Tutor: Ashlee Simpson Tutee: Danya Perry Grade Level: 4th Reading Level: 3rd Lesson #: 9 !

AL"AT#$%&R 'L (T#$% 'R$) LAST L SS$% [What did you learn from last weeks

session about your tutee? Provide details and examples. How will what you learned from last session inform your planning for this session? What did you learn about yourself as a teacher?

Danya*s +riting pro,ess seems to -e ,oming along. She a,tually didn*t +ant to +rite her story over again/ so # reminded her that this is part o0 the +riting pro,ess and that ne1t lesson +e +ill -e typing it out. She seemed to -e in a -etter pla,e +hen # mentioned using the ,omputer to type her 0inal dra0t to -e in,luded +ith the pi,tures. 'inishing the guided reading story o0 2eslandia +ent +ell. She a,tually did re,all +hat +as important in the story. Going -a,3 thorough the -oo3 +hen +e 0inished the story seemed to help and # ,ould see her ma3e ,onne,tions in the 4uestions that # +as as3ing her throughout. 5ope0ully she ta3es +hat +e have -een tal3ing a-out and applying that to +hat she reads 0or ,lass6 The +ord study that # had her do +as interesting. 2hen # introdu,ed the +ord sort # as3ed her to sort them +ithout mu,h prompting 7ust to see +hat she +ould do. # mentioned that # +anted her to sort them in a +ay that made sense to her. #t +as interesting to see that she sorted them in alpha-eti,al order. She -egan to noti,e that this might not -e right/ -ut 3ept going. 2hen # +ent -a,3 over +hat these +ords all had in ,ommon she ,onne,ted that and +as a-le to sort them and 0ind the ones that did not 0it +ith the sort. # plan on doing the same +ith a di00erent sylla-le sort and go over the sound sort 0irst/ then have her sort using the sylla-les. G$ALS 0or the session or 0or the ,hild: Practice fluency to become more comfortable with reading aloud. Comprehension of text at ZPD to build to grade level text. Writing to convey ideas and information clearly. Rationale:
According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "#tudent$s must comprehend what they are reading to learn from the experience% they must ma!e sense of their reading to maintain interest% and they must derive pleasure from reading to become lifelong readers.$ &pg.''() *y building Danya$s comprehension of texts at her ZPD it will help with her understanding of +th grade texts. he writing that , had Danya complete showed that she does not set up sentence structure very well. #he can write and !nows what she wants to say. he -#, showed that she is late within affixes and prefixes. so her spelling of words within the sample showed this trend. his goal will help her build her sense of writing and connect it to real situations to better convey ideas and information. ,t will also help with word study and build her sense of +th grade vocabulary words. /aving Danya be comfortable with reading is important to help build her confidence in her ability to read. Danya mentioned during the reading attitude survey that she does not en0oy reading aloud. Providing more chances for her to read aloud will change this for her. /aving a text that is at her reading level to read aloud will help to get her to be comfortable reading aloud grade level materials. ,t is important that Danya read with sufficient accuracy and fluency to support comprehension as stated in the Common Core #tandard. According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "fluent readers have more cognitive

resources available for comprehension.1&pg. 23+) When Danya reads aloud she can connect it bac! to comprehension of the text. which is the goal for the sessions.

'L" %(8&'A)#L#AR R AD#%G 9: min; <in,lude sele,tion=: Danya will be using the imed 4luency5Comprehension App at level ( and continue with the progress that she made last session. Danya will try to improve upon the scores she made last time and achieve the gold stars within the stories.

Rationale&Purpose9s;

!Why is it important to do this based on what you have learned about your tutee and according to research? "nclude citation# references to professional sources$%

,t is important that Danya read with sufficient accuracy and fluency to support comprehension as stated in the Common Core #tandard. According to Literacy for the 21st Century 4th edition by Gail A. omp!ins "fluent readers have more cognitive resources available for comprehension.1&pg. 23+) When Danya reads aloud she can connect it bac! to comprehension of the text. which is the goal for the sessions.

CC##.-6A76iteracy.84.+.+ 8ead with sufficient accuracy and fluency to support comprehension.

