Tutor Lesson 9

Tutoring Lesson Plan: Session 9
Basic Information:
Session #: 9
11/23/2015
Tutor: Cassie Mayer
Tutees/Grade/s: Jennifer and Jaquelyn / Grade 3
Date:
Support for ELs: In order to support my ELs I will teach the meaning of
site words.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 53
Support for Learning Challenged Student: For my struggling reader I
will focus on key phonics skills and high frequency words. The words chosen
for my tutees are sorted by difficulty using colors.
RICA connection: RICA Competency 6 Phonics and Site Words: Instruction
and Assessment pg. 52
Introduction: After asking if either of my tutees need water or to use the
bathroom we will review what we did last week. We will then go over what
we will be reading, what our word study is, and what our writing will be. We
will end the session with Readers Theatre.
Lesson
Focus
Description of Activities
Fill in rationale, standards, objective,
and procedure for each activity. List
possible questions, words to be used,
etc.
Titles of Books,
Materials
Needed,
Notes/Reminde
rs, Sources,
etc.
Read
by
Rationale: This week I will be

reading WITH my tutees. Together we
will chorally read The Good Sport
by Marc Brown
The Good Sport by 15 min

Marc Brown
CCSS: CCSS.ELA.RI.3.3 Describe

characters in a story (e.g., their
traits, motivations, or feelings) and
explain how their actions contribute
to the sequence of events.
Objective: After reading the story,
The Good Sport, students will
identify different character traits that
Time
RICA
Connection
s or other
class
readings
RICA Ch.
10 pg. 76
Vocabulary
and
Reading
Comprehen
sion
contribute to the sequence of events.

Procedure:
We will read the The Good
Sport, together. While reading I
will focus my students attention
on character traits the main
characters are exhibiting.
Together we will discuss the
changes the characters made and
how it affected what happened in
the story. We will use textual
evidence to support our
reasoning. Each tutee will get
their opportunity to share their
opinion. We will then go back to
the text to help them defend it.
Word
Study
Rationale: Using the list of High

Frequency words we have been
using, I am pulling out words that my
tutees are struggling with and
explicitly teach those this week.
Jennifer struggles in the preprimary
level of words, and Jaquelyn needs
help in a first grade level. According
to the RICA pg. 51 teaching the
words whole to part will give my
tutees practice and a context to help
them understand and master those
words.
Standard: CCSS.ELA.RF.3.4 Read
with sufficient accuracy and fluency
to support reading comprehension.
Objective: Students will read high
frequency words with fluency and
compose a sentence using one or
more high frequency word.
Procedure:
After reviewing our high frequency
words I will use the ones that they
struggle with in a three sentence
High frequency
word list, timer,
markers, cougar
coutos, white
boards and
markers.
15 min
RICA
Competenc
y 5 pg. 41
Phonics
and site
words:
Terminolog
y and
Concepts;
Competenc
y 6 pg.
47Phonics
and site
words:
Instruction
and
Assessment
Writing
story on a white board. I will

underline the words in the story. I will
read the story to my tutees pointing
to each word, we will then read the
story together. My tutees will then
spell the word then write the word on
their individual white boards. I will
differentiate this lesson by using two
different stories for each tutee that
includes their individual words they
struggle with based on previous
lessons and the review at the
beginning of this lesson.
Rationale:
Today we will be creating invitations
for my tutees to give to their family
for the Literacy Celebration.
Markers, pencil,
construction paper
15 min
RICA Ch.
12 Pg. 91
Inferential
Comprehen
sion
Standard: CCSS.ELA.W.3.4 With

guidance and support from adults,
produce writing in which the
development and organization are
appropriate to task and purpose.
Objective: Students will design an
invitation to the Literacy Celebration
that includes, title, date, time, and
location of event.
Reader
s
Theatre
Procedure:
Modeling the process, we will all
choose a colored piece of
construction paper to use as our
invitation. We will fold the paper in
half, then half again. On the front we
will write Litereacy Celebration. On
the inside we will write the date,
time, location, and brief note about
the event. They will write this in
pencil then go over it again in marker
or pen. If time allows, tutees can
then decorate their invitation.
Rationale: My tutees now have a
Which Shoes Do
little bit of practice and exposure to
You Choose? by
Readers Theatre. Last week they
Aaron Shepard
took home their scripts with their
5-8 min RICA

Competenc
y 8:
Fluency:
Read
by
highlighted parts. This week our

tutees will continue practicing their
parts with proper intonation.
Standard: CCSS.ELA.RF.3.4 Read
with sufficient accuracy and fluency
to support comprehension.
Objective: Students will recite with
fluency, the Readers Theatre script
Which Shoes Do You Choose?
Role in
reading
developme
nt and
factors that
affect the
developme
nt of
fluency.
Pg. 65
Procedure: This week be and my

fellow teachers will be monitoring our
tutees progress on their readers
theatre. We will coach them on
intonation and fluency. Some tutees
may need support in reading their
parts and following along. By the end
we hope that they know when to
start reading without prompting from
teachers.
Closing: We will discuss what we did during the lesson and I will explain
that next week we will begin writing our Final Drafts of our opinion pieces.
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
At the end of each tutoring session, write comments about the session
regarding the following areas:
1) your reaction to the session
2) your tutee(s) reaction to the session
3) what you plan to focus on for the next tutoring session

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Tutoring Lesson Plan: Session 9

Rationale: This week I will be

The Good Sport by 15 min

CCSS: CCSS.ELA.RI.3.3 Describe

contribute to the sequence of events.

Rationale: Using the list of High

story on a white board. I will

Standard: CCSS.ELA.W.3.4 With

5-8 min RICA

highlighted parts. This week our

Procedure: This week be and my

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