LESSON PLAN 4

Tutor: Kaelie Franks

Tutee: Robert Gandis Grade Level: 3rd

Reading Level: 4th

Lesson #: 4

EVALUATION/REFLECTION FROM LAST LESSON [What did you learn from last weeks session? Provide
details and examples. How is what you learned informing your planning for this week? What did you learn
about yourself as a teacher?]
Last week for fluency, I had Robert read an opinion passage about water slides. The author viewed water slides very
positively and made that clear. Afterwards, I wanted Robert to write about his opinion about water slides. As it
turned out, Robert had never actually been on or seen a water slides, so he was only able to pull from what he read
in the passage. It never even occurred to me that Robert may not have had this experience, and I learned that I need
to be more sensitive to that. From here on, I will be sure to include things that I know Robert has done.
When we moved onto guided reading, the focus was on character traits and making inferences about characters.
Robert had a lot less knowledge about character traits than I expected, and I didnt have a ton of time to teach him
about them, so I did a lot of modeling. Im thinking I might continue to slip characterization into lessons, but based
on the goals we set, there are other things I need to focus on. Robert seemed to be having a harder time
understanding all of the undertones in the book, so this week I want to focus less on the activity and more on the
reading. I think the three week break between sessions for him has also impeded his progress.
For writing, I originally had Robert writing about his least favorite food, but after giving him a lot of think time
without any progress, I changed it to his favorite food. He chose a food that he only eats on special occasions, so it
seemed tough for him to come up with reasons and evidence. This week, I am going to come up with a new prompt
and complete an organizer on my own so that he has a good example to work from.
Word work seemed to be right on target. He made the mistakes I expected him to make and I showed him some
strategies to keep the concepts straight. We will revisit this week for more practice and to see if hes able to apply
what I showed him.
GOALS for the session or for the child:

Rationale:

Reading: Robert will be able to make connections to

what he is reading to improve his comprehension.

Readers make text-to-self, text-to-world, and text-totext connections. Readers personalize their reading by
relating what theyre reading to their background
knowledge. (Literacy for the 21st Century, page 259)

Writing: Using what he learned from the OREO

planner, Robert will write a rough draft of his
opinion piece.
Word Study: Robert will be able to explain the rules
behind adding inflectional endings to words.

Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and
facilitating learners comprehension of newly acquired
information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use
Graphic Organizers for Effective Learning. Dr,
Katherine McKnight)
As Henderson explained, The core principal of syllable
juncture is that of doubling consonants to mark the short
English vowel. Students learn that when they are
uncertain about whether to double the consonants at the
juncture of syllables, they should say the word and listen
to the vowel soundsKnowledge about whether to

double develops first through examining base words plus

inflectional suffixes and is later applied within base
words. (Words their Way, page 252)
Common Core Standard(s):
RL.3.10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry, at the
high end of the grades 23 text complexity band
independently and proficiently.
W.3.1: Write opinion pieces or texts, supporting a point
of view with reasons.(including all sub-standards)
W.3.4: With guidance and support from adults, produce
writing in which the development and organization are
appropriate to task and purpose.
FLUENCY/FAMILIAR READING (5 min) [include
selection]:

Rationale/Purpose(s) (Why is it important to do this based on

I will read the fluency passage entitled The Wink,

then Robert will read it. I will ask him the
comprehension questions included with the passage.

Research over the past two decades has identified

repeated reading as the key strategy for improving
students' fluency skills (NICHD, 2000). Repeated
reading has two essential elements: 1) Giving students
the opportunity to read and then re-read the same text,
and 2) having students practice their reading orally with
an opportunity to receive corrections and guidance (if
necessary). (Developing Fluent Readers by Jan
Hasbrouck)

what you have learned about your tutee and according to research?
Include citation, references to professional sources):

GUIDED READING (25 MIN):

Selection: This semester during guided reading, we will be reading Escape from Mr. Lemoncellos Library (RL
4.4). The strong male character is one that he can hopefully identify with to help along character development.
Before Reading Activity:
Rationale/Purpose:
Before reading, we will talk about the different kinds of
connections and I will model making connections by
making one of each type of connection to the content
weve already read.
During Reading Activity:
As we read, I will have Robert do a cue of putting his
thumb up every time he connects to something that we
read. If I notice that he isnt making connections on his
own, I will prompt him to make some based on what I
know about him. We will write the connections on
sticky notes.
Post-Reading Activity:

Readers make text-to-self, text-to-world, and text-totext connections. Readers personalize their reading by
relating what theyre reading to their background
knowledge. (Tompkins, Literacy for the 21st Century,
page 259)
Rationale/Purpose:
Readers make text-to-self, text-to-world, and text-totext connections. Readers personalize their reading by
relating what theyre reading to their background
knowledge. (Tompkins, Literacy for the 21st Century,
page 259)
Rationale/Purpose:

After we read, we will sort the connections into columns

in Roberts notebook. We will discuss if there are any
other connections that he can make.

Readers make text-to-self, text-to-world, and text-totext connections. Readers personalize their reading by
relating what theyre reading to their background
knowledge. (Tompkins, Literacy for the 21st Century,
page 259)

WRITING (15 min.):

Rationale/Purpose:

Robert will begin and hopefully complete his rough

draft of an opinion piece. I am changing the topic

Graphic organizers are important and effective

pedagogical tools for organizing content and ideas and

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

because Robert didnt seem very interested in the one

about food, so I will allow Robert to write about his
favorite book or video game since I know he is
interested in those. I am going to see how it goes and
decide if I think Robert should complete a graphic
organizer again, or if he can start writing a rough draft
without it.

facilitating learners comprehension of newly acquired

information. Gardners Theory of Multiple Intelligences
posits that students are better able to learn and
internalize information when more than one learning
modality is employed in an instructional strategy. Since
graphic organizers present material through the visual
and spatial modalities (and reinforce what is taught in
the classroom), the use of graphic organizers helps
students internalize what they are learning. (Use
Graphic Organizers for Effective Learning. Dr,
Katherine McKnight)

WORD STUDY (10 min.):

Rationale/Purpose:

We only got a chance to do four words last week, so we

will continue with adding -ed and -ing to words using
Legos this week.

As Henderson explained, the core principal of syllable

juncture is that of doubling consonants to mark the short
English vowel. Students learn that when they are
uncertain about whether to double the consonants at the
juncture of syllables, they should say the word and listen
to the vowel soundsKnowledge about whether to
double develops first through examining base words plus
inflectional suffixes and is later applied within base
words. (Words their Way, page 252)

BOOK SHARING/AUTHORS CHAIR (5 min.):

Selection:

I will share another example of opinion writing using

this mentor text and point out the aspects of good
opinion writing as we read.

The Perfect Pet by Margie Palatini

Infante Sheridan EDRL 443/ CIL 543 Fall 2015 p. 3