LESSON PLAN 5

Tutor: Briaunna Alexander & Adam Semel

Grade Level: 1st

Tutee: Edwin Norris

Lesson #: 5

EVALUATION/REFLECTION FROM LAST LESSON: Last week we noticed Edwin had regressed since our
last tutoring session. He was having a hard time reading the story we had for him. He also struggled on sight
words that he got perfectly the week before. We also noticed him having a hard time telling us about soccer,
which is his favorite sport. This week we hope to get him reading a book with more sight words in it and also
have him work more on his sight word flashcards.

GOALS for the session or for the child:

Reading: Edwin will be working on problem and
solution. He has a hard time remember what
happened in the story. This week we are going to
focus just on the problem and solution and see how
he does.
Writing: Edwin is going to be working on a graphic
organizer. He has a hard time telling us details about
anything. I think with more practice he will improve.
Word Study: Edwin will continue to work on sight
word flashcards. Last week he didnt know a lot of
the words he has been getting right. We hope he gets
more right this week so we can move on to a new set!
FLUENCY/FAMILIAR READING (5 min) [include
selection]:
How Do Dinosaurs Go to School by Jane Yolen and
Mark Teague

Rationale:
Students who have a good grasp of these
conventions correct most errors during editing to
make their compositions reader ready.
(Tompkins, 2014, pg. 59)
Teachers check students knowledge of highfrequency words and their ability to use wordidentification strategies to decode other words in
grade level texts, (Tompkins, 2014, pg. 194).
Common Core Standard(s):
RL.1.3 Describe characters, settings, and major
events in a story, using key details.
RF.L.3c Read common high-frequency words by
sight.
Rationale/Purpose(s)
Students learn to read fluently so that they have
cognitive resources available for comprehension.
(Tompkins, 2014, pg. 101)

GUIDED READING (25-30 MIN):

Selection: The Hallo-wiener by Dav Pilkey
Before Reading Activity:

Rationale/Purpose:

Pre-reading book view Edwin will get to flip

through the pages of the book and see if he can figure
out what the story might be about before we read it.

Readers become ore engaged in the reading

experience and want to continue reading (Tompkins,
2014, pg.259).

During Reading Activity:

Problem and solution graphic organizer Edwin will
fill in a problem and solution graphic organizer while
we read the story.
Post-Reading Activity:
Book summary Edwin will talk and write about
what happened in the story. We will ask him

Rationale/Purpose:
As students write about what theyve read, they
unravel their thinking and, at the same time,
elaborate on and clarify their responses (Tompkins,
2014, pg.45).
Rationale/Purpose:
Students story retellings should be coherent and
well organized and should include the big ideas and

questions that lead him to tell us the problem and

solution.

important details (Tompkins, 2014, pg.277).

WRITING (10 min.):

Rationale/Purpose:

Graphic organizer Edwin will fill out a graphic

organizer on a typical school day. This will have a
main idea and 3 details about the main idea.

Students need to know how to organize their writing

and learn ways to make their structure clear and
logical for readers. (Tompkins, 2014, pg. 58)

WORD STUDY (10 min.):

Rationale/Purpose:

Sight word flashcards We are continuing to work

on sight words.

Children also learn to read and write many highfrequency words and write several sentences to
develop a story or other composition. (Tompkins,
2014, pg. 115)

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

Tutors will share a favorite book with Edwin

Creepy Carrots by Aaron Reynolds

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 2