Lesson Plan Tutor: Tutee: Grade Level: 4 Reading Level: 2 Lesson #3

Tutor:
Catherine
Cummins
Tutee:
Jovani
Lesson Plan
Grade
Reading
Level: 4
Level: 2
Lesson #3
Within Word
Pattern
Early
EVALUATION/REFLECTION FROM LAST LESSON

Jovani is a very polite and well-mannered fourth grader who loves to
read and play video games. He has a big brother and a baby sister at
home. He is Hispanic and speaks fluent English. I had a chance to
meet his father one morning on the way to school and he does not
speak fluent English. Jovani needs help in developing his retelling and
summarizing skills of stories read. He also needs help with writing and
spelling.
GOALS for the session or for
Rationale:
the child:
Writers begin tentatively talking,
reading, brainstorming.
Writing Goals: Jovani will write a
(Tompkins, 2014, page 48)
clear and coherent piece in an
organized way, with a purpose
Often students make connections
using the writing process
between the text and their own
planning, revising and editing.
lives or between the text and
other literature they have read.
Reading Goals: Jovani will be able (Tompkins, 2014, page 45)
to retell a story read, using key
details and examples to explain
Students talk about what
the main idea.
interested them and what they
He will also be able to summarize
learned about the topic, but
a story and say what the story is
teachers also focus students
about or its theme.
attention on the big ideas, ask
clarifying questions, share
information and reread brief
Word Study:
excerpts to explore and idea.
Recognize and correctly spell
(Tompkins, 2014, page 45)
various Within Word Pattern words
passing the Early stage and
Students use words sorts to
moving up to Middle or Late stage. explore, compare and contrast
word features in a pack of word
cards. Teachers prepare word
cards for students to sort into two
or more categories according to
their spelling patterns or other
criteria. (Tompkins, 2014, page
171)
Common Core Standard(s):
CCSS.ELALITERACY.W.4.4
Produceclearandcoherentwritingin
whichthedevelopmentandorganization
areappropriatetotask,purpose,and
audience.
CCSS.ELALITERACY.W.4.5
Withguidanceandsupportfrompeersand
adults,developandstrengthenwritingas
neededbyplanning,revising,andediting.
CCSS.ELALITERACY.RL.4.1
Refertodetailsandexamplesinatext
whenexplainingwhatthetextsays
explicitlyandwhendrawinginferences
fromthetext.
Determineathemeofastory,drama,or
poemfromdetailsinthetext;summarize
thetext.
CCSS.ELALITERACY.RF.4.3
Knowandapplygradelevelphonicsand
wordanalysisskillsindecodingwords.
Readwithsufficientaccuracyandfluency
tosupportcomprehension.
FLUENCY/FAMILIAR READING
(5 mins)
Jovani had a chance to read a
story about his favorite cartoon
character, Snoopy during our first
reading session. This session,
however, I would like to give him
the opportunity to read aloud a
book that is more appropriate for
his reading level that would allow
him to retell and summarize a
story with less frustration but
more clarity and with an organized
Rationale:
Struggling readers need books
they can read. Too often
struggling readers pick up books
that are too difficult and when
they attempt to read them, they
give up in frustration. What
students need are just right
books that they read fluently and
can comprehend. (Tompkins,
2014, page 81)
thought or theme.
Today, Jovani will read a level 2
book entitled Who Sank the Boat
by Pamela Allen. Its main idea is
easy to comprehend and
remember. It is also a short book
to read.
GUIDED READING (20-25 Mins)

Selection: Milos Hat Trick by Jon
Agee (level 2)
Refertodetailsandexamplesinatext
whenexplainingwhatthetextsays
explicitlyandwhendrawinginferences
fromthetext.
Determineathemeofastory,drama,or
poemfromdetailsinthetext;summarize
thetext.
Before Reading Activity

Ask Jovani some questions
has he been to a magic
show before? Can you tell
me about it?
Do a picture walk and then

make predictions
Rationale:
Studentshavebothgeneralandspecific
backgroundknowledge.General
knowledgeisworldknowledge,what
studentshaveacquiredthroughlife
experiencesandlearningintheirhome
communitiesandschool.(Tompkins2014,
page41)
Studentsvaryhowtheymakeplans
accordingtothetypeofselectiontheyre
preparingtoread.Forstories,theymake
predictionsaboutthecharactersand
eventsinthestory.(Tompkins,2014,page
41)
During Reading Activity

Allow Jovani do the actual
reading himself silently or
orally
Rationale:
Studentsdotheactualreadingthemselves,
althoughtheteachermayreadaloudtoget
themstartedonthefirstpageortwo.
If needed, I may read to him

first page or two.
I will also observe his

reading strategies and how
he tries or attempts to read
and identify difficult words.
Post-Reading Activity
Discussion using the
following guide questions:
Can you tell me what the
story is about?
How would you describe
Milo, the Magician?
What would the bear do to
fit in the hat?
Why do you think the bear
want to help Milo?
In the end, what lesson do
you think Milo learned?
Jovani will be provided a

blank mini-book for him to
write and draw the
beginning, middle and end
of the story similar to a
storyboard.
Youngchildrenoftenmurmurthewords
softlyastheyread,whichhelpstheteacher
keeptrackofstudentsreadingandthe
strategiestheyreusing.(Tompkins,2014,
page43)
Rationale:
Teachersoftensharetheirideasbutthey
actasinterestedparticipantsnotleaders.
Thetalkisprimarilyamongthestudents,
butteachersaskquestionsregardingthings
theyregenuinelyinterestedinlearning
moreaboutandshareinformationin
responsetoquestionsthatstudentsask.
(Tompkins,2014,page45)
Asstudentsrereadthetext,theythink
againaboutwhattheyreread.Eachtime
theyrereadaselection,studentsbenefitin
specificways.Theydeepentheir
comprehensionastheymovebeyondtheir
initialfocusontheeventsofthestoryor
thebigideas.(Tompkins,2014,page46)
Studentsusestoryboardstosequencethe
eventsinthestoryandmakegraphic
organizerstohighlighttheplotcharacters
andothereventsinthestory.(Tompkins,
2014,page46)
WRITING (15 MINS)

Jovani will do an expository writing
on a specific magic trick that he
may know. If he doesnt know a
magic trick he can write about an
experience watching a magic
show describing in detail the
magic trick that he saw.
Rationale:
Genre:ExpositoryWriting:Students
collectandsynthesizeinformation.
Studentsuseexpositorywritingtogive
directions,sequencesteps,compareone
thingtoanother,explaincausesand
effects,ordescribeproblemsandsolutions.
WORD SORTS
Sorts on: short vowel with
Rationale:
Studentsusewordsortstoexplore,
digraphs (whip, wham, when,

whiz);
long a (tail, mail, snail, brain,
waist, paid) and
long o patterns (load, moan,
toast, road, coach, boat)
Book Sharing:
Chapter book on Diary of a
Wimpy Kid
By: Jeff Kinney, Amulet Books, New
York, 2007
compareandcontrastwordfeatures.
Knowandapplygradelevelphonicsand
wordanalysisskillsindecodingwords

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EVALUATION/REFLECTION FROM LAST LESSON

GUIDED READING (20-25 Mins)

Before Reading Activity

Do a picture walk and then

During Reading Activity

If needed, I may read to him

I will also observe his

Jovani will be provided a

WRITING (15 MINS)

digraphs (whip, wham, when,

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