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Wolfpack Readers Lesson Plan Template

ECI 645

Wolfpack Reader: Ryan Tutors: Kayla Pleasants and Tori Webster


Date: 2/15/17 Tutoring Day # 7

Inquiry-focused Introduction and Text Preview: 3 min

Introduce our question for the day, based on a topic we struggled through last week: How does environment affect how a person
grows and changes? Today we will be reading from an online source: pebblego. Introduce not only how to use pebblego but where to
find the non-fiction text features within the site.

Fluency Practice: 5 min

Today student will read the first two sections of pebblego about heredity: offspring and like parents and time for a minute. Student
should read for 1 min and graph number of words read in a minute. After student reads, allow him to retell story to the best of his
ability. Provide feedback on reading based on words read, accuracy, and ability to retell. Discuss how fluency is all aspects at once-
not just reading as many words as possible in one min. Discuss any words student had trouble reading.

Re-read and graph second reading wpm.

Text-focused Word Work: 5 min

Review word work patterns taught in lesson 1: endings of ing. Open to the word work section and begin a chart for gathering words
within the text. Open up the Environment Tab in the Heredity article and discuss how today we will be looking at base words and
seeing if we can add the -ing ending to make it fit our pattern of nothing or double it. Point to the example surrounding. Review
how to find the base word. Model writing base word SURROUND in one color and ING in another color, making this fall into the
nothing category. Help student pull out base words that could have -ing added to them and continue writing base word and adding
ing, sorting into categories.
Vocabulary Building : 5 min

Preview words: offspring, variations, and environment. Show pictures of these three words in vocabulary slideshow on google drive.
Review words heredity and genes if student need the review.

As you are showing these new words, discuss how these words help in the increased knowledge of heredity. Allow student to add
these words to his picture dictionary and draw his own picture to show understanding.

Scaffolded Reading + Comprehension Strategy and Strategic Decoding Practice + Dialogic Inquiry: 25 min

Lesson Goal: Stop and Summarize as you read using PebbleGo article Heredity

Set up the students Reading notebook into a t-chart that includes: What I know. How I know. Today we are going to work on stopping
and summarizing independently, without teacher given stopping points. We will continue to use our text for support, but we will be
writing our thinking instead of underlining.

Open up to the first tab in pebblego: Offspring. Model thinking about this page and the way this page is set up. Much like a book,
pebblego has pages that are differentiated by tabs. It includes bold words and pictures, non-fiction text features that help in our
understanding of the text. Model reading that first tab and thinking aloud with the student. Whould we include in our What I know
section after reading this page? Allow the student to think with you about how All living things make more of their kind called
offspring. Discuss how we can put words or phrases in the How I know section like Beans make seeds. Cats make kittens.
Offspring.

Allow Student to continue through the tabs on pebblego, recording What and How in the knowledge columns. Encourage them to use
their non-fiction text features to seek out understanding as they read. If students go to far without stopping to summarize, redirect
them to our goal for the day of summarizing as we read and reminding them that this helps us keep up with all of the information we
have learned!

Inquiry Journaling: 8 min

How does environment affect how a person grows and changes? **Try journaling on a Google Slide and including a picture for our
culminating event at the end of the semester.
Systematic, Developmental Word Work: 8 min

Continue with list 1 in Words Their Way- Inflected Endings. Review the patterns that were introduced during the day 1 session and lay the words
on the table. Today student will, after quickly reviewing, write the sorts at the top of his page and the tutor will read sorts aloud. Student will write
words in correct sorts. *Today is the last day working with this list, but we will still note words in reading as we see them!

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