Remedial Reading Lesson Plan

Weekly Overview 7
 
Tutor’s Name Brittany Hoefer                  Week of: April 4-April 7, 2011
Client’s Name : AM
 
Use this weekly overview to help you plan instruction to meet your goal and teach to your concepts. Your strategies
should fit your concepts. The weekly overview is completed before you develop you daily plans.
 
Date: Monday, March 28, 2011
Concepts                                           Suggested Strategies
2a (re-read for Reading: Unfinished Sentenecs, Guided Reading: A Ball Called Sam
meaning)
1a (read past word)
2c (writing process) Writing: Creating a Story
3a (story pattern)
1c (chunking) Reading: Billy Bully
Football Crash Chunking Activity
 
 
Date: Tuesday, March 29, 2011
Concepts                                           Suggested Strategies
3c (making Reading: Guided Reading: Bully Bear
connections)
2b (letter patterns) Reading: Rereading: A Ball Called Sam
3a (story patterns)
1d (b & d confusion) Closing: /b/ & /d/ Racing Cup Game
 
 
Date : Thursday, March 31, 2011
Concepts                                           Suggested Strategies
1a(read past word) Reading: Re-Reading: Bully Bear
1b (look at beg/end of
word)
3b (read for meaning)
3c (making Writing: Reading Response Journal
connections)
3a (story patterns) Reading: Guided Reading: Mrs. Mog’s Cats
2b (letters make words) Closing: UpWords
 
 
 
 
 
Tutor’s Name: Brittany Hoefer                                           Date: April 4, 2011
Client’s Name: AM                                                     Day of Week: Monday
 
DAILY LESSON PLAN
     
Concept Lesson Plan with a Reading-Writing-Reading Format Comments
     
  Opening (7 minutes)
           I will greet the client at the door, help her grab her snack, and lead her to
  our tutoring space.
           I will sit on the same side of the table as the client. 
           Have a brief conversation with the client to keep learning things about
  each other.
           Provide AM with the MadLib Worksheet.  Prompt her with the blanks as
  necessary.
   
  Transition
           Now that we have gone over some of our Word Wall words, we can
  continue to use these in the rest of our lessons together.  Now, we are going to
  read the book called ___________.   
   
  Read (15 minutes)-Unifnished Sentences/Guided Reading
  Sources:  A Ball Called Sam by Linda Strachan
Unfinished Sentences- Help for Struggling Readers: Strategies (Maze Exercise)
 
           State that the purpose of this activity is to help recognize when a word
  doesn’t make sense in a sentence.  This will be helpful when you are reading
1a (read past and you think you say something that doesn’t make sense.  You can look back
and try to re-read the word.
word)
2a (re-read          I have a few sentences that I am going to read to you I will then give you
for meaning) three choices of words to finish the sentences.  Your job is to tell me which
  word makes the most sense. 
  Sentences:
  1.       Sam asked, “Can I ________?”
  {played, play, plays}
  2.       No, you ______ too big.
  {are, is, be}
  3.       Get _______ own ball!
  {your, you, mine}
 
4.       Then he ______ a ball.
  {seen, see, saw}
 
5.       The girl said, “I ______lost my ball.”
 
{have, did, rolled}
 
  BEFORE Reading
           Have you ever felt left out from playing in a group?  Can you explain
  to me if you have?
           Show AM the cover.  What kind of a ball is the boy holding?  Can you
 
tell me how you think the boy feels?  Why do you think so?  Why would
  a ball have a name?
 
         After verbal responses, begin reading.  
 
DURING Reading
 
         Page 2: Where does this story take place?  What do you think is
 
happening here?  Why might the other children not let Sam play?
 
         Page 4: Look at the picture.  How do you think Sam feels?  How did
 
you feel?  What did you do?  Can you think of a way to solve Sam’s
 
problem?
 
