Instructional Literacy Plan

CIR 412 TUTORING SESSION LESSON PLAN

Tutor’s Name:

Lesson Plan # 4

First name, grade & reading level of Student: Student name, 2nd grade, Reading level: 2.0-3.0

Reading Component(s) addressed: Fluency & Comprehension

Objective:

· TSW read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. (RF.2.4b)

· TSW use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4c)

· TSW participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (SL.2.1)

· TSW recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (SL.2.2)

Assessment Procedures:

· TTW assess the student’s fluency formally through easyCBM’s passage reading fluency probe 2_4. This probe will provide the teacher with an assessor copy where errors will be marked through with a slash and ending points in reading will be marked with a bracket. This measurement will assess WPM, number of errors, and WCPM.

· https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf

· TTW assess comprehension using a concept map for story sequencing. This will informally check the student’s understanding of the passage by having them recount details to complete the map with their teacher.

· Attached at the bottom of the document

Review of Previous Lesson:

· TTW say, “In our past lessons, we have been studying how to read more fluently and with expression. Do you remember what expression means?”

· TSW respond.

· TTW say, “Today, I am going to present you with a fluency review. I am going to give you several sentence strips. I want you to read these strips with as much expression as you can. Make sure to pause for punctuation like we have practiced and remember that your voice should go up when asking a question or showing excitement.”

· TTW present the students with the sentence strips (attached at end of document), and TSW will read them to the best of their ability.

· After the student has read these strips, TTW say, “Great job! You are warmed up and ready for our lesson!”

Introduction/Affective Hook:

· TTW say, “To motivate us for our lesson today, I am going to show you a song about comprehension. This song will give you 6 questions to think about while reading. Are you excited to sing and learn today?”

· TSW respond, and TTW will play the following video:

· https://youtu.be/0Bz4-1YKI1M

· Backup plan: If video capabilities are not available, TTW can present the lyrics on paper to sing with their student to begin the lesson.

· After the video concludes, TTW begin the lesson.

Procedures:

· To begin, TTW present the student with the student copy of the CBM passage reading fluency probe.

· https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4.pdf

· TTW say, “We are still working on growing your fluency as I know you want to become a super reader! Today, we are going to read about Sami the bird. Before we begin, can you tell me what you know about birds and how they travel?” (SL.2.1)

· TSW respond, and TTW say, “Thank you for your insight! Let’s see if Sami travels like most bird do in our passage.”

· TTW say, “We are first going to see how far you can get in the passage on your own. Then, I will finish reading the passage with you using the Choral Reading strategy. (RF.2.4b)

· TTW pull out the assessor copy of the passage reading fluency probe to follow along with the student.

· https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf

· TTW say, “I am going to set the timer for one minute. This is just an opportunity to see how far you can get on your own, and I do not expect you to know all the words right away. If you come to a word that you do not understand, I will help you. We are going to do this first, and then I will time you again at the end of the lesson. Now, you may begin reading.”

· TTW start the timer, and TSW begin reading. TTW correct the student when they mispronounce words. Slashes will be put through the mispronounced word in pencil so the teacher can erase if the student self corrects during the second reading. (RF.2.4c)

· When the timer goes off, TTW put a bracket in pencil where the student left off. This will be erased after the second reading as this first reading was just a baseline to get the student comfortable with the passage.

· TTW say, “Great job, let’s pick up where you left off by choral reading the rest of the passage.” TTW read with the student until the passage is complete.

· TTW say, “Now that the passage is complete. I want you to think about the 6 questions we were presented with in the video at the beginning of the lesson.”

· TTW say, “Who was the passage about?”. TSW will respond, and TTW will ask the remaining questions: “What happened in the story?”, “Do we know when it took place? How? Where? And, why?”

· TSW will use these 6 probing comprehension questions and discuss with the teacher to the best of their ability. (SL.2.1) & (SL.2.2)

· TTW say, “Great job on remembering what you could from Sami’s adventure. Now let’s put all these ideas together by completing a concept map together. This will help you gather all your ideas together on one piece of paper. We will do this together, but you will show me what you know by filling out the story sequencing chart.

· TTW present the student with the story sequencing map, and they will work together to fill in the indicated boxes. (SL.2.2)

· Upon completion, TTW say, “I can see that you really comprehended the story by splitting it into the beginning, middle, and end. Great job on sequencing!”

· TTW say, “Now I want to assess your fluency on last time since we have choral read and broken the passage down together. Are you ready?”

· TSW will respond, and TTW say, “We will follow the same routine as we did before. I will set the timer for one minute. If you come to a word that you do not know, I will help you. Now, let’s see how far you can get. Remember to read with expression! Begin.”

· TTW start the timer, and TSW begin to read.

· TTW now use a pen to mark errors with slashes and put a bracket where the student left off after the timer goes off.

· When time is up, TTW say, “Great job on fluently reading!”. TTW not count the errors and assess WPM/WCPM until the lesson is concluded.

