Dr.

Browne
Fall2015
SchoolReadingProblems

Lesson Plan Outline Format

Tutor:
Mandy Leonard & Abby Ronberg Date of Tutoring:
10/28/2015
Tutee:
Logynn Papp
Lesson #
11
Grade:
3rd

Reading Level:
early 2nd

Grade
I. Fluency
Repeated Reading
10 minutes

Objectives:
TSWBAT evaluate her own
fluency of words in isolation and phrases.

Materials
Text:
Stuart Hides Out
Text Level:
GR - H
Dolch Word Cards
Word Fluency Graph
Fry Phrase Strips
Phrase Fluency Graph
Running Record Sheet for
Stuart Hides Out
RF.3.4
-
Read with sufficient accuracy and
fluency to support comprehension.
RF.3.4.A
-
Read grade-level text with
purpose and understanding.
RF.3.4.B
-
Read grade-level prose and poetry
orally with accuracy, appropriate rate, and
expression on successive readings.
RF.3.4.C
-
Use context to confirm or
self-correct word recognition and
understanding, rereading as necessary.
Completed

1.

2.

3.

4.

5.

Activities & Procedures

The tutee will have one minute to
read as many words as she can from
the Word Cards, sorting words into
two piles, correctly read and
incorrectly read.
Afterward, the tutee will have one
minute to record her progress on
her Word Fluency Graph.
Next the tutee will have one minute
to read as many phrases as she can
from the Fry Phrase Strips, sorting
phrases into two piles, correctly
read and incorrectly read.
Afterward, the tutee will have one
minute to record her progress on
her Phrase Fluency Graph.
Finally, the tutor will complete a
running record while the tutee reads
the familiar text,
Stuart Hides Out
aloud.

To be continued

II. Reading for Meaning (Comprehension)

20 minutes

Dr.Browne
Fall2015
SchoolReadingProblems
Objectives:
TSWBAT create mental images
of events in a text to summarize a chapter of
a story.
Materials
Text:
Dinosaurs Before Dark (Magic Tree
House)
by Mary Pope Osborne Ch. 1-2
Text Level:
GR M, DRA - 24
Visualization Exercise - Chapter 1
Storyboard
Pencil
Markers

CCSS:
RL.3.1
-
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
RL.3.2
-
Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or
moral and explain how it is conveyed
through key details in the text.
RL.3.3
-
Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events
Completed

III. Integrated Writing

Objectives:
TSWBAT plan a narrative piece
by outlining the story elements.

Activities & Procedures

Before Reading
1. Explain to the tutee that when we
read it helps to visualize what we
are reading to understand it better.
We make a movie in our minds.
2. Talk about how when we visualize it
may be helpful to start with an
image and then add to it or change it
as the story unfolds.
3. With the guidance of the tutor the
tutee will practice visualizing a text
using a sequence of events about
soccer.
4. Remind the tutee that it is still
important to think about the
elements of the story (plot,
characters, setting, problem, and
solution).
During Reading
5. The tutee will complete the
storyboard, while listening to a
reading of a new text.
6. Tutor will stop to draw attention to
important elements of the text if the
tutee does not already do so.
After Reading
7. Review the completed storyboard
sheet and try to write a
one-sentence summary of the text
based on the storyboard.
To be continued

17 minutes

Activities & Procedures

Dr.Browne
Fall2015
SchoolReadingProblems
Materials
Story Elements Graphic Organizer

CCSS:
W.3.3 -
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
W.3.3.A -
Establish a situation and introduce
a narrator and/or characters; organize an
event sequence that unfolds naturally.
Completed

IV. Word Study

Objectives:
TSWBAT identify and properly
pronunciation words containing long a
spelling patterns.
Materials
Long Vowel Spelling Patterns Chart
Long A Task Cards
CCSS:
RF.1.2 -
Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
RF.1.2.A -
Distinguish long from short vowel
sounds in spoken single-syllable words.
RF.2.3.C -
Decode regularly spelled
two-syllable words with long vowels.
Completed

V. Summary/Closure

1. Begin with a one minute review of

the story elements anchor chart.
2. Explain that when we write stories it
helps to start by coming up with
ideas and organizing our thoughts
before we write and that this is
called Pre-Writing.
3. Have the tutee use the Story
Elements Graphic Organizer to plan
her own narrative story (topic of her
choice).
4. The tutee will identify the
characters, setting, problem,
solution and plot (beginning, middle,
and end) of her narrative story idea.
To be continued

10 minutes

Activities & Procedures

1. Reference the Long Vowels chart
used in a prior lesson to talk
about long a sounds.
2. Explain that the Long A sound is
sometimes spelled in different
ways.
3. Review the four spelling patterns for
long a sounds (a, a_e, ai, & ay).
4. Using the
Long a Task Cards
the
tutee will write the correct spelling
for each word.

To be continued

Dr.Browne
Fall2015
SchoolReadingProblems
Assessment of Lesson
I.
Fluency
Tracking her own accuracy and repeated
exposure to texts will help to build fluency.
The tutee will monitor her own fluency using
two graphs, one for Word Fluency and one
for Phrase Fluency, and repeated readings of
familiar texts.
II.
Comprehension
Integrating summarizing and visualization as
comprehension strategies by utilizing one to
get the other. The tutee will develop a
one-sentence summary of a text using images
drawn on a storyboard while listening to a
reading of the text.
III.
Integrated Writing
Building on the knowledge of story elements
by initiating a long-term writing assignment,
beginning with prewriting. The tutee will
determine the setting, characters, problem,
solution, and plot of her own narrative story.
IV.
Word Study
Building off a previous lesson about long
vowels and short vowels, the tutee will work
with the four different spelling patterns of
the long a sound (ay, a_e, ai, and a).

Evidence of Learning
I.
Fluency
The tutee will determine the accuracy of
her readings and track this information
on a graph.
II.
Comprehension
The tutee will write an accurate
one-sentence summary of the first
chapter of the text.
III.
Integrated Writing
The student will determine the
characters, setting, problem, solution,
and plot of a narrative story of her own
creation.
IV.
Word Study
The student will write the correct
spelling pattern required in various
words containing long a vowel sounds.