Tutoring Lesson Plans Emergent (Levels A-4)

Tutoring Lesson Plans—Emergent (Levels A-4) Guided Reading Lesson- Kindergarten Morgan Sovine Level B/DRA 2 2/27/14

Literacy Component Instructional Procedures Session Notes Step One: ABC Tracking:  Tracked automatically? Alphabet Awareness  Tracked accurately? and Beginning Sounds  Identified key letter(s): (Alphabetic Principle) Letter Recognition and Letter Sounds:  Identified key sound(s): N/A Letter Writing:  Wrote the key letter(s)/sound(s)?

Step Two: Story, Poem, or Song Title: James and the  Focus Area: Word Awareness Good Day Mastered (Concepts of Print- COP) Developing COP Focus: Difference between uppercase Needs Improvement and lowercase letters  Describe:

Instructional Activity: The teacher will…

Ask students to find a capital letter in the text, after completing a book walk (See Step 5). Prompt students to tell what capital letters are used for and why authors use them. (Ex: names, proper nouns, beginning of a sentence or speech, days of the week and months of the year, holidays, states and countries). Then have students try to find another capital letter different than the one they found before. If they found a capital letter due to it beginning the sentence, have them find a capital letter that is capital because of a character’s name and vice versa. Explain that capital letters are used in many ways but today we are going to focus on two times we use capital letters. (For names and at the beginning of a sentence or speech) While explaining, the teacher will place index cards that have when to use capital letters so the students can visually see when to use capital letters. The teacher will say, “ There are so many other ways we can use capital letters so how do we know when to

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use a lower case letter? “ The teacher will say, “Generally we use lower case letters more than uppercase letters. When you’re not sure when to use capital or lowercase letters, think about the times to use capital letters that I just mentioned.” Remind students to pay attention to capital and lower case letters while reading today. Step Three: Patterns/Sounds: -ug words  Focus Area: Phonological Awareness Mastered Instructional Activity (Phoneme Level): Developing The teacher will… Needs Improvement  Describe: Tell students that we read a lot of words ending in the sound “-ug.” Ask, can you repeat the sound “-ug” makes with me? The teacher will explain that sounding out words helps us to figure out unknown words. Model for the students how to stretch out the sounds in “-ug” using a slinky and then blend the sounds (the slinky gets longer as the teacher says /u/ and then /g/ and then says the sounds faster to blend the word as the slinky is brought back together). Then give students their own slinky to practice stretching out words on their own. Repeat the process of stretching the slinky out and then blending the sounds with words with the “-ug” sounds: rug, bug, mug, dug, tug, and hug. Step Four: Sight Word/HFW: good  Mastered word(s): Word Identification The teacher will…  Needs Improvement on Explain to students that there is a word that word(s): they may have seen before when reading other books that we’re going to keep our eyes out for. The word is good. Using the white board the teacher will write out the word good. Then the teacher will ask students to raise their quiet hands and pick one student to sound out the letters in the word good. Next the teacher will explain to students that she is going to erase one letter from the word good and she will pick a quiet volunteer to tell the teacher what

letter is missing in the word. Once students understand the letters and sounds that make up the word, have a student create a sentence using the word “good” in it.

Vocabulary Words (from the new read including student friendly definitions):

Plan- something that a person intends to do.

Explain to students that we have a vocabulary word that we are going to see in the book. Ask students if they know what the word “plan” means. Then the teacher will state, throughout our day we make plans. For example, ask students what they plan to do for fun this weekend? The teacher will pick a couple volunteers to tell her what they are going to do. Once the teacher hears the student’s responses, the teacher will say, “See we make plans everyday without even knowing it!” I want you to be on the look out for this word as well as our other word “good.” Step Five: Title: James and the Good Day  Was the book too Comprehension Level: B easy/ hard/just right? (New Read)

Before: Before:  Missed words:  Preteach Vocabulary The teacher will…  Book Walk  Strategy Introduction Prompt students to take a book walk: (predicting, questioning,  The teacher will have set the make connections, inferences, determining purpose for reading and have importance, visualizing, students focus on the strategy  Used “Fix-it up” Tools etc.) making connections. The teacher (name tool(s) below):  Activate Prior Knowledge will explain to the students that  Setting a Purpose when reading a text if we can think of ways that it relates to our During:  Other (B/D/A):  Echo Reading, Choral everyday lives it will be easier for us Reading, Whisper Reading to remember what happens in the  Strategy Instruction story. (predicting, questioning,  The teacher will have students use make connections, the fix-up tool “look at pictures” to inferences, determining

importance, visualizing, see if by looking at all the pictures etc.) throughout the book if they can  Activate the Brain relate to things that happened to  Clarify Words/Sentences  Monitor Progress James throughout his day. The teacher will have the icon of the eye After (can be in written to display and refer to while the form): students are reading.  Respond  If students need prompting to  Explore (go back into text) respond to the previous bullet, ask  Apply (write a response) questions such as: “Do you have a  Summarize and Connect cat?” “Do you have a toy tug boat or Key Ideas  Confirm Predictions toys you take with you to play with  Generate New Questions when taking a bath?” “Do you like to  Extend Learning to New play games? What games do you Situations like to play?” “Have your parents  Identify Gaps in Learning gotten mad at you over something before?” “Have you ever made a mess?” Asking questions such as these will promote students conversation and have them create connections to the story using things that occur in their everyday lives.  Review COP: capital letters (See Step 2)  Introduce the sight word and vocabulary word before reading the text (See Step 4).  Have students begin reading the text together or choral read, starting with the title. Students will be expected to use their fingers to help them keep track of the word they are reading.

During: The teacher will…

 Ensure that all students are pointing and reading the words together.  When necessary, prompt students to use the fix up clue to make connections. The teacher can also introduce the lips as a visual icon to have them think about how their

mouth moves to sound out difficult words.  Pause when we see a connection that one of the students made to the text earlier.  Praise students who are on task and behaving well.

After: The teacher will…

 Praise students for doing such a great job reading their text and paying attention to the strategies and new words in the text.  Ask students what the learned by reading the book? Ask them if they were able to remember the events that happened in the book easier by making connections to their daily lives? Encourage students to make connections when reading different texts in the future.  Have students refer back to the text to find the word plan to see how the author used it in the sentence.  Explain word work activity (See Step 3). Step Six: Sentence: The bug has a good plan to look  Focus Area: Guided Writing at the flowers. Mastered (Dictated or Open- Developing Ended) Skill Focus: Using the sound “-ug,” the sight Needs Improvement word “good,” and vocabulary word “plan”  Describe: the students will write out the sentence on their personal white board. The teacher will dictate the sentence a couple of times and then observe how the students write the sentence. The teacher will be sure that all students are using capital letters and lowercase letters when they are supposed to, as well as ending their sentence with proper punctuation mark (a period).

(Will complete after finishing instruction in Step 3).

Ideas for next session  Review the two times we use capital letters in a sentence  Focus on adding two other examples of when we use capital letters in a sentence.  Review vocabulary and sight words. Ensure that students can explain the meaning of the words in their own way.  Check to see if the students remember the connections they made to the text from the last session.  Reread text to work on fluency.

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