Tutoring Lesson Plan: Session 2 and Beyond

(Use this basic format for all tutoring sessions.)

Basic Information:
Date:11/9/15
Tutor:
Bekah Bryant
Tutees/Grade/s: Nancy & Shailin Grade 2

Session #: 7

Support for ELs: I will explicitly teach the meaning of any vocabulary words
that my students stumble on in the reading or game portion of this lesson.
After each word is identified in the game I will check for correct identification
and meaning and reteach if needed.
RICA connection: p. 80 Competency 11: Vocabulary, Academic Language,
and Background Knowledge: Instruction and Assessment; (2) Direct Teaching
of Specific Words
Support for Learning Challenged Student: If a student struggles with
ADD, instead of having this student attempt to write the literature response
activity on her own and become distracted while trying to think and looking
around the room, I will have her speak orally her opinion and response to the
prompt. I will also continue to ask prompting questions as she brainstorms to
keep her focused.
RICA connection: p. 16: Competency 2: Reading Assessment; (3) Change
the Mode of Delivery
Introduction: Ask students to share one thing they did over the weekend.
Then ask questions about the previous lesson: i.e. What do you remember
from last week? Who did we read and write about? This week we are going
to read another book about Amelia Bedilia! This time she is trying to help her
aunt in her backyard! We are going to meet with Miss Ks group again for
Readers Theater and continue to practice our scripts!
Lesson
Description of Activities
Titles of Books, Time
RICA
Connection
Focus
Fill in rationale, standards, objective,
Materials
s or other
and procedure for each activity. List
Needed,
class
possible questions, words to be used, Notes/Reminde
readings
etc.
rs, Sources,
etc.
Read To
or Read
With
(circle
one)

Rationale: To have students

understand and identify key details
of the story in order to gain meaning
from the text.
CCSS: CCSS.ELA-Literacy 2.7 Use
information gained from the

1.) Book: Amelia

Bedilia Helps Out
2.) Drawing
Comprehension
Handouts
3.) Recorder
4.) Pen

15 min

p.8 Comp1
(C) Reading
Aloud to
Students

illustrations and words in a print or

digital text to demonstrate
understanding of its characters,
setting, or plot.
Objective: After listening to the
story, students will be able to answer
questions through drawing about
setting, plot, problem, and solution
through drawing in a clear and
concise manner with 90% accuracy.
Procedure: Build students schema
by asking questions such as, do you
remember what the book we read
last week was about? What was
Amelia Bedelia like? Do you think
Amelia Bedelia will be helpful in this
story based off of what you already
know about her? Read story through
asking questions like Do you think
Amelia Bedelia understands anything
that her aunt is asking her to do? If
you were Effie Lou, what would you
say to Amelia? After reading the
story together I will ask tutees if they
again thought of Amelia Bedelia. I
will then show them the worksheet
we will be completing and first give
explanation of the components. I will
ask if they can explain to me what
characters, problem, setting, and
solutions are. If they cannot answer, I
will quickly review these story
components. I will model for my
students by saying for example in
this first box who can we put for
characters? When the tutees answer
with Amelia, Effie, and her aunt I will
begin drawing pictures of them. I will
have them begin, and if Nancy
finishes before Shailin I will ask her to
write a sentence for each drawing
that she created to build upon her
existing knowledge. I will also ask
Shailin prompting questions like what

5.) Crayons

did Amelia do to the backyard? How

did she fix it?

Word
Study

Rationale: For students to quickly

identify, understand, and classify
grade-level vocabulary words to
increase comprehension during
reading.
Standard: CCSS.ELA-Literacy 2.4
Determine of Clarify the meaning of
unknown and multiple-meaning
words and phrases based on grade 2
reading and content, choosing
flexibility from an array of strategies.
Objective: After instruction,
students will be able to correctly
identify and sort vocabulary words
taken from the reading with 90%
accuracy.
Procedure: Create word sort cards
taken from the book reading. Use
vocabulary word on one side, and a
picture on the other side of the card.
Tell students that we are going to
play a word sort game. Take three
word cards to model. For example,
we saw that Miss Emily began to fret
when she came home and saw what
Amelia Bedelia had done to her
backyard. What do you think this
word means based off of this
sentence? (Take guesses then flip the
card over and point to the picture)
Ask tutees What emotion do you
think this woman is showing? When
students guess worry explain that
this is what to fret means and move
to the next card. Do three together if
necessary. After identifying what the
word means we are going to decide
what category the word falls under a