G"#D D R AD#%G 9>:?3@ )#%;: Sele,tion: !erdi -y Aanell (annon

According to Literacy for the 21st Century 4th edition by Gail A. omp!ins " eachers use guided reading and writing to provide instruction and assistance as students are actually reading and writing.1 &pg. '9) " he focus is on supporting and observing students$ use of strategies.1 &pg. ':) CC##.-6A76iteracy.86.+.: ;a!e connections between the text of a story or drama and a visual or oral presentation of the text. identifying where each version reflects specific descriptions and directions in the text.

&efore 'eading (ctivity: As3 the 0ollo+ing 4uestions and have Danya +rite do+n her thoughts in her 7ournal.
What do you think the artwork on the cover means? Based on the title, what do you think the story will be about? As you flip through the book and glance at the pictures, what do you think the story will be about?

Rationale&Purpose:
According to Literacy for the 21st Century 4th edition by Gail A. omp!ins a good way for teaching comprehension is by using <uestioning before you read to help with understanding. &Pg. '++) /aving Danya write down or discuss what the pictures imply can help connect what she reads and builds !nowledge to help with the connections to comprehension of the text. ,t is important to have Danya start to notice these things before reading to help her build up the !nowledge of before reading strategies. hese strategies will help build comprehension of the text. which is what Danya is lac!ing in the most according to the assessments.

)uring 'eading (ctivity%

During reading, we will stop along the way and re-engage Danya into the story through asking: What does that picture mean to the story? How does it make you feel?

Rationale&Purpose: *y stopping in places in the story to as! <uestions it will help build Danya$s overall thought process when reading stories. As!ing the right <uestions will also foster

What do you think will happen next? Why did that character do that? What would you do if you were that character?

comprehension.

Post*'eading (ctivity% As! Danya the following <uestions and have her write them down in her 0ournal.
1. Tell about one of the characters 2. Tell about where the story takes place. 3. Tell about what the story is about. 4. Tell about you favorite part

Rationale&Purpose: *y having Danya answer these <uestions it will help in engaging her in understanding the text. Danya$s main focus is comprehension and <uestioning is a great way to achieve this.

2R#T#%G 9B@ min.;: Danya will see where her 4lat #tella has gone. /ave Danya write a narrative of the adventure that her 4lat #tella has gone on. Danya will write out her final draft on the computer so we can include it in her portfolio and with the pictures.

Rationale&Purpose:
*y allowing Danya to use the 4lat #tanly app she will be able to connect her writing to the adventures that the 4lat #tanly will go on by writing about the places it travels to all over the world. his will help build her writing s!ills by providing a platform to write narratives that use the framewor! of good writing as mentioned in the Common Core #tandard of writing for +th grade listed below. /aving Danya continue a draft of all the visits that her flat #tanley has been on during our session will help in showing progress in her writing. /aving Danya use the computer to type out her draft it will bring in technology. and Danya li!e to use the computer as much as she can.

CC##.-6A76iteracy.W.+.( Write narratives to develop real or imagined experiences or events using effective techni<ue. descriptive details. and clear event se<uences. CC##.-6A76iteracy.W.+.= 8ecall relevant information from experiences or gather relevant information from print and digital sources% ta!e notes and categori>e information. and provide a list of sources.

2$RD ST"D8 9B@ min.;: /ave Danya do a word sort of the ambiguous vowels in accented syllables. &?@5?, and ?A5?W) /ave Danya say aloud all the words for the sort. ogether we will go over the accent and sound sort. Paying attention to the sounds in the beginning and end of the word.

Rationale&Purpose: *y having her read the words out loud and mentally thin! about how to sort them it will help improve her vocabulary and word analysis. , would li!e to see if she notices the patterns without the prompt for the sort. his will help me to understand if she can do this and if , need to move on to a more difficult sort for the next lesson.

CC##.-6A76iteracy.84.+.( Bnow and apply grade7

Cext do the pattern sort. /ave Danya sort the words first by not including the headers. hen go over the sort and explain the relationship.

level phonics and word analysis s!ills in decoding words.

92ord Sort ,ame 0rom 2ords Their 2ay;

C$$D S5AR#%G 9: min.;:

, will continue reading the boo! that Danya pic!ed out titled D4ourth Grade 4airy.D , will read aloud the story and stop at various places to as! <uestions about the story and what she thin!s might happen next.

Rationale&Purpose:
Providing Danya a boo! that is on a +th grade reading level will help build her understanding of grade level texts and introduce her to grade level texts that might be more difficult for her to comprehend when reading alone.