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Tutoring Lesson Planning Form

Lesson Title: Day Six

CCCS RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words.
ELD.III.2.3.BR. Know and apply grade-level phonics and word analysis skills in decoding words both in
isolation and in text.
Learning Objective(s): Materials:
A. SWBAT decode the list of words with fluency and Magic School Bus book
Blank templates
B. SWBAT pronounce the words with accuracy and
White board
Language Objective for ELs:
A. SWBAT decode words both in isolation and in text.
Colored pencils
B. SWBAT pronounce words with beginning accuracy and
automaticity. Pre-made flashcards with ea words (10)
List of ea words
Key Vocabulary:
Objective: the main goal of why someone is doing
Lesson Source (program, page, etc.):
Fluency: being able to read and understand the words at
Work chunking list taken from:
the same time, without stopping to sound words out
Word Chunking: a method of figuring out how to decode
new words, involves understanding common sets of
words that appear together, so that those sets are not
sounded out separately
Key Background Knowledge: CCSS Instructional Shifts Addressed:
Students should have a foundational knowledge of Balance of Informational & Literary Text
elements of print and text. They should also have a Text-Based Answers
beginning understand of certain common word sets in
the English language. They also needed to have read the Knowledge in the Disciplines Writing from Sources
first few pages of the Magic School Bus in order to Staircase of Complexity Academic Vocabulary
understand where we are at in the story. Lastly, they
need to be able to write basic sentences with enough
support from me.
Rationale (Why are you doing this activity, focusing on this standard/objective, etc.? How is it connected to an
assessment or something you did last week? How does it meet the learning needs of these students?)
I put this lesson together because my students need to understand which letters they cant sound out separately in
order to make sense of the words. For instance, they need to know that oo is pronounced ooooo and not oh
oh or ah ah. I also want to get my students to love reading and feel pride in what theyve read, so Im using a
book that they find to be very fascinating.

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Tutoring Lesson Planning Form

Formative Assessment How will you and your students know if they have met the objectives of the lesson?
I will be making tally marks on my own paper of what student chunks the word correctly without prompting and
then with prompting. After the lesson I will compile this data to see if either or both of the students understand the
concept. I think that if they got 7 or more of the words correct with or without prompting, I will consider that a
successful attempt. 3-6 correct answers and I will know that they are on their way to understanding it. Less than 3
correct answers means that I need to reteach the basics.
If the students get 7 or more answers correct, we can review the concept quickly next time and move on from there,
but if not, I have one more lesson already planned where I can reinforce the information Ive already taught them.

Intro (3 minutes) Brief preview/explanation of objective and expectations. How will you begin the session? Summarize what you did last week,
introduce what you will be doing this week, remind students of behavior expectations, etc. This should be no longer than 3-5 minutes.
I will ask how their week was since I saw them, and take this opportunity to see if they are struggling with any
particular subject in school right now. If they can think of anything specifically, I could begin to incorporate this into
my future lessons. Once we chat and get loosened up, Ill run through a quick order of the day so they know what to
Lesson Procedure Titles of Time RICA
Focus Describe the activity in order and with lots of details. Connections
Must be directly connected to your standard and Needed, Or other class
objective. Include words you will focus on, Notes/ readings.
questions you will ask, etc.) Reminders,
Sources, etc.
Read To Ill remind my students to think back to what we Magic School 10 min Gradual Release of
Bus book
Or read last week (the esophagus, the stomach, the Responsibility Model
stomach acid) Spend 10 minutes reading a couple RICA pg. 102
Read With
pages of the Magic School Bus book. We are on page
(Circle one)
18, and well continue on for another section of the
story, until the bus makes its way through the
intestines. As you read, think to ask questions such
as where is this part of the body located or why
do you think the class reacted that way? How do you
think you would have reacted?
Writing Pass out the blank templates for writing, and explain Blank 20 min Summarizing and
to the students that they will be writing two Retelling RICA
sentences about something knew that they learned White board pg.103
in the book. Once I approve it, then they can draw a Marker
quick picture, which they can finish with left over Pencils
time at the end. Focus on how to include facts from Colored
the text, and provide written sentence stems such as
Today I learned that or One new fact that I
learned is
Take a quick skip to the water fountains and back
before beginning the next section.
Word Students will have one whiteboard and one marker Pre-made 20 min Focus on Key Phonics
Study per person, and when I show a flashcard, they will Skills and High-
with ent
write the word in two or three parts on their boards, words Frequency Sight
chunking it. For example, the word mean would be White boards Words
m-ea-n. Once both students have written it Markers RICA pg. 54
correctly, we will confirm the definition, read it in
parts, and then read it fluidly.

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Tutoring Lesson Planning Form

We will continue for the rest of the words, making

two piles with the flashcards- one for correct words
and one for words that they struggled with. With any
extra time, well work through the later pile.

Support for learning challenged student. (Identify the challenge. Should be specifically connected RICA Connection:
to one of your activities.)
Use Visual, Kinesthetic and Tactile
Including details from the text in their sentences may prove difficult for a Activities
student with learning challenges. To pull information from the text and
synthesize it into a new form requires a lot of critical thinking skills that RICA pg. 89
students with learning challenges may not be able to obtain at this stage in
their development. I would help them by discussing what they thought was
interesting about the book as we are reading it, and having them put a sticky
note under the sentence that explains that topic in the book. That way when
they feel overwhelmed with the assignment, I can send them to find their
sticky note in the book.

Support for English language learners or students needing intensification (should be specifically RICA Connection:
connected to one of your activities).
English Learners
Writing the words that we found during the writing section of the lesson. Both
of my students are ELs, so I can imagine them having a hard time with this RICA pg. 74
portion. They often will have a hard time spelling words that they are able to
vocalize, so they will need more scaffolding. I plan on working with them to
sound out the words before they put their pens to paper. Once they can sound
it out correctly, then Ill help them focus on writing each letter correctly, and
saying it out loud as they go.

Closure Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s) (Review the tutoring session with
your students and indicate what they can expect next session. This should be no longer than 2-3 minutes).

Ask if they feel confident that they understand how to chunk words. Ill explain that next time well get to review all
of the words that weve learned to chunk so far in a fast-paced, fun game.

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