Tutoring Lesson Plans—Transitional (Levels 18-38)

Literacy Component / Instructional Procedures / Session Notes
Step One:
Fluency/Reread / Title of Book:
Level of Book:
Reading Strategy:
Instructional Activity:
N/A / Book Reread:
Too easy
Just right
Too hard
Number of timesbook read:
Missed words:
Comments:
Step Two:
Word Work
(Phonics/Word Study) / Patterns/Features:Possessive Nouns
Words List: (‘s)
I will review what possessive nouns are with the students. They have been learning about them in class, so this activity will give them a chance to put that knowledge to use and to clear up any misconceptions that that students may have concerning possessive nouns and their use.
Instructional Activity:
  • I will ask the students to raise their hands if they can tell me what a possessive noun is. I will choose one of the students to explain it to the group. If any students have anything to add to the first student’s explanation, I will encourage them to do so.
  • If I feel that any of the students are still confused or that their explanation was not sufficient, then I will review with the students that a possessive noun shows ownership or possession and is formed by adding an ‘s to the end of a noun.
  • I will review that a contraction using ‘s is not the same as a possessive noun. I will give the example of “it’s” and explain that it is a contraction for “it is” and does not show ownership.
  • On the white board I will write the sentence “The horse’s saddle was loose.” I will tell the students to read the possessive noun out loud all at once on the count of three. Then I will have the students do the same thing for the item being possessed. If any of the students choose an incorrect word I will ask one of the students who chose the correct word to explain um the reason why they chose that word and the reason why it’s the correct word.
  • When I feel all of the students have a good grasp on the concept I will ask them to demonstrate it by calling on them one at a time to verbally giving me examples of phrases with possessive nouns.
  • Then I will pass out note-cards to the students and ask them to each write a sentence with a possessive noun.
  • When they have done this I will have them turn to the person next to them and switch note-cards.
  • I instruct the students to circle the possessive noun and underline the item being possessed.
/ Focus Area:
Mastered
Developing
Needs Improvement
Describe:
Step Three:
Word Identification / Sight Word/HFW:
Vocabulary Words:
Athens- The capital of Greece (p. 5)
  • Just like Athens is the capital of Greece, what is the capital of our country?
Ancient- From a very long time ago (p. 5)
  • Do you have anything at home that is from a very long time ago?
Acropolis- A group of supported structures built on the top of a hill in ancient Athens (p. 6)
  • If the Acropolis is in Athens, then what country is it in?
Columns- Tall posts used as supports and decorations for buildings (p. 14)
  • Where have you seen columns before?
Landmark- A building or place that is important because of its history (p. 6)
  • Can you think of any place that you’ve been to that might have been landmarks.
Massive- Very large; huge (p. 14)
  • What is the most massive thing that you can think of?
Protested- To complain (p. 6)
  • When is the last time that you protested about something?
/ Mastered word(s):
Needs Improvement on word(s):
Step Four:
Comprehension
(New Read)
Before:
  • Preteach Vocabulary
  • Book Walk
  • Strategy Introduction (predicting, questioning, make connections, inferences, determining importance, visualizing, etc.)
  • Activate Prior Knowledge
  • Analyze Text Structure
  • Setting a Purpose
During:
  • Echo Reading, Choral Reading, Whisper Reading, Silent Reading
  • Strategy Instruction (predicting, questioning, make connections, inferences, determining importance, visualizing, etc.)
  • Activate the Brain
  • Analyze Text Structure
  • Clarify Words/Sentences
  • Monitor Progress
After (can be in written form):
  • Respond
  • Explore (go back into text)
  • Apply (write a response)
  • Summarize and Connect Key Ideas
  • Confirm Predictions
  • Generate New Questions
  • Extend Learning to New Situations
  • Identify Gaps in Learning
/ Title: Acropolis Adventure
Level: 28
Before:
Introduce the vocabulary to the students by presenting the words to them on flashcards one by one and asking them what they already know about each of these words. After expanding on the students’ background knowledge of each vocabulary word, read them the student friendly definition and ask them to repeat it back to me. In addition to these steps, I will also ask the students the above correlating questions in an attempt to establish connections with the vocabulary for the students and to gauge understanding through the students’ responses.
Pass out paper and pencils and explain to the students that we are going to be doing some predicting today and that predicting is using evidence to make an educated guess at about what is likely to happen in the future. I will give each of the studentsa copy of the book and ask them to find and point to the title for me, I will choose one student to read the title to me. I will also call on students to tell me what they see on the covers. Then we will have a group discussion in which we will come up with a prediction of what the story is going to be about and what might happen based solely on based on the title and cover pictures. I will write this prediction down on the board and the students will write this prediction down on their papers.
After the students have written their predictions I will ask them to open to the first page.As a group we will “tour” the table of contents and the glossary, which is on the back page. I will the students to volunteer their knowledge pertaining to each. If the students do not seem to have a good grasp on the purpose of the table of contents or the glossary I will explain that the table of contents is a way for the reader
to quickly locate different sections of the book and that the glossary provides background information or definitions for topics that the authors believe the readers may be unfamiliar with.
As the studentsbegin to read the book I will encourage them to make predictions based on what takes place in the story. I will also remind them to revise or confirm their predictions as they learn more about the story and the characters in it. The students will be reminded to pay special attention to the vocabulary words, which will be underlined or bolded in their books.
During:
The group will stop reading at pre-designated points to discuss the reading, analyze text meaning, or revise predictions. These pre-designated points are clearly marked in the text with “Stop Here” written in their books.
For example:
  • On page 4 the students will stop and I will ask them the comprehension question “Why do you think Brady and Dimitri know each other’s names, but not faces?” I will let all of the students provide their opinions about this and we will discuss them as a group. If none of the students come to the conclusion that maybe they had planned to meet, I will guide them there through prompts and guiding questions.
  • On pages 5 and 10 there are“Stop Here” points at which I will ask the students to:
  • Talk about what has occurred in the story so far
  • Describe what they feel are the important parts of what they have read so far
  • Take a moment to check, revise, or confirm their predictions if they need to.
  • At the “Stop Here” point on page 10 I will also ask the students “What is special about this tower?”
  • At the “Stop Here” point on page 11 I will ask the students “Do you have any ideas of how people watching from the top rows of the Greek theater could hear the actors onstage?” I will let all of the students respond and share their ideas, we will briefly discuss them, and then I will say “Well, let’s read and find out!”
After:
At the end of the story, the closing sentence is “In the fading light, Brady thought to himself that he would leave Greece a different person than he was when he arrived.” I will ask the students “How do you think that Brady may have changed?” The group and I will discuss this verbally. If the students struggle with this question, guidance will be provided and I will remind them of strategies which we have worked with previously such as using context clues and trying to imagine that you are the character. The students will be prompted to expand on this by providing reasons for why they believetheir answers areaccurate or how theycame up with their answers.
As a group we will determine whether or not our original prediction came true. / Was the book too easy/ hard/just right?
Missed words:
Used “Fix-it up” Tools (name tool(s) below):
Other (B/D/A):
Step Five:
Running Record / Title:
Level:
RR:
I will be taking running records throughout the book. / Accuracy: _____ %
WCPM: ______
Prosody:
Missed Words:
Overall Comments:
Step Six:
Writing in Response to Reading / Instructional Activity:
The students will be instructed to write a short paragraph comparing and contrasting the original prediction with what actually happened in the story. / Comments:
Ideas for next session

Maynard & Miller; 2012Page 1