           Page 6: Look at the ball.  What do you see written on it?  It’s the
  name Sam.  Do you think it’s Sam’s ball?  What might Sam be thinking?
           Page 8: Point out the thought bubble.  Ask AM if she might know
  what that means in a book.  Then ask her how she thinks Sam might be
  feeling.  Do you think Sam should have the ball just because it has the
  name Sam  on it?  What should he do?
           Page 10:Who do you think this girl is?  What do you think she is
  looking for?  Can you tell me how she feels?  What might Sam do?
           Page 12: Can you confirm what happened?  Has something like this
  ever happened to you?  What did you do?  Can you tell how the girl
  feels?
           Page 15: The girls name is Samantha.  Can you find the word
  Samantha?  Let’s find a little word that you already know in the big
  word Samantha.
           Page 16: What are Sam and Sam doing?  Put your finger on the
  word play.  What sound does the letter a make?  What does the letter a
  make in the word Sam?  How are these two sounds different? 
   
  AFTER Reading
           How do you think Sam feels about his decision to give the ball back
  to Samantha? 
           Was his decision a good one?  Why or why not?
  Transition
  Now that we have worked on sentences and reading, now we are going to
  create our own story.  IT is important to remember that writing stories take
  more than just one time of writing, so it is okay if it isn’t perfect or just how
you want it at first.  We will get to go back to it later.
 
   
Writing (10 minutes)- Writing a Story
 
  Source:
 
           Provide AM with the writing checklist.  Explain that writing doesn’t
  always follow this particular pattern, but for now it will be helpful for us
  to see which stage of writing we are at.  [brainstorming, prewriting,
  drafting, revising, editing, publishing, sharing]
 
           The first step is the “brainstorm” ideas about what you would like
  to write about.  Write these down.  What are some of your favorite
  things?  Favorite people?  What do you wish you could do?  What have
  you dreamt about?  What do you want to do someday?  {Be sure to write
  alongside of AM during this process!}
           Once the topic has been generated, have AM brainstorm a few ideas
  based on the topic selected. 
 
           Provide AM with a graphic organizer.  This is a way of organizing. 
  Have AM right down the main topic in the center circle and have the
  other ideas branched out.
 
           Once this is completed, have AM think about the beginning, middle
  and ending of her potential story.  Have her say it aloud. 
 
           Once she feels ready, allow her to begin writing her story. 
 
         Have her re-read it to see if it makes sense.
 
           Explain that we will return to this story next time in which we will
  revise it to get closer to our final draft. 
 
   
 
BREAK (3 minutes)
 
 
 
 
 
Read (10 minutes)- Football Crash Chunking
 
  Sources:  Football Crash Chunking Activity
  Billy Bully by Alvaro and Ana Galan
   
 
           Provide AM with the helmet options first {/ap/, /ub/, & /ack/}
  Once this is selected, have her pronounce the sound represented on the
  helmet.
 
         Once a helmet is selected, have AM choose an “opponent” out of the
 
jersey letters.  Have her pronounce the “sound” titled on the jersey.  It’s
 
important to note the “sounds” not letters.
 
           Have her “slide” them together on the table as if they are going head
  to head or crashing into one another.  As this is occurring, have
 
           Once they are lined up, have AM read the word aloud as a whole.
 
           Encourage AM to look for these sounds in the text.
 
Before Reading
 
         Introduce the book, Billy Bully. 
 
         By looking at the cover, can you tell who the Bully might be?  What do the
 
faces of the rest of the characters on the cover tell you?
 
         From our readings before, can you remember what a bully might do?
 
         Let’s begin reading to figure our why Billy is considered a bully.
           Remind AM to point out any sounds she recognizes in the story.
  During Reading
           Page 2: Do you recognize a word with a similar sound that we used
  earlier?
           Page 4: What about on this page?  Can you point to the word?
           Page 7: What do you notice about the sentences?  They are written
  in rhyme.  What did you notice about the sounds and words we were
  working with earlier?  Are they similar?
           Page 15: Do you notice another sound we worked with?
  After Reading:
           Explain that it is helpful to recognize sounds within words, especially
  when we come to words we don’t know.  If we are able to figure out what the
  beginning or ending sound is, it helps us make a prediction at what the word
  might be without having to look at the pictures.
           Can you write down some of the words we found in our story that were
  also found in our football game?
           Can you tell me why they are similar?  What can you say about rhyming
  words?
 
   
Closing (5 minutes)
 
           Thank the client for working hard and give her specific praise on a
  particular part of the lesson. 
 
           Play Hangman using words found throughout the lesson, especially
  those in the chunking activity.
 
           Walk AM to the daycare. 
 
 
 
 
 
 
 
 
 
 
1c
(chunking)