Dr.

Browne
Fall2015
SchoolReadingProblems

LessonPlanOutlineFormat

Tutor:
AbbyRonbergandMandyLeonard
DateofTutoring:10/17/15
Tutee:LogynnPappLesson#8
Grade:3ReadingLevel:Grade1/EarlyGrade2

I.Fluency

Objectives:
TSWBATarticulateappropriate
phrasingofcommonFryphrases.

Materials
Text:
TheBestThingintheWorld
(ASight
WordStory)
TextLevel:
IndependentLevelText(L:I)
FryPhrases,SetOneCards

CCSS:
RF.3.4
:
Readwithsufficientaccuracyand
fluencytosupportcomprehension.
RF.3.4.A
:
Readgradeleveltextwith
purposeandunderstanding.
RF.3.4.B
:
Readgradelevelproseandpoetry
orallywithaccuracy,appropriaterate,and
expressiononsuccessivereadings.
RF.3.4.C
:
Usecontexttoconfirmor
selfcorrectwordrecognitionand
understanding,rereadingasnecessary.

Completed
Logynnhadfunreadingtheshortstory,The
BestThingintheWorld.Shewasableto
read,withaccuracy,thewholestory,aswell
assightwordsandphrasesprintedonstrips.
Shewasabletoretryhermistakesand
eventuallymadeitthroughthewholestory.

Activities&Procedures

1. Tutorwillstartthelessonbyexplaining
thatwhenwereadfluently,weuseproper
phrasing.Modelusingthebeginningof
thestory,
TheBestThingintheWorld
,as
anexample(writeonboard).
2. Nextpracticeproperphrasingusingthe
FryPhrases,SetOne
cards.Tuteewillgo
throughthesetandreadthephrases
aloud.Foreachtimeshereadswith
properphrasingastickerwillbeplaceon
thebackofthecard.
3. Whiletutorperformsarunningrecord,
thetuteewillreadaloudthestory,
The
BestThingintheWorld
,astorywhich
containsall220DolchSightWords.
*Tutorwillbesuretotakenoteofmiscues,
selfcorrections,identificationofsightwords
andappropriatephrasing.Storywillbesaved
andusedasarepeatedreadingpassage.
Tobecontinued

Dr.Browne
Fall2015
SchoolReadingProblems

II.ReadingforMeaning(Comprehension)

Objectives:
TSWBATuseinformationgiven
intexttocompleteagraphicorganizerabout
seaotters,andtheirplaceintheirocean
environment.

Materials
Text:
SeaOtters,byLauraMarsh
TextLevel:
GR2(LevelJ)
GraphicOrganizer(createdonchartpaper)
NonfictionComprehensionBall

CCSS:
RI.3.1
Askandanswerquestionsto
demonstrateunderstandingofatext,
referringexplicitlytothetextasthebasis
fortheanswers.
RI.3.2Determinethemainideaofatext
recountthekeydetailsandexplainhow
theysupportthemainidea.
RI.3.7Useinformationgainedfrom
illustrations(e.g.,maps,photographs)and
thewordsinatexttodemonstrate
understandingofthetext(e.g.,where,
when,why,andhowkeyeventsoccur).

Completed
Studentenjoyedthestoryaboutseaotters.
WecompletedaKWLchartwithafair
amountofaccuracy,andwewereableto
identifythepartsofthestorythatwethought
wereimportant.Logynngainedseveralbits

Activities&Procedures

BeforeReading
1. Talkwithstudentaboutseaotters,
andaskwhattheyknowoftheir
Pacificoceanenvironment.
2. Explainthatwewillbedoingachoral
readingofthetext,andthatthe
studentshouldbepayingattentionto
theillustrationsinthetext.

DuringReading
1. Usingthechoralreadingstrategy,
studentandtutorswillreadthrough
SeaOtters
,makingsuretotalkabout
thecaptions,andpicturesoneach
page.
2. Studentwillbeaskedshortquestions
pertainingtotheinformationon
certainpages.

AfterReading

1. Taketwominutestousethe
NonFiction
ComprehensionBall
toreviewandcheck
forcomprehensionofthepassage.
2. Talkaboutpicturesinthetext,andhow
theyhelpedstudentunderstandwhatthe
textwastryingtosay.
3. Usingthe
GraphicOrganizer
tuteewill
identifythetopic,mainidea,and
supportingdetailsofthetext.

Tobecontinued

Dr.Browne
Fall2015
SchoolReadingProblems
ofinformationfromthestory,andhadfun
readingthroughthejokes.

III.IntegratedWriting

Objectives:TSWBATwriteashort
informationalsummarybasedonthetext
read,andtheorganizercompleted.

Materials
SeaOtters,byLauraMarsh(grade2)
GraphicOrganizer(completed)
Storypaper(withroomforpictures)

CCSS:
W.3.2
Writeinformative/explanatorytexts
toexamineatopicandconveyideasand
informationclearly.
W.3.2.A
Introduceatopicandgroup
relatedinformationtogetherinclude
illustrationswhenusefultoaiding
comprehension.
W.3.2.BDevelopthetopicwithfacts,
definitions,anddetails.

Completed

Activities&Procedures
1. Afterreading
SeaOtters,
tutorwill
explainthatwecanuseinformation
learnedinthetexttowriteshort
summariesofthetext.
2. Askstudenttowriteanopening
statementabouthertopic.Then
continuethroughtheparagraph
format,referencingthehamburger
paragraphmodel.
3. Concludeparagraph,anddiscuss
whattutorandstudentthoughtabout
thetext,andwhatthestudentcando
tomaketheirinformativewriting
morefun.

Tobecontinued
Wedidntgettothissection

IV.WordStudy

Objectives:TSWBATidentifyother
vowelsounds,anduseonlineactivitytohelp
studentbecomeawareofthesounds,and
howtheyarewritten.

Materials
Computer(withinternetaccess)
ChartPaper

CCSS:
RF.2.3
Knowandapplygradelevel
phonicsandwordanalysisskillsin
decodingwords.

1.

2.
3.
4.

Activities&Procedures
Explainthatwealreadywentover
longandshortvowelsounds,aswell
asvowelteams.Talkaboutother
vowels,usingcharttoexplain.
Showtuteewebsite,whichcontainsa
shortgameforhertocomplete.
Monitorstudentsprogressthrough
thegame,askingquestionsasshe
goes.
Reviewvowelsoundslearned,by
lookingatchartagain.

Dr.Browne
Fall2015
SchoolReadingProblems
RF.2.3.B
Knowspellingsound
correspondencesforadditionalcommon
vowelteams.

Completed

Tobecontinued
Wedidntgettothissection.

V.Summary/Closure

AssessmentofLesson

1. FluencyTSWBATarticulatesight
words.
2. ComprehensionTSWBATreada
text,andusewhattheylearnedto
completeachartabouttext.
3. WritingTSWBATwritean
informativesummarybasedonthe
texttheyread.
4. WordStudyTSWBATreadand
identifyothervowelsounds,usingan
internetenableddevice.

EvidenceofLearning
1. Fluencyusingsightwordstory,tutor
willbeabletoidentifywhatsight
wordsthechildcanread,andchild
willbeabletocreatemeaningwith
newwords.
2. ComprehensionStudentwillbeable
tomakeconnectionsbetweenthetext
andreallife,aswellasanswer
questionsbasedonthetext.
3. WritingUsingwhatstudentknows
ofthetext,theywillcreateashort
informationalsummary.
4. WordStudyStudentwillpractice
usingothervowelsounds,using
onlinegame.