Tutoring Intervention #1 (Second Grade)
Student: Brayden and Kali
Tutor Name: Megan Tyre
Section
Reading or Rereading for
Fluency
(5-10 minutes)
This may include a book,
poem, or other item. Most
of the time you will have
the child read something
familiar that they have
already read with you.
Word Study
(10-15 minutes)
Examples might include 1
or all of the following:
Picture/Word Sort, Writing
Sort, Word Hunt, Letter or
Sound Game, etc.
Reading and Writing
(20-30 minutes)
This includes what you will
be doing with the student
related to the text before
reading, during reading,
and after reading.
Take-Home Book
Grade Level: 2 Teacher: Meighan
Description Notes
Since this is your first meeting with your
2nd grader, you will get to know them a
bit and then read together. Your
Rereading materials will include
Animals, Animals, a Poem – Long A
pattern
You can let the student choose.
Work on sight words, long a word family -We did the ace family, and
– ace, and/or a short and long a word both of my students did well.
sort. I’ve provided all of these choices. They were family with the
word family and could name
It would also be great to get their
real and nonsense words that
Elementary Spelling Inventory to
belonged with that word
identify their stage if they are open to
family.
that. I’ve included the assessment
materials in each 2nd grade packet.
Title: Animals, Animals Be thinking about how well
the reading goes on this
Introduce a new title for your student.
initial read and whether the
I’ve divided these by the Levels on the
book seems to be frustration,
referral forms. You will have an
Instructional, or
appropriate level book.
Independent.
Before:
-I did initial spelling and sight
During: word assessments for both
students
After:
(You can do the QRI word list
assessment here as well – I've provided
materials, if time allows.)
Title: (No take home book this session)
The student may take home the book
that they “re-read” at the beginning of
 the lesson today. Please send it home
with your introduction and invitation to
families. They can bring the forms back
for next Monday when we are here. It is
ok to give forms to teachers, and we
can pick them up.

Typically, we will pick up the children from their classrooms, work with them approximately 40-45
minutes, and then return them to their classrooms.

Lesson Plan format adapted from Book Buddies, (2021) Third Edition, by Marcia Invernizzi, Donna Lewis-
Wagner, Francine R. Johnston, and Connie Juel. Guilford Press.
Tutoring Intervention #2 (Second Grade)
Student: Kali and Brayden
Tutor Name: Megan Tyre
Section
Reading or Rereading for
Fluency
(5-10 minutes)
This may include a book, poem,
or other item. Most of the time
you will have the child read
something familiar that they
have already read with you.
Word Study
(10-15 minutes)
Examples might include 1 or all
of the following:
Picture/Word Sort, Writing Sort,
Word Hunt, Letter or Sound
Game, etc.
Reading and Writing
(20-30 minutes)
This includes what you will be
doing with the student related
to the text before reading,
during reading, and after
reading.
Grade Level: 2 Teacher: Meighan
Description Notes
Re-reading The Little Red Hen and then they are One student
going to take this book home. Also re-read their struggled on specific
word study of the -ave family. vocabulary to the
book (flour), but
more common
words were read
fine. Level G book
well within their
reading level.
We will be working on sight words, in the short
-en family. The students will highlight any -en’s we
come across while ready Pens in a Hen together.
-Spelling inventory assessment will be given to
both students to assess their levels
Title: Monkey and Crocodile -This book is
Instructional; the
Before: We will have a quick discussion on what
students were able
we know about monkeys and crocodiles and what
to read with
we think may happen.
assistant on tougher
During: Both students are reading one page at a vocab words such as
time taking turns. Words struggled on will be outsmarted and
reviewed together. invited.
After: Discuss questions/thoughts that students -Once I told them
may have how to say a word
the next time, they
-Level J came across it they
-320 words said it the correct
way.
-J is definitely at the
top of their level,
wouldn’t give them
to it to read alone.
Take-Home Book Title: The Little Red Hen -Other student
didn’t want his book
The student may take home the book that they
or sheet so I’m
“re-read” at the beginning of the lesson today.
keeping it in his file.
Also sent home the word study sheet -ave family
with one student.

Typically, we will pick up the children from their classrooms, work with them approximately 40-45
minutes, and then return them to their classrooms.

Lesson Plan format adapted from Book Buddies, (2021) Third Edition, by Marcia Invernizzi, Donna Lewis-
Wagner, Francine R. Johnston, and Connie Juel. Guilford Press.