Materials/Technology:

· Pencil with eraser

· Pen (colored preferred)

· Student Copy of Form 2_4 from easyCBM

· https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4.pdf

· Assessor Copy of Form 2_4

· https://d2g65zqcc7y9zn.cloudfront.net/pdfs/cbms/prf/Passage_Reading_Fluency_Grade_2_Form_4_Assessor.pdf

· Timer

· Story Sequencing Concept Map (attached)

· Video link or copy of lyrics

· https://youtu.be/0Bz4-1YKI1M

· Computer with internet capabilities

· Fluency Strips (attached)

· Roll & Chat comprehension game (attached)

Closure:

· TTW say, “Today, we learned the 6 questions that we must ask ourselves while reading to accurately comprehend texts. We also used the Choral Reading strategy and concept maps to aid in our fluency and comprehension. I can tell that you are growing in your reading skills each and every day. To end our lesson, we are going to play a game to reward you for all your hard work.”

· TTW present the student with the attached game directions.

· TTW say, “We are going to play Roll and Chat. I will give you a dice, and you will roll it to get a number. The number you get will tell you what to chat about. For example, if I rolled a one, I would look at the directions to see what question it wants me to answer. For number one, the question is, ‘What was your favorite part of the story and why?’. I would say, ‘My favorite part of the story was when Sami the bird practiced and practiced until his flying skills improved.’ Then, I would roll again to receive another number.”

· TTW say, “Do you understand how to play this game?”.

· TSW respond.

· TTW say, “Let’s play!”.

· After the student has answered at least 3 questions, TTW say, “I really appreciate you working with me today. Thank you, and here is your reward. I am very proud of you.” TTW reward the student with a piece of candy from the treat bucket.

CIR 412 TUTORING SESSION LESSON PLAN

Tutor’s Name:

Lesson Plan # _2______

First name, grade & reading level of Student:

Chance

Grade 4

Reading level Grade 3

Reading Component(s) addressed: Phonics, Comprehension, Fluency

Objective:

The student will manipulate syllables in multisyllabic words by moving one of the syllables to a different part of the word to create nonsense words with 85% accuracy.

The student will identify words with short and long vowels by completing a word sort using index cards with 100% accuracy.

The student will identify the characters and setting of the story by completing a graphic organizer with 100% accuracy.

The student will apply fluency skills by choral reading the literature book with the teacher with 85% accuracy.

MCCRS:

Phonics and Word Recognition

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

Reading Literature Key Ideas and Details

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Assessment Procedures:

The teacher will informally assess student by observing the student as he manipulates multisyllabic words by moving parts of the word to a different place in the word to make nonsense words.

The teacher will check the graphic organizer completed by the student for accuracy.

The teacher will assess the student’s word sort for accuracy.

The teacher will informally observe student’s fluency skills and provide feedback as needed.

Review of Previous Lesson:

1. In our last session, you drummed syllables of words on the desk to identify how many syllables were in the words.

2. Can you clap the syllables in the following words?

invention, kerosene, jumping, McBroom, Mexican

3. I am going to read some words. Tell me if you hear a long or short vowel sound.

Words: Beans, jump, Jones, lie, scamps

Introduction/Affective Hook:

Start by playing the following link to a short Pinocchio video https://youtu.be/rUdA54Xk8cg

The teacher will ask the following question or say the following statements:

1. If you could write a story about a person telling a lie, who would be the characters, and what would be the setting of the story?

2. In our last session, we began reading the book, McBroom Tells a Lie. We will continue reading the story today.

3. I want you to identify the characters and the setting of the story using a graphic organizer.

Opening Activity: Begin working on graphic organizer to identify the story elements for comprehension. (5-10 minutes)

· The student will identify the characters in the story and the setting using a graphic organizer.

Procedures:

Area of focus: The lesson will focus on vowel patterns words and multisyllabic words to strengthen Chance’s phonics and multisyllabic words skills.

1. The teacher and student will choral read the next section of the book from pages 10-20.

2. The student will complete activity 1 to address weakness with identifying multisyllabic words.

3. Activity 1: Jumping Syllables (5-7 min)

The student will move one syllable in a word to a different place to make a new silly word that has no meaning by writing the word on a marker board.

Directions: First, the teacher will write the word correctly on the marker board. The student will draw a line to separate the syllables and then move one syllable to make a nonsense silly word by writing it on the board.

Example: pencil move cil to the beginning of the word to make cilpen

Words:

Happy, muddy, jumping, stovepipe, horizon, worthless

4. Implement activity 2 to address student’s need to master short and long vowel patterns. (5-7 minutes)

5. Activity 2 Word Sort: The teacher will give the student index cards to sort with vowel pattern words from the story.

Word sort words:

sudden mean

snap froze

cans wife

scrap beans

scamps hopping

Materials/Technology:

· Book, McBroom Tells a Lie

· Video link https://youtu.be/rUdA54Xk8cg

· Graphic organizer