1.) Word sort cards

with pictures
2.) Recorder
3.) Pen

15 min

p. 81 RICA
Competenc
y6
Vocabulary
and
Academic
Language.

verb or an adjective. Ask tutees

what they remember about our
previous verb, noun, adjective,
pronoun lesson. Reteach if necessary.
Point out that a verb is an action or
something you do. Use fret as an
example and explain that to fret is an
action so it would be classified as a
verb. Challenge students to complete
and sort words on their own with
prompting questions if necessary
such as if you agree with something
are you describing something or are
you doing something? Continue word
sort and assist students if necessary.
Repeat activity one more time to see
if students can explain word meaning
and sort without referring to the
pictures.
Writing

Rationale: For students to be able

to connect to the story through their
own personal opinions. Through
having students think and discuss
what they would do if placed in the
story, students are pushed to think
critically and analyze the story on a
higher level.
Standard: CCSS ELA-Literacy 2.1
Write opinion pieces in which they
introduce the topic or book they are
writing about, state an opinion,
supply reasons that support the
opinion, use linking words (e.g.,
because, and also) to connect
opinion and reasons, and provide a
concluding statement or section.
Objective: Students will brainstorm
and write their opinion from the
prompt given using supporting
reasoning and linking words.
Procedure: Ask what students

1.) 2 papers
2.) white boards
for brainstorm
3.) Recorder
4.) Pen

15 min

p. 32 Comp
4; (1)
Concepts
about Print:
Their Role
in Early
Reading
and
Develppme
nt and
Instructiona
l Strategies.

thoughts were on Amelia in this story.

Ask if they think she can ever do
anything right. Explain to students
that we are going to write an opinion
piece on what we would do if we
were Effie Lou. Ask students, what
would you say to Amelia when you
saw her doing all these things? Would
you go along with it? Why or why
not? Have students create a circle
map to form ideas. Model one saying
I would definitely not go along with
the things Amelia was doing to the
house. So I would put a no in the
center showing that I would not go
along with it. Then draw five
branches out like so and state
reasons why. One reason would be to
not make a mess and another would
be that it was not what Miss Emily
was asking! Create another word
bank for my tutees. Ask students
what words they would like to use in
their writing but are unsure of how to
spell.
Reader
s
Theatre
Read
by

Rationale: For students to be able

to understand meaning in text,
providing a legitimate reason to
reread the text, and practice fluency.
Standard: CCSS.ELA-Literacy 2.2
Recount or describe key ideas or
details from a text read aloud or
information presented orally or
through the media.
Objective: Students will be able to
read aloud and perform a readers
theater piece with peers and read
with fluency as well as expression.
Procedure: Our last activity for the
day is readers theater! We get to
join Miss K. and her boys to read the

1.) 3 copies of
Readers Theater
Script
(w/individual
highlighted parts)
2.) Recorder
3.) Pen

5-8 min p. 7 Comp 1

Engaging
and
Motivating
Students
(B)
Appropriate
Reading
Materials

script together this time! (walk

outside & meet each other.) I have
highlighted the parts that each of
you will be reading. I want you to
follow along and pay close attention
to when your turn is! I also want each
of you to try to read in a voice that is
what you think that character would
sound like. For example.. If you
have trouble pronouncing any words
try your best to sound it out. Any
questions? Answer student
questions and check for
understanding of who they will be
reading in the script. Begin reading
and assist students if necessary.

Closing: Tell students what areas they did well on this lesson and what is
planned to work on for each tutee in the next session. Explain that we will
continue with readers theater and at the end of our sessions we get to
perform!
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
At the end of each tutoring session, write comments about the session
regarding the following areas: