Dr.

Browne
Fall2015
SchoolReadingProblems

LessonPlanOutlineFormat

Tutor:
AbbyRonberg&MandyLeonard
DateofTutoring:
9/30/2015
Tutee:
LogynnPapp
Lesson#
4
Grade:
3 ReadingLevel:
1stGrade

I.FluencyRhyming

10minutes

Objectives:
TSWBATidentifyanduserhyme
Activities&Procedures

schemestosoundoutwords.
1. Reiteratetheideaoffluency,whichwas

discussedpreviously.Introducerhymeasa
Materials
meanstoreadfluently
Text:
HowDoDinosaursGetWellSoon?
by
2. Introducetext,
HowDoDinosaursGetWell
JaneYolenandMarkTeague
Soon?
andtalkaboutthewordsthestudent
TextLevel:
GRLevelI
mayfinddifficultwhenreading.
WhiteBoard
3. Havestudentbeginreadingthetext,
Markers
allowingtimeforselfcorrectionof

miscues.

4. Usepicturestoinferwhatistakingplacein
CCSS:
story,talkaboutwhatmayhappennext.
RF.3.3.C
Decodemultisyllablewords.
RF.3.4
Readwithsufficientaccuracyand 5. Talkedaboutthestory,howthepictures
helpedusinferwhathappened,andwhatwe
fluencytosupportcomprehension.
founddifficultorchallengingaboutthe
RF.3.4.C
Usecontexttoconfirmor
reading.
selfcorrectwordrecognitionand
understanding,rereadingasnecessary.

Completed

Tobecontinued

II.ReadingforMeaning(Comprehension)25minutes

Dr.Browne
Fall2015
SchoolReadingProblems
Objectives:
TSWBAT

recallpriorknowledge
Activities&Procedures
ofatopic(sharks)beforereadingandlistnew
BeforeReading
informationlearnedafterreading.
1. Askthestudentwhatsheknowsabout

sharksandhaveherwritedownwhatshe
Materials
alreadyknowsontheKWLchart.
Text:
IncredibleSharks
bySeymourSimon
2. Askthestudent,
Isthereanythingyouwant
TextLevel:
GR1
toknowaboutsharks?
Haveherwritedown
ChartPaper(KWLchart)
whatshewantstoknowaboutsharksonthe
Markers
KWLchart.

3. Introducethetextandtalkaboutauthor
CCSS:
(teacherformanyyearsandlovedscience).
RI.3.1
Askandanswerquestionsto
demonstrateunderstandingofatext,referring 4. Talkaboutdifferenttypesofsharks,and
anywordsthatmaybechallenging:
explicitlytothetextasthebasisforthe
hammerhead
answers.
megalodon
R.I.3.2
Determinethemainideaofatext
recountthekeydetailsandexplainhowthey
DuringReading
supportthemainidea.
R.I.3.6
Distinguishtheirownpointofview 1. UseChoralReadingstrategytohelpstudent
fullyunderstandthetext(tuteereadsone
fromthatoftheauthorofatext.
page,tutorreadsthenext)
2. Askquestionsatdesignatedstoppingpoints
intext.
Howbigdoyouthinkthesmallest
sharkis?(page5)
Dosharksliveinsaltwaterorfresh
water?(page7)
Doyouthinkthatsharksknowthat
theyareattackingpeople?
3.Tuteeusesinformationthattheylearnedin
thetexttotellusthatno,sharksdonotknow
thattheyareattackingpeople,theyhavepoor
eyesightandthinkpeopleareseals.(page10)

AfterReading
1. Talkaboutthebook.Reflectonthecontent.
Didreadingitchangeyourviewof
sharks?
Haveyoueverseenashark?

