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Lesson Plan - Week 6

The tutor worked with a student, A, on reading comprehension and vocabulary skills using a Magic School Bus book. A enjoyed the picture walk activity and was able to recall information from the text, though she struggled with decoding unfamiliar words. In writing, A organized sentences from a previous paragraph into a logical order with scaffolding. They also brainstormed story ideas for A's final writing project. In word study, A sorted words with long I sounds with little difficulty. The session ran short and the planned homophone discussion was postponed.

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141 views5 pages

Lesson Plan - Week 6

The tutor worked with a student, A, on reading comprehension and vocabulary skills using a Magic School Bus book. A enjoyed the picture walk activity and was able to recall information from the text, though she struggled with decoding unfamiliar words. In writing, A organized sentences from a previous paragraph into a logical order with scaffolding. They also brainstormed story ideas for A's final writing project. In word study, A sorted words with long I sounds with little difficulty. The session ran short and the planned homophone discussion was postponed.

Uploaded by

api-302835201
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Area if

support

Plan

Readin
g

1.Objectives and Standards


To work with non-fiction texts and
practice comprehension skills.
Plan This week I chose a Magic
School Bus book to read with A as
we practice working with NonFiction text. The approach that I will
take this week is to complete a
picture walk with A, where she will
look through the book herself and
notice pictures that jump out at her.
She will note which pictures she
wants to learn about. I hope that
this will encourage A to do her own
research in the future, and realize
that when she wants to learn about
something, texts will often provide
the answers to her curiosities and
questions. Once A completes the
picture walk, we will go back into
the text and find the pictures she
noted that she wanted to learn
about. She will then read the text
silently, and tell me about what she
learned from the reading.
(20 min)
3.4 The student will expand
vocabulary when reading.
c) Apply meaning clues, language
structure, and phonetic strategies.
d) Use context to clarify meaning of
unfamiliar words.
e) Discuss meanings of words and

Comments, Concerns,
Notes

A seemed to enjoy the


picture walk, and was
excited to go back into
the text to find out
more about each animal
in the pictures. She
seems to know a lot
about marine animals,
and was able to make
connections between
the text and the
information she already
knew. Her recall of the
readings is very strong,
but her word attack is
weak. She often would
ask me what a word
said after a short time
of trying to figure it
out, or would replace
the word in the
sentence with a word
that started with the
same letter and may fit
in to the sentence she
was reading. However,
she was good at
rephrasing the text into
her own language
rather than just reciting
exactly what the text

Writing

develop vocabulary by listening and


reading a
variety of texts.
The student will continue to read
and demonstrate comprehension of
nonfiction texts.
b) Use prior and background
knowledge as context for new
learning.
c) Preview and use text features.
d) Ask and answer questions about
what is read.
f) Summarize major points found in
nonfiction texts.
j) Use reading strategies to monitor
comprehension throughout the
reading process.
k) Identify new information gained
from reading.
l) Read with fluency and accuracy.
Objective and Standards
To work on the ideas component
of writing and introduce
organization.
PlanThis week I will cut out the
paragraph that A wrote last week,
each sentence having its own strip.
We will discuss what order would
make the most sense (introducing
the topic first, then big general
statements about the topic followed
by specific details). We will organize
the strips into a logical paragraph,
and A will glue these sentences
down in order on a new sheet of
paper to have a final product of a

said.

Organizing the
paragraph proved to be
quite difficult for A, but
with practice her ability
to correctly pick where
a sentence should go
logically improved. At
first, she was choosing
sentences at random
and could not explain
why she thought that a
sentence should go
where she placed it in
the order. However, I
was able to scaffold her
instruction by asking
her each time she chose

well-structured paragraph.
We will also begin work on our final
writing project. Since we will still be
focusing on ideas, A will have 5-7
minutes to brainstorm potential
ideas for the story she would like to
write and illustrate on the last
weeks of our tutoring sessions. The
following week, we will revisit these
ideas and A will choose her favorite.
3.9 The student will write for a
variety of purposes.
b) Use a variety of prewriting
strategies.
c) Write a clear topic sentence
focusing on the main idea.
d) Write a paragraph on the same
topic.
e) Use strategies for organization of
information and elaboration
according to the
type of writing.
f) Include details that elaborate the
main idea.
g) Revise writing for clarity of
content using specific vocabulary
and information.
(20 min)

a sentence is this a big


idea or a little detail
once she answered that
question she was able
to order the paragraph.
During our
brainstorming,
A asked that I come up
with my own ideas for
stories too as she was
not able to come up
with story ideas at first.
I gave her some
examples of the ones
that I came up with,
letting her know we
could write makebelieve or fiction texts,
or stories about our
real lives that were
non-fiction texts. She
came up with a variety
of different ideas once
we discussed this.

Word
Study

Objective and Standards


Sort long I vowel sounds , revisit
homophones.
Plan
First, we will complete a blind sort
as we have the past weeks in
sorting long I vowel sounds. A will
discuss why she put each word in
the category she did, identify what
the common sound is between
them, and read each word aloud.
After completing this activity, we
will play a memory game where A
will match the words up by spelling
pattern. The words will be face
down on the desk and she will turn
over two words at a time. If she can
correctly identify which spelling
pattern the words belong to, she
can keep the two cards. After this
activity, we will spell each word on
a white board, and A will sort each
word into the correct category as
she wrights them down. We will
revisit our discussion on
homophones, discussing what they
are and seeing if A can come up
with some on her own (not
necessarily in long I sort)
(20 minutes)
3.3 The student will apply wordanalysis skills when reading.
a) Use knowledge of regular and
irregular vowel patterns.
3.4 The student will expand
vocabulary when reading.
a) Use knowledge of homophones.

A completed each task


with little to no
difficulty noting its
almost like I can read
your mind when I do
the sorts! I know how
you want them sorted
This notes to me that
the difficulty level may
be too low, and for next
weeks word sorts I may
refer to the spelling
test and choose an area
she had more difficulty
with. Since her
confidence is high in
these kinds of
activities, I am hoping
that she will go into the
more difficult sorts with
a positive attitude. The
only mistakes A made
were in the spelling
category. She spelled 2
words incorrectly, (sigh,
tight) but after
revisiting these words
she was able to
correctly spell them.
Time ran low for this
activity because the
game/spelling took
longer than our
activities had in the
past weeks, and we
were not able to

discuss homophones
due to the need for
reading/writing
instruction. This will be
completed next session.

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