Lesson # 8

Tutor: Sara Scott

Tutee: Cyrus

Grade Level: Kindergarten

Pre-primer

Reading Level:

Evaluation/Reflection:
I don't have a reflection from last week because I made this lesson plan at the same time as lesson
7 since I am not here for this lesson. I am hoping that during lesson 7 we will get through all the
editing and HOPEFULLY start on the final draft part of his writing during this lesson. I will leave you a
note that goes along with this lesson after we complete lesson 7!

GOALS for the session or for the child:

Reading: Cyrus will be able to read at a primer
level with 2 or less errors by the end of the 10
week sessions.

Rationale: I chose these goals for Cyrus because

these are all the next levels above where he is at
now. From assessments I was able to distinguish
where he was in spelling, letter-sound recognition,
writing, and reading.

Writing: Cyrus will be able to write full sentences Common Core Standard(s):
with correct capitalization and punctuation by the RF.K.4- Read emergent reader texts with purpose
and understanding.
end of the 10 week sessions.
L.K.2- Demonstrate command of the conventions
of standard English capitalization, punctuation,
Word Study: Cyrus will be able to distinguish
and spelling when writing.
digraphs like sh, th,ch at the beginning and
W.K.1- Use combination of drawing, dictating, and
ending of words buy the end of the 10 week
writing to compose opinion pieces in which they
session.
tell the reader a topic.
RF.K.2- Demonstrate understanding of spoken
word, syllables, and sounds.
FLUENCY/FAMILIAR READING (5 min):
Play site word game Roll and Read.
(Game board paper, score paper, and dice)
Cyrus will roll a dice and move the number of
spaces. He must say the word out loud. If he says
it correctly he gives himself a point. If he says it
wrong he rolls again without getting points. His
goal is to get more points every time he plays.

Rationale/Purpose :Becoming fully literate is

absolutely dependent on fast, accurate
recognition of words and their meanings in texts
and fast, accurate production of words in writing
so that readers and writers can focus their
attention on making meaning.
Bear, D. R., Invernizzi, M., & Johnston, F. R. (2012). Developmental
Word Knowledge. Words their way: word study for phonics,
vocabulary, and spelling instruction (5th ed., p. 3). Boston:
Pearson/Allyn and Bacon.

Guided Reading (20-25 Min):

CCSS: R.F.K.4- Read Emergent Reader Text
with Purpose and Understanding.
Selection: The Picnic DRA Level:2
Before Reading Activity:
Review The Picnic vocabulary: apples,
basket, cheese, chips, cookies, mouse,
picnic, puts, sandwiches, soda pop
Cyrus and I will do a picture walk of the
book The Picnic. We will make predictions
about what the books is about.
We will predict what will happen during the
story.

Rationale/Purpose:
The reading process begins before readers open
a book. Pre-reading is important because this is
where readers activate their background
knowledge and are also able to relate or make
connections to the story before it even begins.
Pre-reading gives the reader purpose and also
helps reader plan their reading,

Tompkins, G. E. (2014). The Reading and Writing Process. Literacy for

the 21st century: a balanced approach (Sixth ed., p. 41). NJ: Upper

Connect to prior knowledge

Have you ever been on a picnic?

Saddle River.

During Reading Activity:

Cyrus will start out reading the book by
himself, I will help him with words he is
struggling with. I will also remind him to
use our reading strategy when he comes
across words he doesn't know.
We will stop and discuss when we come
across words that are unknown. Cyrus will
use post it notes to mark words that he
doesn't understand.
We will check to see if our predictions were
correct, if not then we will revise them.
We will point to words and sound them out
together to decode the words.

Rationale/Purpose:
Taking time during reading to make connections
and review vocabulary is important because if the
student doesn't understand key vocabulary then
they might not be able to understand the entire
story. It is also important to stop and make
connections to check for understanding and also
make the story interesting and relatable to them.
The most crucial time for comprehension is while
the students are reading. It is important to
have students actively processing during
reading.

Post-Reading Activity:
We will go over any words that Cyrus wrote
down that he needed help with.
Discuss our predictions of the story and if it
was correct or not.
Discussion:
What is the story about?
Why do you think the mouse was in the
basket?
If you were going on a picnic what
would you bring?
Where would you go on a picnic?

Rationale/Purpose:
We are doing these activities after reading to
check for understanding during the guided
reading. It is important to not only be able to read
but to also be able to go back and remember
what they learned and put it to use.

WRITING (15 min.):

We need to finish up the editing if not
finished last class and move onto the Final
Draft part of the writing process.
Must finish the final draft writing in his best
handwriting and with all the edits included.
Once he finishes writing he can illustrate a
picture that goes along with his writing.
(Make sure he understands that it MUST
match his writing.)

Rationale/Purpose:
We are doing the writing process to help give
purpose and structure to Cyrus's writing. I want
his writing to be something he is proud of and
something he can take home to show his parents
and also put in his portfolio.

WORD STUDY (10 min.):

Cyrus will use pictures to sort words that
have the beginning and final digraphs
ch,sh, and th.
-Cheese -Watch -Tooth -Shark -Dish
Today we will focus on the ending
digraphs.
If you make it through the ending
digraphs, then mix up the beginning
and ending digraphs.

Rationale/Purpose:
After looking over his spelling test he was having
problems with digraphs so we will work on these
digraphs so that he will recognize the sounds in
words.
In addition to reading and writing activities,
students learn about the English orthographic
system through mini-lessons about phonics, high
frequency words, spelling rules, and spelling
strategies.

Tompkins, G. E. (2014). Literacy for the 21st century: a balanced

approach (6th ed.). Upper Saddle River, NJ: Pearson
Education/Merrill/Prentice Hall.

Tompkins, G. E. (2014). The Reading and Writing Process. Literacy for

the 21st century: a balanced approach (Sixth ed., p. 45). NJ: Upper
Saddle River.

Tompkins, G. E. (2014). The Reading and Writing Process. Literacy for

the 21st century: a balanced approach (Sixth ed., p. 48). NJ: Upper
Saddle River.

CCSS:
L.K.2- Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing.
W.K.1- Use combination of drawing, dictating, and
writing to compose opinion pieces in which they
tell the reader a topic.

Tompkins, G. E. (2014). Literacy for the 21st century: a balanced

approach (6th ed.). Upper Saddle River, NJ: Pearson
Education/Merrill/Prentice Hall.
CCSS: RF.K.2- Demonstrate understanding of spoken word, syllables,
and sounds.

BOOK SHARING (5 min.):

I will read the book Bubble Gum, Bubble Gum By. Lisa
Wheeler

Selection:

Bubble Gum, Bubble Gum By. Lisa Wheeler