CIED 4233 Tutoring Lesson Plan

Tutoring Date:

10/01/15

OSU Tutors Name:

Malia Urbigkeit

K-8 Students Name: Jocelyn Brooks

K-8 Students Grade Level: 2nd Grade

DRA Test Instructional Level: 24
Development Spelling Stage: Early Within Word Pattern

Major Goal/ Long Term Goals (PASS):

Weekly goals:

Reading Objectives
*Standard 5.1B 5.3
*Standard 4.1 4.2 4.3
Writing Objectives
*Standard 2.4
*Standard 3.1 3.5
* Standard 5
Mini Lesson Objectives
*Standard 2.A 2.B
*Standard 1. B 1.C

Reading Objectives
*Standard5 5.1B, 5.3

Materials:
Books chosen for reading activity and read aloud book, pen, paper,
journal for writing journal, activity for phonics

Read by Tutee (Independent Reading Level):

List book title, author, illustrator
Tales of Oliver Pig, Jean Van Leeuwen Pictures by: Arnold
Lobel

Writing Objectives
*Standard 2.4
Mini Lesson Objectives
*Stanard 1.B

Rationale (Why you chose the books listed on right column)

I chose the books on the right column because they appeal to the
tutee and they are also at the tutees grade level.Tales of Olivier Pig is
a perfect book for my tutee to read because its short stories and it is
below her grade level. Pirates Past Noon is a good book for us to
read together because it is a little more difficult for her to read
completely by herself but with some help she can read it with help.
Then Junie B., first Grade (at last) is perfect for a read aloud because
she likes this kind of book but it is within her ability to understand
the book.
Motivation:
Rationale (Why you think those activites will motivate your tutee):
I think that this activity will motivate my tutee because she loves this
book and it will also get her ready to start reading and writing and
sort of calm her down because she has a lot of energy.

Read with Tutee (Instructional Reading Level):

List book title, author, illustrator
High Tide in Hawaii, Mary Pope Osborne
Read for Tutee (Optional, only when you have extra time):
List book title, author, illustraton
Junie B., First Grade (at last), Barbara Park Iluustrated byL
Denise Brunkus

Activities that motivate your tutee:

For this activity I will read aloud to my tutee from the Junie B.,
First grade (at last). I think this will get her in the mind set to
start reading and it will get her ready to focus on reading tasks
and she likes this book.

Easy Reading (5-10 mins): Read material that is easy and familiar

Launch/Presentation:

Rationale
The book I chose for her to read is below her grade level and it is
an easy read for her. I also chose this book because I want her to
slow down her reading and make sure she is reading all the words
she sees and not putting in words just so she can read fast.

To start out today, I would like for you to read Tales of Oliver
Pig Baking Day either aloud or to your self.

Reading Comprehension (20-25 mins): read a whole story or a

meaningful segment of a story at instructional level.

Instruction:

Rationale:
I wanna keep incorperating predictions into my lessons with my
tutee because I feel that the more practice she gets making
predicitons the more she will understand predictions. I also
wanted to incorperate summaries into my lesson this week
because I find that it is important to incorperate this skill into
our lessons because she needs more help in this area. She I want
her to be able to understand how to make a connection from her
summaries to her predictions she makes.

Before Reading
Today we are going to continue making predictions before we
start reading the next two chapters of our book. Do you
remember why it is important to make predictions before we
start reading? We are going to make our predictions and then
read.
During Reading
I am going to have her read the first chapter aloud to me, and
make sure while she is reading to have her read with a pencil
pointing at each word to make sure she is reading each word.
After the chapter I will ask her to make a prediction of what
she thinks is going to happen in the next chapter. I will read the
second chapter aloud to her and have her follow along with
me.
After Reading (Structured Practice and Application)
After we have finished reading the two chapters I am going to
introduce summaries to her and how they will help her with
her predictions. I will then have her do a summaries worksheet
with me and we will then make predictions for the next two
chapters in the book.

Mini-Lessons/Word Work (5-10 mins): develop and modify the

childs reading strategies

Launch:
Today we are going to learn the difference between singular
words like mouse and the plural word like mice and
recongizing the difference when we are reading these words. I
have some index cards with words on them and their plural
word, we are going to play a memory game and we are going
to match the words together. After we match the words

Rationale:
I am chosing this activity because I think that it is important for
Jocelyn to see the difference between words when she is reading.
She is a good reader but she has a problem reconginzing words
and knowing the difference between them. So I want to start her
on learning the difference and what the plural of words look like
in a reading context in order to help her when she is reading
aloud instead of making words up like she usually would.

together I would like for you to read the following sentences

that go along with the words so that we can see the words in a
reading context.
What did you notice about the words as you were
playing the game?
What kind of strategy do you think that you will use
when you are reading to help you recognize the plural
word from the singular word? These questions are
going to help guide a discussion with her on what
she has learned.

Wtiting Activities (15 mins):

Launch/Instruction:

Rationale
I am going to have her write a text to self connection over what
we have read so far in the book we are reading. I think this is
important she makes connections to what she is reading, and it
allows her to use her writing skills and get her thoughts down on
paper. I am also using the same writing activity from last week
because I didnt get a chance to do this with my student. I am
thinking about doing this activity first because I want to be able
to see what my tutee is thinking and what her thoughts are. I
also want to see how she writes and her writing skills.
Assessment:

Now we are going to do some writing. I would like for you to

write in the journal I have created for you a text to self
connection about what we have read so far in High Tide in
Hawaii. This text to self connection can be about a vacation
you went on or anything you have personally connected to.

Score

Note: If you tutor in pair, please indicate clearly which part is prepared by you.
Rationale: A set of reasons for your instructional decision and connections to other lessons and /or what student already knows