LESSON PLAN #9

Tutor: Shawntel Davis Tutee: Arwin Jennings Grade Level: 4th Reading Level: M Lesson #: 9 EVALUATION/REFLECTION FROM LAST LESSON: Arwin liked Last Night I had a Laughmare book from last week. I shared with him that I met the author of the book and had it signed. I told him a little about the author and my experience and he was very curious and asked me many questions. It has been really great seeing Arwin notice the words from his word sorts in the books that we are reading, I do a silent cheer every time he points them out. I am so proud of Arwin because his expression while reading has really improved. I saw in last session that he would read a sentence and then notice that it was a question, then he would read it again with a voice inflection at the end. I havent seen a big improvement in his speed but there is a slight increase in wpm. This evidence is shown in the Timed Reader app. I have learned that I can be friendly with Arwin but I need to be stern when it is time to get down to business. Each week I feel an improvement in my overall confidence as a tutor and a teacher. GOALS for the session or for the child: Talk with Arwin about reaching his goals that we created together. (930-13) Arwins expression is improving so much I really want him continue with his voice inflections when he sees a ? or !share this with Arwin Continue to develop Fluency by reading text multiple times and listening to self read a text. Work on Comprehension questions from guided reading Word study activities by doing word sorts. Writing activity based on guided reading selection that is designed to reinforce the overall theme of the book. Book share Rationale: Every thing that I have planned for today will be working toward our overall goal of making our students fluent, confident, and excellent readers. Common Core Standard(s): CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

FLUENCY/FAMILIAR READING (5 min) [include selection]: I will be using an app called Timed Reader. We will be starting with level 3, which is intended for third grade. I will also be recording him read the story so he can hear a play back of his reading. I will read a portion aloud with expression then I will play his recording. I will ask him about some of the differences he notices. Then I will have a quick discussion of reading with expression.

Rationale/Purpose(s): Struggling readers need more than just books. They need a structured reading program that applies research-based principles to keep them on track and maximize results. K12 Timed Reading Practice Lite is a free down loadable application that allows readers in grades K-4 practice fluency by reading short, timed stories. It was created by K-12 Incorporation as part of its comprehensive Language Arts and Phonics curriculum. Improving fluency allows readers to read smoothly and quickly so they can focus on comprehension rather than on decoding words. K12 Timed Reading Practice Lite allows

teachers to track stories read, words per minute, percent above or below average reading rates, and to view the upcoming stories on the reading list. The application also allots teachers to view recommendations for moving up or down in reading difficulty based on recorded Words per Minute scores. https://sites.google.com/site/hpusoeit/k12-timedreading-practice-lite GUIDED READING (25-30 MIN): CCSS: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Selection: Could be Worse by: James Stevenson Level M-Arwins reading level Rationale/Purpose: The purpose of the before Before Reading Activity: (5-7 min) reading step is to set the objective for reading, Summarize plot, Discuss pictures, Unfamiliar analyze new vocabulary, and make predictions. In book language/character names, Draw upon the introduction, the teacher draws attention to students experiences. aspects of words that offer students ways to learn how words work, for example, by point out first Make prediction based on cover illustration letters, plurals, word endings, consonant clusters, and title. vowel pairs, or syllables. (Fountas & Pinnell, 2009)

During Reading Activity: Arwin will read the story aloud. I will also have him use post-its to mark evidence of support for his predictions that we did before reading (Comprehension Strategy). I will also have him write down on the post-its, words that he doesnt know or is unsure of their meaning. I will be keeping a running record of anytime Arwin substitutes another word for a word in the text, omits a word, inserts a word, or has to be told a word. Today if I notice Arwin is connecting the story with something that has happened in his life, I will explain that he is using a strategy that will help him become a better reader. This helps you have better understanding of the story. I will also be looking out for other Comprehension strategies that I see Arwin using. This will help him to become a more successful independent reader. I will ask him several comprehension questions throughout the reading. - Do you think that Grandpa made up the

Rationale/Purpose: Students need to read independently. As students read, the teacher should monitor student decoding and comprehension. Teachers makes observational notes about the strategy use of individual readers and may also take a short running record of the child's reading.

elaborate story or did it actually happen to him? - How do you think grandpa felt when Louie says that nothing exciting ever happens to grandpa? - Why does grandpa always respond to his grandchildrens complaints with Could be worse.

Post-Reading Activity: -Discuss the story, re-read orally certain parts for clarification. - Share favorite parts. -Clarify confusion, revisiting parts of the text that posed problems for readers -Acknowledge partially correct responses, seeking to understand students perspectives.

Rationale/Purpose: In short, this post reading discussion provides opportunities for student thoughtfulness about information received while reading. This, I believe, is the crux of what effective teaching is, no matter what strategy is utilized by a teacher; ensuring that your students are properly and effectively absorbing all information given to them. Ultimately, the goal of every teacher for their students should be to ensure that the students take what they learned, and apply it to not one, but multiple aspects of their education and even their lives. This is why I ask about their favorite parts. I want to relate it to something from their world. Rationale/Purpose: This writing activity further extends the Guided reading activities making the learning experience richer. CCSS: CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

WRITING (10 min.): We will be adding this to Arwins writing book. Today we will be working on our writing project. We will be looking at Arwins previous writing samples and then we will begin revising to see how we can make it better. - I will be looking to see that he has at least five sentences, which must include: a topic sentence, three detail sentences, and one concluding sentence. I will also be looking for correct spelling, capitalization and punctuation. WORD STUDY (10 min.): Based on his results from the ESI, Arwin is placed in late within word pattern. So I chose to do a word sort based on page 354 # .43 from Words Their Way. He got a 98% on his word sort last session so he is ready to move on to the next list of words. Within Word Pattern: Other Long u Gloom bloom roost smooth scoop school mood pool new grew crew flew blew stew

Rationale/Purpose: Word sorts engage students in analyzing words by sorting them into categories determined by the teacher or the student. This activity focuses children's attention on what they already know about words and encourages them to focus specifically on the similarities and/or differences of selected words. It provides children with multiple exposures to selected words and requires them to think about the words from a particular perspective. This multi-faceted approach to word study helps student develop an analytical and indepth knowledge of words, which is especially

dew knew who to too two

beneficial for struggling readers. www.scholastic.com/guidedreading CCSS:CCSS.ELA-Literacy.L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).*

BOOK SHARING (5 min.): Selection: Slam Dunk Shoes by Jake Maddox Ch. 9

Rationale/Purpose: Book sharing is a great way to read just for the sake of reading. Teacher should choose books that are within student interests and on their reading level. Teachers should not test students on these books. www.scholastic.com/guidedreading