Appendix G

Tutoring Lesson Plan: Session 2 and Beyond

(Use this basic format for all tutoring sessions.)
Basic Information:
Session #: 3
Date: October 5, 2015
Tutor: Monica Izzo
Tutees/Grade/s: Sebastian and Alan Second graders
Support for ELs: I will leave the book Does a Kangaroo have a Mother too?
Out on the table as the tutees work on their activity related to the story, so
that they can use visuals from the book to guide them. I will also model
before we do each activity and then do the activities with them as support.
My writing will be in big font and legible in order for them to read it clearly.
RICA connection: p.xvii introduction; common strategies for meeting
the needs of all learners; b) English learners and speakers of
nonstandard English; 5) modeling
Support for Learning Challenged Student: Hard of hearing, to ensure
the child gets the opportunity to learn I will sit right in front of the tutee and
read the story loudly and emphasizing each word pointing to the visuals so
that the child can understand what the story is about, I will also write down
key points such as the title, what its about, and how it relates to the
objective.
RICA connection: p.7 Competency 1, (5) engaging and motivating
students; (a) a stimulating learning environment that promotes success
Introduction: I will begin the session by asking the Alan if he remembers
what we did last week, and have him tell Sebastian since he wasnt there! I
will then introduce what we will be doing this week, and ask them to recall
the behavior expectations and if they are unsure I will remind them.
Lesson
Description of Activities
Titles of Books, Time
RICA
Connection
Focus
Fill in rationale, standards, objective,
Materials
s or other
and procedure for each activity. List
Needed,
class
possible questions, words to be used, Notes/Reminde
readings
etc.
rs, Sources,
etc.
Read To
or Read

Rationale: (Why are you doing this

activity, focusing on this

15 min

With
(circle
one)

standard/objective, etc.? How is it

connected to an assessment or
something you did last week? How
does it meet the learning needs of
these tutees?)
CCSS: RF. 2.3 Know and apply gradelevel phonics and word analysis skills
in decoding words both in isolation
and in text. C) Decode regularly
spelled two-syllable words with long
vowels.
Objective: (Follow ABCD Format)
(Must be directly connected to the
main standard you are focusing on.)
Procedure: (Describe the activity in
order and with lots of details.) (Must
be directly connected to your
standard and objective. Include
words you will focus on, questions
you will ask, etc.)

Word
Study

Rationale:

15 min

Standard:
Objective:
Procedure:
Writing

Rationale:
Standard:
Objective:
Procedure:

15 min

Reader
s
Theatre

Rationale:

Read
by

Objective:

5-8 min

Standard:

Procedure:
http://learningphonics.blogspot.com/2012/12/when-two-vowels-gowalking.html
Closing: (Review the tutoring session with the tutees and indicate what
they can expect next session. This should be no longer than 2-3 minutes.)
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
See attached