Tutor’s Name: Brooke Spear Child’s Name: Kamora
Tutoring Session Plan
Read Aloud with Comprehension & Tier 2 Word
(~10 minutes)
Fancy Nancy Aspiring Artist
Tier 2 word: Inspiration
The word inspiration is stated several times throughout this story
and connects to the main idea. The book defines inspiration as
getting a great idea, which is perfect.
My comprehension strategy will be sequential questioning. As we
read through the story we will note what is happening, why Fancy
Nancy is inspired, and what happened as a result of her
inspiration.
This will help Kamora practice noting what happens in the book,
when it happens and the results of each ‘inspiration’.
This is to help Kamora make sense of each of the details in the
storyline and work toward analyzing the meaning of the story.
This will look like asking of questions like, “what does
inspiration mean?”, “What inspires Fancy Nancy?” and “What are
the results of her inspiration/ What does she make?”
We will only read through Sunday and Monday of the story.
Writing
(~10 minutes)
I will ask Kamora what inspires her. Then we will create a
sentence that answers this question.
I will prompt her with “________ inspire me.”
Session Number: 6 (4/10/2024)
Anecdotal Notes
***Today was different due to a lack of tutors. So I had three students instead
of one.
Students: Kamora, Izaac, and Saphire
Students were able to comprehend the meanig of inspiration after explicitly
reviewing the defintion the book provided, making a personal connection and
repeated exposure to the word throughout the story.
We read through Fancy Nany’s Sunday events. The students were having
diffiuclt tracking the story. There seemed to be too high of vocabualry for this
group of students, that caused them to be disinterested in the story.
Although the students had a hard time tracking sequence, they were able to
share a time when they were inspried and make connections to what an artist
is by relating the drawing and painting.
I had to switch up the writing part for times sake.
Instead of using the planned prompt, I asked the students to come up with a
sentence using the sight word/ HFW ‘can’. Each student was able to verbalize
a sentene using this word. Some used ‘can’ as a noun and others used ‘can as
a auxilary verb.
Kamora: I can play.
Saphire: I can dump a can.
Izaac: I see a can.
I will help her spell, but she must do the physical writing.
Then she will have time to draw a picture that matches her
sentence.

Student Reads

(~10 minutes)

The student will do a picture walk first. This section was not completed due to time and lack of resource for three
I will talk about the title Tap, Tap, Tap!. Review the letter names students.
and sounds, along with punctuation in the title. I wish I had done a choral reading of a story.

Review the sight word ‘we’ and the letter sound /l/.
There is are some “magic e” words in this decodable story, so
review these before reading .

Then have the student read as best as she can. As Kamora reads, I
help her when needed.

Word Study

(~12-15 minutes) This sight word/ HFW game worked very well for these three. This game
revealed which words they knew.The game also showed student confidence.
Warm up with sight word game. Below here are the words the student didn’t know with automatcity and just
I will put three out and she will have to Ispy the correct sight guessed by slapping a random word.
word.
He Of Missed words:
Was With Of, for, was, they, that with
In and
For that
The
Is They
Then do some word building with the magnetic journal.
First verbally segment the word, then have her match the
grapheme to the phonemes we just segmented for each word.
Vet, sat, box, fox, sob, ten, tag, lag, leg hot, hat, jet, jab
*Words of priority are highlighted.
Repeated Reading
(~8-10 minutes)
Reread Tap, Tap, Tap! Decodabe reader.
1. Teacher reads.
2. I read a sentence, Kamora reads a sentence.
3. Kamora reads independently!! YAY!!
As for the word study we used CVC cubes instead og magnets. I had one
student role me a consonant, the next a vowel, and the last another consonant.
As each student roled their letter, they I had them tell me the letter name and
sound.
Then I would have the students segment the sounds and then blend them all
together to make a CVC word. Each student had to do this process
independently. This went well and I was able to tell which students struggled.
Saphire has a more reserved personality, especially when she doesn’t know
somehting. Izaac did very well. Kamora did surpising well. It seems as
though when Kamora has other students around, it gives her confidence and
heightens her performance.
There were some letters that they all missed.
Students still mix up their b and d. Izaac displayed the most progress by the
end of the session. The second letter that was hard to get was ‘g’ and ‘j’.
All of them were able to say the sounds and then blend them in the correct
order.
Words created: rud, nut, giz
We got to learn about real words and nonsense words duing this session.
Repeated Reading was not competed due to time constraints.