Dr.

Browne
Fall2015
SchoolReadingProblems

LessonPlan

Tutor:
MandyLeonard&AbbyRonberg DateofTutoring:
9/28/2015
Tutee:
LogynnPappLesson#
3
Grade:
3rdReadingLevel:
1stGrade

I.Fluency
RepeatedReading

Objectives:
TSWBATidentifyanddiscuss
thecharacteristicsofafluentreaderand
evaluatetheirownfluencyofafamiliartext.

Materials
Text:
StuartHidesOut
or
TheArtClass
TextLevel:
GRLevelH(bothtexts)
ChartPaper
Markers
Computer(w/
Audacity
audiorecording
software)oriPad(w/
VoiceRecorder
app)
FluencySelfEvaluationSheet

CCSS:
RF.3.3Knowandapplygradelevelphonics
andwordanalysisskillsindecodingwords.

RF.3.4Readwithsufficientaccuracyand
fluencytosupportcomprehension.
Completed
Finishedentireactivity,butLogynnseemed
verydistractedbytheiPad.However,she
oncewechangedtheactivitytoallowingher
topausetherecordingwheneversheheard
somethingthataddressedoneofthefluency
componentshewasmorefocused.Ittook
waytoolongtocompletethisactivity.

1.

2.

3.

4.

Activities&Procedures
Introduceanddefinefluencyasreading
automaticallyandnaturally.Writeon
chartpaper.
Discussthefourmainareasoffluency
(accuracy,rate,expressionand
punctuation)andhowfluencyis
importantforcomprehension.Addto
chartpaper.
Recordaudioofstudentreadinga
familiartext(studentschoice)topractice
andassessreadingfluency,usingthe
FluencySelfEvaluationchart.
(Recordingtobedeletedfollowing
selfevaluation)
Discussoralreadingandcomplete
FluencySelfEvaluationformwhile
listeningtorecordingofreading.

Tobecontinued

Dr.Browne
Fall2015
SchoolReadingProblems

II.ReadingforMeaning(Comprehension)
GuidedReading

Objectives:
TSWBATmakepredictions
aboutatextbeforeandduringreadingatext.

Materials
Text:
TheGingerbreadMan
TextLevel:
GRI

ReadingisThinking!
Manipulative
ReadingisThinking!
Bookmark
ChartPaper
Markers
SummarizingGraphicOrganizer

CCSS:
RL.3.1Askandanswerquestionsto
demonstrateunderstandingofatext,
referringexplicitlytothetextasthebasisfor
answers.

RL.3.2Recountstories,includingfables,
folktales,andmythsfromdiversecultures
determinethecentralmessage,lesson,or
moralandexplainhowitisconveyed
throughkeydetailsinthetext.

RF.3.4Readwithsufficientaccuracyand
fluencytosupportcomprehension.

Activities&Procedures
1. Discussthesevenstrategiesofreadingfor
meaningusingthe
ReadingisThinking
manipulative(visualize,connect,infer,
question,summarize,predict).
2. Explainthatwewillbedoingachoral
readingofthetext,
TheGingerbreadMan
(tutorreads,shereads,tutorreads)and
thatsheshouldtrytoapplythese
strategieswhilewereadbecauseafterwe
willtalkaboutwhat
meaning
wegotfrom
thestory.
3. LooktoWordWalltoaddress
challengingwordsbeforereading
(folktale,gingerbread,values,and
morals).
BeforeReading
4.Introducethestory
TheGingerbreadMan
asafolktale,anentertainingstorythatis
meanttoteachvaluesormorals.Provide
studentwithbookmarkofcomprehension
strategiestoholdonto.
5.Havestudentmakepredictionsaboutthe
textbasedontitle,cover,genre,and
backgroundknowledge.
DuringReading
6.Modelquestioning,connecting,inferring,
andpredictingstrategiesatdesignated
stoppingpointsthroughoutthestory.
Pg.4:
Thisremindsmeofbakingcookies
withmygrandmotheratChristmas.
Pg.5:
Whatdoyouthinkthelittleboyis
goingtodo?
(opentheoven)
Pg.17:
Whydoyouthinkthe
Gingerbreadmankeepslistingeveryonehe

Dr.Browne
Fall2015
SchoolReadingProblems

Completed

hasrunawayfrom?
(becausehewants
everyonetoknowhowfastheis)
Pg.28:
Whatdoyouthinkthefoxis
doinghere?
(tryingthetrickhimintogetting
closer)
AfterReading
7.Modelhowareaderreflectsontextby
asking/discussingafewthings.

Howdoyoufeelaboutthestory?
Wereanyofyourpredictionscorrect?

