Appendix F

Tutoring Lesson Plan: Session 1

Basic Information:
9/21/2015
Tutor: Monica Izzo
Tutees/Grade/s: Second Grade

Session #: 1

Date:

Support for ELs: As I read my personal book, I will speak slowly and clearly.
I will clarify the meaning of words I believe my ELs might not understand. For
example, I will point out on a map the location of New York.
RICA connection: p.xvii Introduction; Common Strategies for Meeting the
Needs of All Learners; (B)English Learners and Speakers of Nonstandard
English; (5) Modeling
Support for Learning Challenged Student: (ADHD): As I walk my tutees
to my assigned tutoring room, I will ask them if they need to get a drink or
go to the bathroom. I will give tutees clear and concise directions and
behavior expectations for each activity so they understand what is expected
of them. I will compliment tutees when they are on task and using
appropriate behavior. I will allow students to sit on the floor to do the
independent activity while I assess the tutees individually. This will allow for
some movement and variety of location and activity to help the tutees stay
more focused throughout the session.
RICA connection: p.7 Competency 1, (5) Engaging and Motivating
Students; (A) A Stimulating Learning Environment That Promotes Success
Introduction:
1 Hi, I am Ms. Izzo and I get to be your tutor! I am so excited to start this
adventure with you, its going to be a great one so lets get started!
2 Today we will start off by getting to know each other, Ill start with
reading a book All about me and I will be asking you questions all
about you as we turn each page! Then I would like for us to brainstorm
some group rules for each tutoring session that way we stay on track
and learn as much as we possibly can! We will then move on to talking
about what you like about reading and writing, in order to provide me
with what I need to know about you for when I plan my lessons for
each torturing session! I will then give you each a survey about reading
and writing, be honest there is no right or wrong answer and I will not
be grading this, I just want to know each of you. I would like to move
on by asking you individually some questions to see where you are at
with your reading (kind of like your AR level) so I can provide you books
to read and understand. Then we will move on to work on words, I will

talk to you individually so again I can provide material that you can
work with in future sessions! Our last task is to write on your individual
notepads our group rules, that way we wont forget for next time.
Lesso
n
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/Reminders
, Sources, etc.

Tim
e

Read
To:
Perso
nal
Book

Rationale: I will use my Personal Book

to introduce myself to my tutees and
make them feel comfortable. I will ask
my tutees questions while reading to
observe their listening, speaking and
comprehension skills.

1 My
Personal
Book
2 Recorder
3 Paper and
pen to take
notes on

8
min
.

CCSS:
RI.2.1 Ask and answer such questions
as who, what, where, when, why, and
how to demonstrate understanding of
key details in a text.
Objective: When asked to listen to my
personal story and review the pictures
in my book, students will correctly
answer at least 2 questions about
important details in the text.
Procedure:
(Fill this in yourself. Describe the
activity, list questions you will ask
as you read, etc.)

Each of us will be
sitting in a desk, and
we will place the
desks to be in a circle
I will be in the center
so each of you can
see the All about me
book. We will use
dialogic reading to
include everyone by
asking a series of
questions throughout
the book. When I
introduce myself on
page one

RICA

Connections
or other
readings

p.8 Comp.1;
(5) Engaging
and
Motivating
Students;
(C) Reading
Aloud to
Students

Readi
ng
and
Writin
g
Attitu
de
Intere
st
Surve
y

Rationale: To get to know my tutees

and to determine my tutees attitudes
and interests about reading and writing
in order to help guide my decisions in
planning future tutoring sessions.
CCSS:
SL.2.3 Ask and answer questions about
what a speaker says in order to clarify
comprehension, gather additional
information, or deepen understanding
of a topic or issue.

I will ask each

of you to do
the same.
(Introduce
yourself)
After page
two
I will ask you
how old you
are and to tell
me about
where you are
from.
After page
four
I will ask
about your
families. After
page five
I will ask
about your
favorite
activities,
and to end on
page six
I will ask
what your
favorite
subject in
school is!

1 3 copies of
the
Reading/Wr
iting
Attitude
Interest
Survey
2 Recorder
3 Pen
4 Books at
various
levels,
white

3-5
min.
per
tute
e

p.9 Comp. 1;
(6)Strategies
for
Promoting
and
Monitoring
Independent
Reading;
(B)Students
Personal
Interests; (1)
Interest
Inventories

Objective: When asked at least 7

questions about their opinions and
attitudes about reading and writing,
students will give answers that are
appropriate and detailed.