Dr.Browne
Fall2015
SchoolReadingProblems

Completed

Whatwasthemostinterestingfactthat
youlearnedbyreadingthisbook?
2. Thestudentwillcompletethelearned
sectionoftheirKWLchartandcan

talk
aboutherfeelingsonthereading,andwhat
shedidordidntfindinteresting.
Tobecontinued

III.IntegratedWriting
15minutes
Objectives:
TSWBATwriteashortstory
Activities&Procedures
aboutthedinosaursfrom
HowDoDinosaurs

GetWellSoon?
usinginferenceskillsand
1. Explainanintroductionandhowtouseit.
opinions
Telltuteethatbeforetheystartwriting,they

shouldthinkofawaytointroducetheir
Materials
topic.Talkaboutthewordspresentinthe
HowDoDinosaursGetWellSoon?
byJane
book,mentioningdinosaurnamesandwhat
YolenandMichaelTeague
theylikedtodo.Say:
StoryPaper
whatdoyouthinkwouldbe

interestingtowriteabout?
CCSS:
Howwouldyoustarttellingusabout
W.3.1

Writeopinionpiecesontopicsor
it?
texts,supportingapointofviewwithreasons. 2. Talkthroughwriting,askwhatideasshe
W.3.1.A

Introducethetopicortextthey
has,andmakenoteofwhatshedecidesto
arewritingabout,stateanopinion,andcreate writedown
anorganizationalstructurethatlistsreasons. 3. Readaloudstorieswrittenbystudentand

tutors.
Completed
Tobecontinued

IV.WordStudy
10minutes

Dr.Browne
Fall2015
SchoolReadingProblems
Objectives:
TSWBATidentifycommon
Activities&Procedures
consonantdigraphsandblendsoundsandspell1. Startbycompletingthedigraphflipbook
andreadwordsthatcontaincommondigraphs
fromlastsession.
andblends.
2.Discussthatblendsaretwoormoreletters

whosesounds
blend
together,butbothsounds
Materials
areheard.Provideexamples(writeonwhite
DigraphBooklet
board).
DigraphPictureCards
bl
blend
st
last
GlueStick
dr
drive
str
street
BlendsCueCards
gl
glad
spr
spring
RollandWriteGame
3.GothroughtheBlendCueCardsandhave

thestudentidentifythesoundbylookingat
CCSS:
thepicture.
RF.1.3.
Knowandapplygradelevelphonics 4.PlaytheRollandWritegamebyrollingthe
andwordanalysisskillsindecodingwords. diceandwritingawordfortheindicated
RF.1.3.a
Knowthespellingsound
blend.
correspondencesforcommonconsonant
digraphs.
RF.1.2.
Demonstrateunderstandingof
spokenwords,syllables,andsounds
(phonemes).
RF.1.2.b
Orallyproducesinglesyllable
wordsbyblendingsounds(phonemes),
includingconsonantblends.
Completed
Tobecontinued

V.Summary/Closure

Dr.Browne
Fall2015
SchoolReadingProblems

AssessmentofLesson
I.
TSWBATuserhymeschemestosoundout
wordsandmakeinferencesastowherethe
storywillgonext.
II.
TSWBAT

recallpriorknowledgeofatopic
(sharks)beforereadingandlistnew
informationlearnedafterreading.
III.
TSWBATwriteashortstoryabout
dinosaursusingthepicturestheysaw,and
whattheyknowofthestory.
IV.
TSWBATidentifycommonconsonant
digraphsandblendsoundsandspellandread
wordsthatcontaincommondigraphsand
blends.

EvidenceofLearning
1. Studentwasabletosoundoutwords
withhelp.Rhymeschemewas
troublesome,butrhymecanbeworked
oninfuturelessons.
2. StudentwasabletocompleteKWL
chartsuccessfully,andenjoyedthe
choralreadingstyleusedinplaceof
herownreading.
3. Withprompting,studentwasableto
makeconnectionsaboutthedinosaurs,
andwhatsheenjoyedaboutthestory.
4. Studentwasabletomatchcommon
digraphstotheircorrectwords.