Appendix G

Tutoring Lesson Plan:

Basic Information:
November 23, 2015
Tutor: Monica Izzo
Tutees/Grade/s: Alan Second grade

Session #: 9

Date:

Support for ELs: I will leave the book If you give a dog a donut on the table
as the Alan works on his 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 for 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 Alan if he remembers what
we did last week. I will then recap and add to what he said and then
introduce him to what we will be doing this week.
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
With

Rationale: We are you doing this

activity to see how accurately my
tutee can read and comprehend
meaning of text.

If you give a dog a

donut
Recorder

15 min

Clipboard & Pen

CCSS: ELA-Literacy.RL.2.10
By the end of the year, read and
comprehend literature, including
stories and poetry, in the grades 2-3
text complexity band proficiently,
with scaffolding as needed at the
high end of the range.
Objective: My second grade tutee
will be able to synthesize the words
of
If you give a dog a donut with 75%
accuracy without support.
Procedure: I will tell Alan that I will
be having him read another book to
me, and relate it to how it is the
same thing we did last week, just a
different book. I will tell him that I
chose this book because it is a book
that I have read to him in the second
week of tutoring, also he chose to
write about dogs for his opinion piece
of writing and I wanted to provide a
connection to help him in writing his
draft. I will hold the book up and
introduce the title, If you give a dog
a donut. I will ask Alan if he
remembers reading this book the
second week of tutoring, and if he
can tell me what it is about. I will
then sit to the right of Alan and hand
him the book to begin reading, but
first remind him to use his finger to
help follow along, as well as break
apart vowels in the word to help him
read the whole word. If I see him
begin to become frustrated by not
being able to pronounce the words, I
will offer to read the rest. During the
book I will define words such as
Resistance, struggle, ordinary, and
etc. After the book I will ask Alan
what the story was about, and if he

enjoyed reading to me this time

around.

Word
Study

Rationale: We are doing this activity

to guide Alan in understanding and
develop working knowledge of
concepts of print, the alphabetic
principle, and other basic
conventions
Standard: CCSS.ELA-Literacy R.F.A
Distinguish long and short vowels
when reading regularly spelled onesyllable words

Objective: Alan will use the tablet to

access a website that has a game on

one syllable vowel words. He will be
asked to use the keyboard to type the
missing vowel in a one syllable word that
he hears the computer say in order to
produce a word. Alan will complete one
of the three tasks with correctly typing
the missing vowel of the words with 90%
accuracy.

Procedure: I will access the website

first, and then model doing a few
examples for Alan to see how it
works. I will use spoken dialogue to
explain each step I do, first the
computer talks then I type the sound
I hear, I will have the computer
repeat if I didnt hear. Then I will
hand the tablet to Alan and let him
do the first decoding task, if time
permits we will do the other two.
After we finish this activity I will ask
Alan how he felt about it, and ask
him if he felt it helped him in
understanding vowels in one syllable

15 min
Tablet
Recorder
Clipboard & Pen

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words, in order to help him read the

words as a whole.
Writing

Rationale: Alan will use his

brainstorm bubble map form last
week to begin writing his opinion
piece for the second step of our next
writing process, being drafting.
Standard: W. 2.5 With guidance and
support from adults and peers, focus
on a topic and strengthen writing as
needed by revising and editing.

Plain notebook
paper

15 min

Pencils & erasers

x2
Recorder

Objective: Alan will show his ability to

draft his opinions using his bubble map
to guide him with 90% accuracy.

Procedure: Alan will use his bubble

map to begin his draft for his opinion
piece of writing. I will model by
writing with him, using my bubble
map. After that is finish, if time
permits I will go over his draft and
makes edits, going over what the
markings of my pen on his paper
signify, and I will discuss that we will
revise and publish next week in order
to make the final copy of his opinion
piece of writing.
Reader
s
Theatre
Read
by

Which Shoes will I

choose X1
Rationale: We will be doing this
activity to practice for the readers
theatre in December, to show
parents, teachers, and peers what we
have learned throughout our tutoring
sessions.
Standard: L. 2.3 Use knowledge of
language and its conversations when
writing, speaking, reading, or
listening.

5-8 min

Objective: Alan will recite from

Which Shoes will I choose readers
theatre script with 90% accuracy.
Procedure: Alan will read his
highlighted parts on his script,
following along with the four other
tutees as they read their parts so he
wont get lost and forget to say his
part. I will emphasize pronouncing
his words, standing up straight, and
speaking loud so that the pretend
audience can hear and understand
him.
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.)
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