LESSON PLAN 4

Tutor: Jessica Yucha Tutee: Wesley Grade Level: 4

Reading Level: 2

Lesson #: 4

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session about your tutee? Provide
details and examples. How will what you learned from last session inform your planning for this session? What did you learn about yourself as a teacher?]

Wesley and I began our session with a ten minute sight word game and though I understand your point of reading in context versus isolated words, it did give some insight into word groups he struggles with. This is information I will utilize in future word sorts. As for the game in my future classroom I think it would be more effectively utilized as an activity during centers. Guided reading was a bit more of a struggle. I had previously brought in level 3 books as that is the level his teacher told me he was at. However, after my assessments I found it more appropriate to lower Wesley to a level 2. I figured that at the very least this would provide less of a struggle during guided reading and boost his confidence, thus boosting his inclination to read. Interestingly enough, Wesley seemed to struggle quite a bit with our level two book as well. A few words were outside of his vocabulary, but most of the words he said incorrectly were words he knows. I felt as though he was more concerned with speed than even saying the word correctly. Just as he did last time, Wesley would look at the first letter of the word and appeared to just guess what it was without any inclination to worry about whether or not it looked right or made sense. Strangely enough, when I would periodically ask Wesley to tell me about what was happening in the story he demonstrated accurate comprehension. Wesley completed his writing activity with ease but avoided any detail in his responses. He wants to write as little as possible it seems. However, during book share Wesley was extremely eager to read from the 100 Deadliest Things book again. He has also verbalized that he prefers writing closer to report styles where he gets to share facts and information he has learned in his own words. He much prefers this to creative writing. So what I would like to try next is having a long term writing project where he creates his own book of what he believes are the five deadliest things and why, where he can use his own reasoning combined with facts from the book.

GOALS for the session or for the child: My first goal for this week is to increase Wesleys confidence in his reading abilities. I feel that this will best be accomplished by familiar reading with our poem and praising him, when permitted, during guided reading. I would also like to see Wesley take the time to look at a whole word instead of just guessing. I would like to him to actively use our handy reading strategies suggestions when he gets stuck on an unfamiliar word. Finally, I would like to improve upon Wesleys lack of enthusiasm for writing by suggesting a new writing project which highlights the things he likes most about writing (i.e. non-fiction text references, sharing facts and observations, etc.).

Rationale: My goals are based upon my observations and interpretations of Wesleys strengths, areas of opportunity, and personal taste in regards to his preferences of subject matter. I feel it is essential to utilize what I have learned about how to engage Wesley and use this interest by incorporating information and strategies that will assist him in improving upon his literacy development. Common Core Standard(s): RF.4.4 Read with sufficient accuracy and fluency to support comprehension. RF.4.3 Know and apply grade level phonics and word analysis skills in decoding words.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Rationale/Purpose(s) (Why is it important to do this based on
what you have learned about your tutee and according to research? Include citation, references to professional sources):

FLUENCY/FAMILIAR READING (5 min) [include selection]: In this session for fluency/familiar reading, Wesley and I will read the poem I Should Have Stayed in Bed Today. I will have him read it once and then again so that he can hear how much better he does after practice. (Professordo you think I should model it for him first?) GUIDED READING (25-30 MIN): Selection: Creepy Carrots! By Aaron Reynolds Before Reading Activity: Before reading Wesley and I will review our Handy Reading Strategies and discuss how we can use them when we come across a word we are unfamiliar with. I will also engage him by having him predict what the book might be about just from the title and looking at the illustrated cover. Finally, I will remind Wesley of the strategy we used last week where if he comes across a word he does not know the meaning of, we will mark it with a sticky note and look it up after reading the book. During Reading Activity: I will have Wesley read aloud, encouraging him to stop and use his reading strategies when he does not know a word. I have specifically chosen an illustrated text this time as opposed to a chapter book because the length of the chapter book seemed daunting to Wesley. If we come across a word Wesley is unfamiliar with we will mark it with a sticky note.

As is stated in Words Their Way, Rhyme awareness activities are an easy, natural way for children to play with words and begin to focus on speech sounds (107). I believe that allowing Wesley to hear and see his progress will develop upon his confidence and show him that practice really does make perfect. CCSS: RF.4.4, RF.4.3, RI.4.2 Rationale/Purpose: I want Wesley to be aware of these reading strategies and how he can use them to assist him in his reading. I also think it is important that Wesley make predictions about a text for, as it states in the Tancock article, Readers and writers need to be encouraged to make guesses and to develop as risk takersChildren are encouraged to make and verify predictions as they read (131).

Rationale/Purpose: As is emphasized in Tancocks article A Literacy Lesson Framework for Children with Reading Problems, The guided reading part of the lesson framework is aimed at teaching children how to use reading strategies rather than reading skills (136). So, rather than correcting Wesley every time he says a word incorrectly, I would like him to reference our Handy Reading Strategies for assistance. My goal is that eventually this will become second nature. I also want to encourage him to take the time to not only sound out words that he is unfamiliar with, but to discover their meaning if it is unknown to him. This is a valuable life-long reading strategy that I use myself to this very day.

Post-Reading Activity: We will complete another one of our STORY worksheets which asks Wesley to recall information from the text and analyze the inferences he initially made. Also, if

Rationale/Purpose: As was described in the Tancock article, After reading, the child completes a follow-up activity that involves answering pre-reading questions; evaluating

Wesley had any unfamiliar words he marked, we will take a moment to add them to his Word Detective worksheet.

predictions; or clarifying, extending, or refining thinking about the story (137). This worksheet gives us an opportunity to discuss these questions as well as provides Wesley with practice at recording these responses in his own words.

WRITING (10 min.): I will introduce a lesson which will be continued over the course of 5 tutoring sessions. I will tell Wesley that we are going to use the book from our shared reading (The 100 Deadliest Things) time to create his own book on what he believes to be the 5 deadliest things. I will suggest that we create one page for each deadliest thing and brainstorm (using an iPad brainstorming app) as to what type of information we should include in our book. I will also tell him that when he completes his book we will use the iPad to make it into a digital book.

Rationale/Purpose: I am taking another suggestion from the Tancock article which recommends that the tutor and student may develop a piece of writing over several lessons, moving from planning to composing and finally to revision (138). I also was careful to choose content that Wesley connected with thus making the activity more meaningful. In regards to the incorporation of the iPad, Wesley made a specific request that we utilize it more. We did not in his last two lessons and he requested that we find ways to incorporate it more. I am confident that these are useful incorporations that he can utilize in future projects, as opposed to just games. CCSS: W.4.2

WORD STUDY (10 min.): I will have Wesley do the Word-O (Word Operations) activity from Words Their Way. In this activity, I give Wesley a word from the recommended within word pattern word list and ask him to add, drop, or change one or two letters at a time to create a new word. I will model this for him and then we will see how many words he can come up with.

Rationale/Purpose: This activity will extend and reinforce student understanding after they sorted the word multiple times and reflected on the sounds and patterns ( Words Their Way, 225). CCSS: RF.4.4

BOOK SHARING (5 min.): Selection: The 100 Deadliest Things. I will continue to read passages from this non-fiction text and, as it now correlates with our writing activity, I will ask Wesley to have me mark passages he may want to incorporate into his book.

Rationale/Purpose: I will be facilitating Wesleys learning by selecting books that contain topics of interest *and+ also wish to stretch the childrens imaginations (Tancock, 138).