge his comprehension skills.

8R$T$NG ,94 +in- 1&etting to know me.3 $rompt for writing. $aulo will write about himself, working on sentence structure, specifically endings. I will have him write for roughly > minutes so that we can use the other five minutes to discuss why he chose the words he did and what he could do that would help him improve. I will also model this by using sentences from our book. I will read a paragraph from the book we are reading to demonstrating what happens when we do not use punctuation.

8ORD ST#D. ,94 +in.? For this time we are going to do a Long-short vowel sound worksheet. :e will read the top portion of the te8t then color in each word with a corresponding color to indicate, long and short vowel sounds.

Rationale%Pur1o e: %ne of the things that the interest inventory showed me was that he is struggling at several word patterns. +fter talking with !r. #c@inney, we decided it was best to start him at the very first part of the inventory and work my way into the other areas. ''SS:
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. CCSS.ELALiteracy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

:OO; S<AR$NG ,/ +in7-: Selection, %ne of the books that were chosen for reading was Tales of a Fourth &rade 'othing by (udy )loom. *e are reading the book together. I model the majority of the chapter then ask him to read a paragraph or two at the end of the chapter.

Rationale%Pur1o e: "eading out loud allows him the opportunity to hear sounds, blends and sentence structures. Since he is struggling with putting in punctuation in a sentence he creates, I believe that this activity will help him in the understanding portion of why we use punctuation.