Procedure:
(Fill this in yourself. Describe the
activity, how you will intro activity
to tutees, describe what other
tutees will be doing while you
assess one tutee at a time, etc.)

San
Diego
Quick

Rationale: To get a general idea of my

tutees reading level to help me make
appropriate decisions about the level of
texts I will choose for Read to, with, and
by activities in the future.
CCSS:
RF.2.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
Objective:
When presented with the San Diego

board,
markers,
magnetic
letters, etc.
(for tutee
to work on
who is not
being
assessed)
Now we will move
onto what interests
you about reading
and writing! You will
answer seven
questions on reading
and writing, so that I
can get to know your
personal interests,
remember there are
no right or wrong
answers! (See
attachment for survey
questions) while I am
assessing one the
other student(s) will
take time to read
through a stack of
books at different
levels.
1 3 copies of
the San
Diego
Quick
Recording
Sheet
2 Word Lists
on
separate
cards
3 Books at
various
levels,

3-5
min.
per
tute
e

p.20 (5)
Students
Independent
,
Instructional,
and
Frustration
Reading
Levels;
(A)Assessme
nts Used to
Determine
Students
Reading
Levels; (2)
Word

Quick Assessment lists, students will

read words according to readiness level.

Phonic
s and
Decodi
ng

white
board,
markers,
Procedure:
magnetic
(Fill this in yourself. Describe the
letters, etc.
activity, how you will intro activity
(for tutee
to tutees, describe what other
to work on
tutees will be doing while you
who is not
assess one tutee at a time, etc.)
being
assessed)
Now we will
move onto the
San Diego quick
assessment, ill
pull one
individual at a
time ask
questions in
order to pick
appropriate
books for their
individual level.
(See attachment
for San Diego
assessment) The
other student(s)
will use their
individual
notepad to write
two-three
sentences from
or about the
book they read
before.
Rationale: To assess my tutees
1 1 student
7
phonics and decoding skills to help me
copy of the min
plan appropriate word work and writing
Phonics
.
activities in future tutoring sessions that
and
address my tutees needs.
Decoding
Assessmen
CCSS:
t
RF.2.3 Know and apply grade-level
2 3 copies of
phonics and word analysis skills in
the Phonics
decoding words.
and
Decoding
Objective:
Assessmen

Recognition
Lists

When presented with a list of words,

students will apply grade-level phonics
and word analysis to decode the list of
words.
Procedure:
(Fill this in yourself. Describe the
activity, how you will intro activity
to tutees, etc.)

Writin
g

Rationale: To asses my tutees writing

skills to help me plan future writing
lessons and activities that address my
tutees needs

t Recording
Sheet
3 Books at
various
levels,
white
board,
markers,
magnetic
letters, etc.
(for tutee
to work on
who are
not being
assessed)
For the last
individual
activity I will
work with each
individual on
phonics and
decoding using
an assessment
(See attachment)
The other
student(s) will
take this time to
finish writing
about the story
they read, if time
permits they will
pair share if
there is another
student
available, if not
they will choose
another book to
read from .
1

2
CCSS:

Paper and
pencils for
tutees and
myself
white
board and

1015
min
.

Connects to
Readings in
class
TELLs Ch.3

W.2.5 With guidance and support from

adults and peers, focus on a topic and
strengthen writing as needed by
revising and editing

markers
writing
prompt
and/or
pictures
related to
writing
topic

Objective:
Given a topic or question to write about,
tutees will orally brainstorm at least 3
details/ideas related to the topic with
the support of the tutor and write at
Reminder: write
least 4 sentences on the topic.
while tutees
write
Procedure:
(Fill this in yourself. Describe the
As a group we will
activity, how you will intro activity
use our individual
to tutees, etc.)
notepads we will
rewrite the group
rules.

Closing: (Review the tutoring session with the tutees and indicate
what they can expect next session. This should be no longer than 23 minutes.)
***Bring some books that you can read aloud to the tutees in case you finish
the assessments early.
-------------------------------------------------------------------------------------------------------------------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
(See attachment)