Sincefolktalesareteachingavalueor
moral,whatdoyouthinkthemoralofthis
storyis?Whatmakesyouthinkthat?
8.Togetherthetutorandstudentwill
completethegraphicorganizer.Tutorwill
prompt.
Howdoyouknowthat?
afterthe
studentoffersananswer.
Someone.
TheGingerbreadMan

Wanted.
Torunawayfromeveryone.

But.
Hekeptbraggingabouteveryonehe
hadoutrun.

So.
Afoxpretendedhecouldnthearto
gethimveryclose.

Then.
Thefoxatehim.
Tobecontinued
Didnotgettothisactivitybecausethe
fluencysectiondidnotleavemuchtime.

III.IntegratedWriting

Objectives:
TSWBATformulateandjustify
Activities&Procedures
anopinionof
TheGingerbreadMan
with
1. Explainthethreepartsofanopinion
reasonstosupport.
(introduction,reasons,andconclusion)

usingtheOpinionApplemanipulative
Materials
2. Modeltheopinionwritingprocessusing
TheGingerbreadMan,
LevelI
theThinkAloudprocessforopinionof
OpinionAppleManipulate
thefamiliar(repeatedreading)textread
StuartHidesOut,
LevelHor
TheArtClass
,
earlier.
LevelH

Dr.Browne
Fall2015
SchoolReadingProblems
BookReviewSlip

CCSS:
W.3.1Writeopinionpiecesontopicsor
texts,supportingapointofviewwith
reasons.

L.3.1Demonstratecommandofthe
conventionsofstandardEnglishgrammar
andusagewhenwritingorspeaking.
Completed

3. GuideLogynnthroughtheopinion
writingprocesstowriteanopinion,in
completesentences,for
TheGingerbread
Man
onthebookreviewslip.

Tobecontinued
Didnotgettothisactivitybecausethe
fluencysectiondidnotleavemuchtime.

IV.WordStudy

Objectives:
TSWBATidentifycommon
digraphsoundsandspellandreadwordsthat
containcommondigraphs(sh,th,ch,wh,ph).

Materials
WhiteBoard
Markers
SherryShephard
PosterPoem
ImaLittleChicken
PosterPoem
Beginning&EndingDigraphsSort
DigraphBooklet
DigraphPictureCards
GlueStick

CCSS:
RF.1.3.aKnowandapplygradelevelphonics
andwordanalysisskillsindecodingwords.
Knowthespellingsoundcorrespondences
forcommonconsonantdigraphs.

Activities&Procedures
1. Startbywritingthefivemostcommon
digraphsonthewhiteboard
(sh,th,ch,wh,ph).
Ask,
Whatdoalloftheseletter
combinationshaveincommon?
2.Discussthatdigraphsaretwolettersthat
makeonesoundandthattheycanbeatthe
beginningortheendofwords.Provide
examplesofeach.
sh,
shhhh

th,
three

ch,
check

wh,
whale

ph,
phone
3.ReadAloudthepoems
SherryShephard
and
ImaLittleChicken.

Whatdigraphsdoyouseeinthese
poems?
4.HaveLogynncompletethesortbysorting
thepicturesandwordsbytheirbeginningor
endingdigraphs.
5.Completedigraphflipbookbygluingthe
picturecardsbehindthecorrectdigraphand
labelingthepicture.

Dr.Browne
Fall2015
SchoolReadingProblems
Completed
Wentthroughthisactivityveryquickly,we
didnotfinishtheDigraphBooklet,butshe
completedthewordsortfast.Readytomove
onwithareviewofblendsorperhaps
movingrightontolongvowels.

V.Summary/Closure

AssessmentofLesson
I.
Studentwillreflect,authentically,on
eacharea(accuracy,rate,expression,
punctuation)offluencyofherown
recordedoralreading.
II.
Studentwillrespondtocomprehension
questionsandcorrectlyidentifythe
comprehensionstrategiesused.
III.
Studentwillwritesentencesusing
properpunctuation,statingand
justifyingheropinionwithatleastone
reason.
IV.
Studentwillcorrectlysort,spell,and
writeallfivecommonconsonant
digraphs.

Tobecontinued

EvidenceofLearning
I.Thestudentwilltakenoticeoffluency
abilitywhilelisteningtoarecordingofher
readingorally.
II.Thestudentwillmakeapredictionofthe
storyusingthetitleandbackground
knowledgeandsummarizethestory.
III.Thestudentwillwritethreesentences
usingproperpunctuation,statingand
justifyingheropinionwithatleastone
reason.
IV.Studentwillcorrectlysort,spell,and
writeallfivecommonconsonantdigraphs.