Appendix G Tutoring Lesson Plan

Appendix G
Tutoring Lesson Plan:

Basic Information:
November 9, 2015
Tutor: Monica Izzo
Tutees/Grade/s: Alan Second grade
Session #: 7
Date:
Support for ELs: I will leave Ready for Action on the table as the tutees
work on their activity related to the story, so that they can use visuals from
the book to guide them. I will also model before we do each activity and then
do the activities with them as support. My writing will be in big font and
legible in order for them to read it clearly.
RICA connection: p.xvii introduction; common strategies for meeting
the needs of all learners; b) English learners and speakers of
nonstandard English; 5) modeling
Support for Learning Challenged Student: Hard of hearing, to ensure
the child gets the opportunity to learn I will sit right in front of the tutee and
read the story loudly and emphasizing each word pointing to the visuals so
that the child can understand what the story is about, I will also write down
key points such as the title, what its about, and how it relates to the
objective.
RICA connection: p.7 Competency 1, (5) engaging and motivating
students; (a) a stimulating learning environment that promotes success
Introduction: I will begin the session by asking the tutees if they remember
what we did last week. I will then recap and add to what they say and then
introduce what we will be doing this week.
Lesson
Description of Activities
Titles of Books, Time
RICA
Connection
Focus
Fill in rationale, standards, objective,
Materials
s or other
and procedure for each activity. List
Needed,
class
possible questions, words to be used, Notes/Reminde
readings
etc.
rs, Sources,
etc.
Read
with
Rationale: We are you doing this

activity to see how accurately my
tutee can read and comprehend
meaning of text.
CCSS: ELA-Literacy.RL.2.10
Ready for Action

Recorder
Clipboard & Pen
15 min
By the end of the year, read and

comprehend literature, including
stories and poetry, in the grades 2-3
text complexity band proficiently,
with scaffolding as needed at the
high end of the range.
Objective: My second grade tutee
Will be able to synthesize the words
of Ready for Action with 75%
accuracy without support.
Procedure: Alan will read Ready for
Action at the best of his ability
without my support
Word
Study
Rationale: We are doing this activity

to monitor growth in the amount of
sight words read and identified
compared to week one of tutoring
One teacher cheat

sheet with the high
frequency sight
words
Standard: CCLA.2.R.F. 4. A Read

on-level text with purpose and
understanding.
Word search
worksheet X1
Objective: Alan will be able to identify
Recorder
15 min
high frequency sight words with 90%

accuracy.
Procedure: Alan will be given a word

search worksheet and a marker to
circle the words he recognizes by
sight as I use the teacher cheat sheet
to read him the words
Writing
Rationale: We are doing this as our

draft for our narrative, using the
prewrite from the prior week. This
will help us get to the final piece of
writing our narrative
Standard: W. 2.8 Recall information
from experiences or gather
Superhero story
planning sheet X2
Pencils & erasers
x2
Recorder
15 min
information from provided sources to

answer a question
Objective: Alan will recall information
from the prior week of tutoring (with my

guidance and his work) to write a rough
draft for his narrative. The worksheet
from the prior week ask the questions
who, what, why, when, where, and etc.
He will use his answers to write
sentences using the superhero planning
sheet as his guide with 90% accuracy.
Procedure: The tutees will be given

a piece of paper titles My Small
Moment and do a pre write of the
small moment they captured as we
read the poems and built on each
others conversation. I will be
modeling what this looks like by
writing with them.
Reader
s
Theatre
Read
by
5-8 min
Rationale: We will be doing this
activity to practice for the readers
theatre in December, to show
parents, teachers, and peers what we
have learned throughout our tutoring
sessions.
Standard: L. 2.3 Use knowledge of
language and its conversations when
writing, speaking, reading, or
listening.
Objective: Alan Will read from
Which shoes will I choose applying
his spoken part from the script to
practice for readers theatre with
90% accuracy.
Procedure: Alan will read from a
script with four other tutees,
standing up in a line reading aloud

their parts from the script.
Closing: (Review the tutoring session with the tutees and indicate what
they can expect next session. This should be no longer than 2-3 minutes.)
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes:

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Appendix G

Tutoring Lesson Plan:

Rationale: We are you doing this

Ready for Action

By the end of the year, read and

Rationale: We are doing this activity

One teacher cheat

Standard: CCLA.2.R.F. 4. A Read

Objective: Alan will be able to identify

high frequency sight words with 90%

Procedure: Alan will be given a word

Rationale: We are doing this as our

information from provided sources to

from the prior week of tutoring (with my

Procedure: The tutees will be given

standing up in a line reading aloud

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