Tutoring Intervention #3 (Second Grade)

Student: Kali C. Grade Level: 2 Teacher: Meighan

Tutor Name: Megan Tyre
Section
Reading or Rereading for
Fluency
(5-10 minutes)
This may include a book,
poem, or other item. Most
of the time you will have
the child read something
familiar that they have
already read with you.
Word Study
(10-15 minutes)
Examples might include 1
or all of the following:
Picture/Word Sort, Writing
Sort, Word Hunt, Letter or
Sound Game, etc.
Reading and Writing
(20-30 minutes)
This includes what you will
be doing with the student
related to the text before
reading, during reading,
and after reading.
Take-Home Book
Description
Re-reading Monkey and Crocodile and then
they are going to take this book home.
We will be working on the -ade word family.
We also practiced with our egg’s -ight family
and the student made one with the -ump
family.
Title: Best Friends
Before: We will have a quick discussion on
what we think the title of the book may
mean. The front cover has a picture of two
cats fighting so how does it relate?
During: As we go through the story we will
stop before we turn the page to put in our
own words what is happening. Words
struggled on will be reviewed together.
After: Discuss questions/thoughts that
students may have
-Level F
-127 words
Title: Monkey and Crocodile
The student may take home the book that
they “re-read” at the beginning of the
lesson today.
Notes
Student did well with this J
level book. Stumped on
the words laughed
ashamed. Student
informed me she is on
level G in class and was
super proud she did a level
J.
Student saw we were
doing the -ade family and
started naming words she
knew (trade, made, dade)
before we read the poem.
-This book is Instructional;
the student was able to
read with assistant on
tougher vocab words such
as hissed.
-Once I told her how to say
a word the next time, she
came across it she said it
the correct way.
-Student is on a level G in
class so this level F book
was a successful read.
-Other student didn’t work
with me on this date, but
was given the book.
Typically, we will pick up the children from their classrooms, work with them approximately 40-45
minutes, and then return them to their classrooms.

Lesson Plan format adapted from Book Buddies, (2021) Third Edition, by Marcia Invernizzi, Donna Lewis-
Wagner, Francine R. Johnston, and Connie Juel. Guilford Press.

Tutoring Intervention #4 (Second Grade)

Student: Kali C. Grade Level: 2 Teacher: Meighan

Tutor Name: Megan Tyre

Section Description Notes

Reading or Rereading for Re-reading Best Friends and the student will take -Successful re-
Fluency this home along with their literacy bags. read. Student read
every word
(5-10 minutes)
successfully and
This may include a book, poem, remembered what
or other item. Most of the time the book was
you will have the child read about from the
something familiar that they previous week.
have already read with you.
Word Study We will be working on the -ule word family by -Student loved the
reading Ben’s Mule. Cute Cat poem
(10-15 minutes)
because her
Also worked on the -ute family by reading My
Examples might include 1 or all favorite animal is a
Cute Cat.
of the following: cat. Student is
very successful
Picture/Word Sort, Writing with word families
Sort, Word Hunt, Letter or and is always able
Sound Game, etc. to name words
that weren’t listed
that fall into the
word family.

Reading and Writing Title: Caring for your Dog -This book was
independent; the
(20-30 minutes) Before: We will have a quick discussion on what
student didn’t
we think the title of the book may mean. “Do you
This includes what you will be stumble over any
have a dog or any pets?”
doing with the student related words and would
to the text before reading, During: As we go through the story we will stop have been able to
during reading, and after before we turn the page to put in our own words read/comprehend
reading. what is happening. Words struggled on will be this book alone.
reviewed together.
-Some words she
After: Discuss questions/thoughts that students said but didn’t say
may have them confidently
and I reassured
-Level G her “That’s right.
-154 words Keep going.”

-Student is on a
level G in class so
this book was right
 on level.

Take-Home Book Title: Best Friends

The student may take home the book that they

“re-read” at the beginning of the lesson today.

*Also taking home Family Literacy Bag

Typically, we will pick up the children from their classrooms, work with them approximately 40-45
minutes, and then return them to their classrooms.

Lesson Plan format adapted from Book Buddies, (2021) Third Edition, by Marcia Invernizzi, Donna Lewis-
Wagner, Francine R. Johnston, and Connie Juel. Guilford Press.