Dr.

Browne
Fall 2015
School Reading Problems

Dr. Browne
Fall 2015
School Reading Problems

Lesson Plan Outline Format

Tutor: Abby Ronberg and Mandy Leonard Date of Tutoring: 11/16/15
Tutee: Logynn Papp
Lesson # 16
Grade: 3
Reading Level: Grade 2
15 mins

I. Fluency
Objectives: TSWBAT reread a text,
recording themselves, and listening to the
recording to check for intonation and
accuracy.
Materials
Text: Whistle for Willie, by Ezra Jack Keats
Text Level: Grade 2, Level L
Third Grade Sight Word List
Device with recording software
CCSS:
RF.3.4 - Read with sufficient accuracy and
fluency to support comprehension.
RF.3.4.A - Read grade-level text with
purpose and understanding.
RF.3.4.B - Read grade-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
RF.3.4.C - Use context to confirm or selfcorrect word recognition and understanding,
rereading as necessary.

Activities & Procedures

1. Reintroduce text to student,
explaining that today we will be
rereading the text, and will be
recording our reading. (Tutor and
student can complete a buddy reading
if time allows, but running record is
the most important)
2. Student will read the text
aloud, as tutors complete a running
record of the text.
3. Student and tutors will listen
to the recording of the student, and
talk about what was good about a
repeated reading and what could have
been better.
4. If time allows, student can
speed read Sight Word cards and
phrases, for speed and accuracy.
Words to put on board:
Whistle
Quick
Carton
Scrambled

Dr. Browne
Fall 2015
School Reading Problems
Completed
To be continued
Logynn was able to complete the speed
reading exercise with ease, as she has
completed it before. She was able to grasp the
words she originally had trouble with.
Reading Whistle for Willie a second time was
helpful, because we were able to see what
was difficult for Logynn to read, and what
wasnt. We did not complete a running record
of the text.

II. Reading for Meaning (Comprehension)

Dr. Browne
Fall 2015
School Reading Problems
Objectives: TSWBAT use the front and back
covers to make inferences about the text, and
after reading talk about what was the same
and different from our inferences.
Materials
Text: Flat Stanley by Jeff Brown
Text Level: M
Predictions Worksheet, Character Map
CCSS:
RL.3.1: Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the
answers.
RL.3.3: Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events
RL.3.7: Explain how specific aspects of a
text's illustrations contribute to what is
conveyed by the words in a story (e.g., create
mood, emphasize aspects of a character or
setting)

Activities & Procedures

Before Reading
1. Introduce the text, Flat
Stanley, and explain that we will
make prediction based on what we see
on the book before reading.
2. Show student the predictions
chart, and ask what predictions we
can make, based on the covers of the
book.
3. Student will fill out
predictions worksheet,
communicating what she thinks as she
writes.
During Reading
1. Student can choose to read
silently, or do a choral reading of the
text.
2. As student reads, student will
be asked questions based on the
pictures.
3. Student will be asked to make
predictions, based on what is
happening in the text.
4. Student will make connections
between text and self, answering
questions based on her own
experience with plot points.
5. Student can read both
chapters, or only one as time allows.
After Reading
1. After reading, student and
tutors will discuss what was good
about the book. Student can choose
whether shed like to continue reading
the text, or whether shed rather not.
2. Talk about what will happen in
further chapters, what will happen to
Stanley now that hes flat and will he

Dr. Browne
Fall 2015
School Reading Problems
get back to normal ever.
3. Student can use story paper to
write down predictions for the rest of
the book, should she choose to read it.

Dr. Browne
Fall 2015
School Reading Problems
Completed
Logynn read the text silently, but was able to
share which words were giving her trouble.
She had quite a few difficult words, and
paused at many moments to share them.
Logynn had read other Flat Stanley books
before, so she was interested to read the very
first one. We got through one chapter, and
then talked about the characters present in the
text. We made predictions about what will
happen in future chapters using what we
know from the pictures.

To be continued

III. Integrated Writing

Objectives: TSWBAT write a rough
draft of a narrative piece using a
variety of complete sentences.
Materials
Completed Story Elements Gr. Organizer
Plan Your Story! Gr. Organizer

CCSS:
W.3.3 - Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
W.3.3.A - Establish a situation and introduce
a narrator and/or characters; organize an
event sequence that unfolds naturally.

Completed
Logynn was able to finish her rough draft of
her story. She wrote the story using prompts
from the tutors, and used the completed
graphic organizer to guide her. We will edit
the rough draft in a future lesson.

Activities & Procedures

1.
Review that
when we start by coming up with ideas
and organizing our thoughts before we
write that is called Pre-Writing.
2.
Explain that the
next step in the writing process is to start
a Rough Draft. The Rough Draft uses full
sentences to tell the story.
3.
Have the tutee
use the Plan Your Story! Graphic
Organizer to begin writing the Rough
Draft of her Pre-Write.
4.
Talk about how
we want to write each sentence.
-What kinds of words should we use?
-Should every sentence start the same?
-What are some fun ways to start a story?
To be continued

Dr. Browne
Fall 2015
School Reading Problems

IV. Word Study

Objectives: TSWBAT identify the
appropriate spelling patterns and properly
pronounce words with the long O sound.
Materials
Long Vowel Spelling Patterns Chart
Long O Task Cards

CCSS:
RF.1.2 - Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
RF.1.2. A - Distinguish long from short
vowel sounds in spoken single-syllable
words.
RF.2.3.C - Decode regularly spelled twosyllable words with long vowels.

Activities & Procedures

1.
Reference the Long
Vowels Chart used in a prior
lesson to talk about Long O
spelling patterns.
2.
Explain that long O is
sometimes spelled in different
ways.
3.
Review the spelling
patterns for long O (o-e, oa,
ow, oe) and talk about how each
spelling pattern makes the long
O sound.
4.
Using the long O task
cards, student will write the
correct spelling for each word, by
inserting the long O sound into
the blanks and then choosing the
appropriate spelling pattern.

Dr. Browne
Fall 2015
School Reading Problems
Completed

To be continued
did not get to this section

V. Summary/Closure
Assessment of Lesson
1. Fluency: student will be able
to use the knowledge that they already
have about a previously read text to
reread the text, and comment on their
accuracy in reading it.
2. Comprehension: student will
be able to use what they see on the
front and back covers of a text to
make and confirm predictions of the
text, will read at least the first chapter.
3. Writing: student will learn prewriting skills, and begin to form a
draft of their narrative piece.
4. Word Study: student will
review previously learned long O
sounds, and learn ways to spell it.

Evidence of Learning
1. Fluency: student will reread a
text, and in doing so, student will
learn the skill of repetition as a means
to gain more accuracy when reading.
2. Comprehension: student will
use inferencing skills when looking at
the front and back cover of Flat
Stanley to make predictions about
what the text is about.
3. Writing: student will use what
she has already completed to help her
begin to prewrite her narrative piece.
4. Word Study: student will
review previously learned vowel
pattern to gain accuracy with
relearning.