Dr.

Browne
Fall 2015
School Reading Problems

Dr. Browne
Fall 2015
School Reading Problems

Lesson Plan Outline Format

Tutor: Mandy Leonard & Abby Ronberg
11/11/15
Tutee: Logynn Papp
15
Grade: 3rd
Reading Level: Early 2nd Grade
I. Fluency Repeated Reading
minutes
Objectives: TSWBAT evaluate her
own fluency, while reading a
familiar text.
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
CCSS:
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.

Date of Tutoring:
Lesson #

10

Activities & Procedures

1.
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.
2.
Afterward, the
tutee will have two minutes to
record her progress on her Word
Fluency Graph.
3.
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.
4.
Afterward, the
tutee will have two minutes to
record her progress on her
Phrase Fluency Graph.
5.
Finally, the tutor
will complete a running record
while the tutee reads the familiar
text, Stuart Hides Out aloud.

Dr. Browne
Fall 2015
School Reading Problems
Completed
To be continued
Logynn liked the game feeling of the
word cards and phrase strips. She
also enjoyed recording her
progressing on the fluency graphs.
Moving forward, it may be useful to
have Logynn use a fluency graph for
a passage or the reading of a
familiar text.

II. Reading for Meaning (Comprehension)

minutes
Objectives: TSWBAT use
background knowledge and clues
from the text to make inferences
about the story or its characters.
Materials
Text: The One in the Middle is the
Green Kangaroo by Judy Blume
Text Level: GR M
Reading is Thinking Manipulative
Making Inferences Anchor Chart
Making Inferences Record Sheet
CCSS:
CCRA.R.1 - Read closely to
determine what the text says
explicitly and to make logical
inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text.

Completed
Logynn required some prompting
when identifying where she was
getting her response from but was
able to do so. Moving forward, more
practice making inferences and
developing appropriate
metacognitive skills.

20

Activities & Procedures

1. Refer to the Reading is Thinking
Manipulative to introduce the
comprehension strategy, making
inferences.
2. Use the Making Inferences Anchor
Chart to explain that making
inferences is reading between the
lines. Model with a think-aloud
making an inference by using the
picture example on the chart.
3. Finish the final two chapters of
The One in the Middle is the Green
Kangaroo. The tutee may choose to
read aloud on her own or to do a
partner reading of the story.
4. After reading the story take a few
minutes to make some inferences
using the Record Sheet. The tutee
will make some inference from the
text and identify what background
knowledge she used and what clues
from the text she used.
To be continued

Dr. Browne
Fall 2015
School Reading Problems

III. Integrated Writing

minutes
Objectives: TSWBAT write a rough
draft of a narrative piece using a
variety of complete sentences.
Materials
Completed Story Elements Gr.
Organizer
Plan Your Story! Gr. 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
We finished the prewrite, planning
out the middle and end of the story.

15
Activities & Procedures
1.
Begin by
taking three minutes to complete
the Story Elements Graphic
Organizer from last session.
2.
Review that
when we start by coming up with
ideas and organizing our
thoughts before we write that is
called Pre-Writing.
3.
Explain that
the next step in the writing
process is to start a Rough Draft.
The Rough Draft uses full
sentences to tell the story.
4.
Have the
tutee use the Plan Your Story!
Graphic Organizer to begin
writing the Rough Draft of her
Pre-Write.
5.
Talk about
how we want to write each
sentence.
-What kinds of words should we
use?
-Should every sentence start the
same?
-What are some fun ways to start
a story?
To be continued
We did not get to writing the rough
draft of the story.

IV. Word Study

minutes
Objectives: TSWBAT identify the
appropriate spelling patterns and

10
Activities & Procedures
1.
Reference the Long

Dr. Browne
Fall 2015
School Reading Problems
properly pronounce words with the
long I sound.
Materials
Long Vowel Spelling Patterns Chart
Long I 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 singlesyllable words.
RF.2.3.C - Decode regularly spelled
two-syllable words with long vowels.

Vowels Chart used in a prior

lesson to talk about Long I
spelling patterns.
2.
Explain that long i is
sometimes spelled in different
ways.
3.
Review the spelling
patterns for long i (-y, i, ie, i_e,
igh) and talk about how each
spelling pattern makes the long
i sound.
4.
Using the long i task
cards, student will write the
correct spelling for each word, by
inserting the long i sound into
the blanks and then choosing the
appropriate spelling pattern.

Dr. Browne
Fall 2015
School Reading Problems
Completed
Logynn enjoys the spelling task
cards and likes the routine now that
she is familiar with it. She struggled
a bit with the long i spelling
patterns, particularly the words with
-y. Working through each word out
loud was helpful. The tutors need to
prompt Logynn with more questions
that require her to think about why
she is making the choices she is
making in her spelling patterns.

To be continued

V. Summary/Closure
Assessment of Lesson
I. Fluency - The tutee will evaluate
her own fluency while reading words
and phrases in isolation and a
familiar text.
II. Comprehension The tutee will
utilize text clues and her own
background knowledge to make
inferences about characters in the
story.
III. Integrated Writing The tutee
will build on the completed pre-write
by beginning a rough draft of the
planned narrative piece.
IV. Word Study The tutee will
gain knowledge of long i spelling
patterns, and how they appear in
words.

Evidence of Learning
I. Fluency The tutee will correctly
read 80 percent of the grade three
word cards and fry phrases and
assess improvement.
II. Comprehension The tutee will
successfully answer two riddles and
make two to three inferences of the
story read.
III. Integrated Writing The tutee
will write at least five sentences
with varying structures and word
use.
IV. Word Study The tutee will
complete 80 percent of the spelling
task cards correctly, reading each
word aloud and choose the correct
spelling pattern.