LESSON PLAN 1

Tutor: Kaelie Franks

Tutee: Robert Gandis Grade Level: 3rd

Reading Level: 4th Lesson #: 1

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session? Provide
details and examples. How is what you learned informing your planning for this week? What did you learn
about yourself as a teacher?]
Last week I learned about Robert in the quick hour I got to meet him. Using an interest inventory, I learned that he
loves to read and spends much of his free time doing so. I learned that his favorite series are the Magic Tree House
books and he also likes the mystery genre. One of the questions I asked Robert during the interest inventory for
which I got the answer I dont know was which character was Roberts favorite. With how much he reads, I found
it alarming that he was unable to think of a favorite character. Because of this, I have decided to emphasize
characters, feelings, and making connections during my sessions with Robert.
With a spelling inventory, I learned that although he has a good understanding of very complex spelling patterns that
place him in the late syllables and affixes stage, there are still some word patterns he needs to work on, like the -oa
vowel team. I also think he made need some work on inflectional endings.
The comprehension assessment gave me the largest clue as to what stage of literacy development Robert truly is at,
though. He could read all the way up through a grade level 5 text without very much trouble reading and
pronouncing the words, but the comprehension assessments clued me into the fact that he wasnt comprehending.
He received 80% on the second grade passage for comprehension, and 58.33%, 41.67%, and 33.33% on third, fourth
and fifth grade, respectively. Although fifth grade is his instructional reading level by word accuracy, I have decided
to place him at early fourth grade for reading comprehension and will be using texts at this grade level for guided
reading purposes. The grade level of many of the Magic Tree House books are mid-late second grade, which is
another clue that although Robert can read and spell words at a fourth/fifth grade level, his understanding of them is
not at the same level, which is why I have decided to focus on a new comprehension strategy each week for the first
few weeks.
We began to run out of time at this point so Roberts writing assessment felt very rushed, but I could tell he was not
a fan of writing. Before he began, he insisted on knowing how many sentences I required and the writing he did
complete was very bland. It is clear I will need to work with Robert on writing this semester and it is going to be a
challenge for me to come up with fun ways to do that.
GOALS for the session or for the child:

Rationale:

Reading: This semester I would like to improve

Roberts comprehension since he has a tough time
comprehending what he reads. This week, Robert will
be able to make predictions about the stories he is
reading in order to improve his reading comprehension.

Students learn to use a variety of cognitive and

metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,
readers become more engaged in the reading experience
and want to continue reading. (Literacy for the 21st
Century, p. 259.)

Writing: Using a graphic organizer, Robert will be able

to complete character maps for the main character and
another character of his choice. This will aid in the
writing of a narrative he will complete closer to the end
of the semester.
Word Study: Robert will complete word work with the
vowel team -oa to aid him in his spelling and reading
endeavors.

Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and
facilitating learners comprehension of newly acquired
information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use Graphic
Organizers for Effective Learning. Dr, Katherine
McKnight)

Keep in mind that the study of vowel patterns in singlesyllable words lays a critical foundation for the study of
two-syllable words in the next stage and cannot be short
changedIt is important to take a step back and conduct
word study activities that helps them cement their
knowledge of word patterns in single-syllable words to
get a running start as they study two-syllable words.
(Words their Way, p. 219,)

Common Core Standard(s):

RL.3.10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 23 text complexity band
independently and proficiently.
RF.2.3b: Know spelling-sound correspondences for
additional common vowel teams.
W.3.8: Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
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.

FLUENCY/FAMILIAR READING (10 min) [include

selection]:

Rationale/Purpose(s) (Why is it important to do this based on

Robert will read Tops and Bottoms as I model making

predictions throughout the story. I will make a
prediction at the beginning and at four other spots. As I
make my predictions, I will converse with Robert about
whether or not he thinks they will be right and if there is
anything he would like to add. In this activity, Robert
gets a chance to read a grade-level text (3.8) and see the
comprehension strategy we are working on be modeled.

Students learn to use a variety of cognitive and

metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,
readers become more engaged in the reading experience
and want to continue reading. (Literacy for the 21 st
Century, p. 259.)

what you have learned about your tutee and according to research?
Include citation, references to professional sources):

When teachers share a big book with young children

using shared reading, they prompt children to make
predictions at the beginning of the book and again at key
points during the reading. They model how to make
reasonable predictions and use think-alouds to talk about
their predictions. (Literacy for the 21st Century, p. 263.

GUIDED READING (20 MIN):

Selection: This semester during guided reading, we will be reading Escape from Mr. Lemoncellos Library (RL
4.4). The strong male character is one that he can hopefully identify with to help along character development.
Before Reading Activity:
Rationale/Purpose:
Using the cover and title, we will work together to make
a prediction about what the book may be about. We will
also make another prediction using the titles of the
chapters.

Students learn to use a variety of cognitive and

metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2

readers become more engaged in the reading experience

and want to continue reading. (Literacy for the 21 st
Century, p. 259.)

During Reading Activity:

As we take turns reading, we will stop to make
predictions at the pre-selected areas. These predictions
will be made on post-its and stuck in the book to refer
back to.

Post-Reading Activity:

Rationale/Purpose:
Students learn to use a variety of cognitive and
metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,
readers become more engaged in the reading experience
and want to continue reading. (Literacy for the 21 st
Century, p. 259.)
Rationale/Purpose:

Robert will evaluate the predictions he made. For those

predictions that are about events that are still yet to
happen, he will turn them into questions and write them
in his journal as a foreshadowing of next weeks
comprehension strategy, questioning.

Students learn to use a variety of cognitive and

metacognitive strategies, including predicting, drawing
inferences, and monitoring to ensure that they
comprehend what theyre reading. Using predicting,
readers become more engaged in the reading experience
and want to continue reading. (Literacy for the 21 st
Century, p. 259.)

WRITING (20 min.):

Rationale/Purpose:

After reading, Robert will fill in the character profile

sheets for Kyle and another character of his choice. He
will then pick one of them to write a little blurb about
using the prompt: You are advertising this story on the
side of a cereal box. What can you say about this
character that would make your audience want to read?

Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and
facilitating learners comprehension of newly acquired
information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use Graphic
Organizers for Effective Learning. Dr, Katherine
McKnight)

WORD STUDY (8 min.):

Rationale/Purpose:

Robert will complete an -ow vs. -oa picture sort and

create his own anchor chart to keep in his folder to help
him remember the difference.

Keep in mind that the study of vowel patterns in singlesyllable words lays a critical foundation for the study of
two-syllable words in the next stage and cannot be short
changedIt is important to take a step back and conduct
word study activities that helps them cement their
knowledge of word patterns in single-syllable words to
get a running start as they study two-syllable words.
(Words their Way, p. 219,)

BOOK SHARING/AUTHORS CHAIR (2 min.):

Selection: The Curse of the Cheese Pyramid by

Geronimo Stilton

I will introduce the Geronimo Stilton series to Robert

and give him the first book in the series to take home
along with some post-its for him to practice reading.

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 3

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 4