Your Name: Emma Gustafson Session No: 8 st Tutees 1 Name: Reed School: Kramer Elementary School Grade Level:

Third Grade Date & Time: 10/12/2011 at 9am

Total Session Time Estimate: 40-45 minutes

Strategy & Title/Source for Lesson: o Reading: Homophone Rummy Words Their Way o Writing: Drafting - Big Lessons From Small Writers DVD Standard: o Reading: Acquisition of Vocabulary o Writing: Writing Applications Benchmark: Writing: C. I. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. Grade Level Indicator: Reading: 2. Use context clues to determine the meaning of homophones, homonyms and homographs. Writing: 5. Organize writing by providing a simple introduction, body and a clear sense of closure Student Performance Objective: The student will demonstrate the ability to use context clues to determine the meaning of homophones by accurately completing a homophone activity called homophone rummy. Materials/Resources Needed: o Rummy Cards o Blank book for writing in o Brainstorm web o Independent reading books o Chris Paul by Frank Morrison o As Good As Anybody by Richard Michelson Procedure: o Hey Reid! It is great to see you again I have some fun things for us to do today! We are going to do an activity called homophone Rummy. Then we are going to keep working on your story about the zoo that you started last week! And finally we will wrap up like always and do some independent reading! Choral Reading : time estimate-15 minutes o Opening/focus/anticipatory set: First I am going to find out what Reid knows about homophones and try to illicit any memories he has of them in class. I have noticed while he is writing that he frequently questions if the word he wrote is the right kind for instance while writing about bears he asked if b-e-a-r was the right kind of bear. So Reid the game we are going to play today has to do with homophones. Do you know what homophones are? If he answers no, I will refresh his memory by giving him the

example about when he was using the word bear. Right! Homophones are words that are spelled differently, sound the same but they have different meanings. Like to, too and two! Can you think of any words like that? I have this deck here and it contains different homophone pairs. We are each going to be given seven cards with these cards you try to find pairs of homophones. When you find a pair place the match on the table face up. To get a point you have give a definition of the word and use each word in a sentence correctly. If you dont have a match in your hand you can draw from the deck or the discard pile if you take a card from the discard pile you have to take every card underneath it as well. The game ends when one person runs out of cards in their hand the winner is the person who was able to come up with the most pairs and use the words in a sentence correctly. If this makes sense give me a thumbs up! Teacher modeling/demonstration of learning including any differentiation of instruction After discussing the topic I will then give a demonstration for Reid to better understand the lesson. Okay so lets get started! I will deal out seven cards to each of us and leave the deck in the middle and flip one card over next to the deck for the discard pile. I will show you an example first so you can get the hang of it. So I dont have any matches in my hand so I am going to take a card from the deck. Whoops! Still no match! Then it would be your turn after you go I would pull from the deck again. And look I got a pair so I am going to place these down face up. I got no and know. No is a command given to stop or reject something. Then I have to use it in a sentence so, I said no to my mom when she offered me stinky broccoli. Know is to be familiar with something like, I know addition because I learned it in math class. o Guided practice: So now lets try one together! Do you have any matches in your hand? If you dont have a match does the discard pile have a word you need in it or should you pull from the deck? Good you got a match! Can you give me a definition of each of those words? How about using them in a sentence? I will continue to do guided practice until I feel that Reid is no longer needs my help and understand the lesson. o Independent practice: You did a great job with that now why dont you give it a shot on your own! Lets play homophone rummy! o Class Discussion and/or group activity: After we finish I will ask him what he thought of the activity, whether he liked it or not. I will ask him if he thought it was too difficult or too easy and why. Then I will say, You did such a great job finding those pairs! Can you think of any other homophone pairs? o Closure of lesson that determine if goals/objective(s) were met: After the activity I will assess my tutees progress and see if his goals were met by checking to see if he was able to come up with some pairs on his own. I may ask him to write down the pairs so that it is better stored in his memory. You really know homophones well Reid. I hope you enjoyed doing the lesson with me as well.

Drafting: time estimate-15 minutes o Opening/focus/anticipatory set: Last we week we finished your story about the zoo now we are going to make a web like we did before so we can write a new story! ! So today during our time together you and I are going to brainstorm on this web here. Brainstorming is when we come up with ideas. It can be anything that has happened to you or that you have seen or that you want to write about.
Teacher modeling/demonstration of learning including any differentiation of instruction: For

the next couple of sessions we have together, you are going to make a story bookAn example that I might use is when I forgot my homework in class, and then off of that I can put hwat happened in htat sotry. Then I can create a new branch for a new story. Now you try! I will keep doing this until he has generated a few ideas that he is interested in. o o Guided Practice: I will show Reed the web paper and give it to him to use. When he comes up with a topic it will be a new branch of the web and any following ideas on the topic will be smaller branches off of that topic. Okay so lets pick an idea! What could you chose to write about? If he is having trouble I will ask him questions like the following, What is something that has happened to you? What did you do after school yesterday? What did you do this weekend? I will also be giving him lots of encouragement and praise for his ideas. o Independent Practice: Okay now you think of some on your own! o Class Discussion and/or group activity: Once Reid is done I will look over his story and make sure he has created a few ideas that could work for his story. o Closure of lesson that determine if goals/objective(s) were met: I will know that the tutee has met my objective if he is able to come up with his own ideas. Independent Reading: time estimate-11 minutes Next I will wrap up the day with time for independent reading. I will provide the student with a few books that I brought but we discussed last time that he would bring a book that he enjoyed. You did a great job with those list and the readings. To wind down our time together I thought it would be nice to do some reading out of some books I brought. You can either read on your own and I will read a book that I brought or you can read aloud together. If you have a book you are reading you can bring it to our next session too! Authentic Assessment of Learners Achievement Related to Goals/Objectives: Did Reid learn from this activity? Can he properly find words? Did his story turn out well? Can he tell a story in a correct order of events?