Instructional Goals:

Reading: Connor will develop numerous approaches to decode words

to advance his fluency while reading.
Writing: Connor will improve his writing by developing his use of the
writing process, specifically focusing on conventions such as grammar,
spelling and mechanics.
Student Negotiated: Connor will expand his vocabulary by using word
parts to determine the meaning of words.
DAY 7 Tuesday June 24
Opening (5 minutes)
I will meet Connor and their parent at the doors and walk to our
designated workspace. I will ask if anything interesting happened and
share something from my life.
When we are situated I will show him a copy of our agenda for the day:
Opening: Youre the Narrator
Read Aloud: Cat in the Hat
Writing: Reading Journal
Break
Reading: Henry and Mudge: The First Book
Closing: Writing Topics
Opening Activity: You're the Narrator
I will bring a wordless picture book to the tutoring session. Connor and
I will take turns telling the story in the book in our own words.
Purpose:
-Analyze pictures and story development
-Communicate thoughts verbally
Transition: Today we are going to continue reading the book The Cat
In The Hat.
First Reading (15-20 minutes):
Cat in the Hat (continued from Monday)
Connor will read out loud the book The Cat In The Hat. He will continue
from where he stopped on Monday. I will discuss efforts the student
makes to self correct words. I will also address chunking unfamiliar
words.

Transition: Thank you for reading that book out loud. I liked how you
____ (address strategy he used while reading). Next we are going to do
some writing.
Writing (15 minutes)
Connor will write in a reading log about what he just read. I will provide
a prompt to write about either something he can relate to in what he
read or a prediction of what is going to happen next.
Purpose: To demonstrate prediction and engage previous knowledge
while reading or to make a text-to-self connection.
Transition: Thank you for writing about The Cat In The Hat and what
you think about______ (comment about the prediction or connection).
Lets take a break and walk around, use the restroom and get a drink.
Break (3-5 minutes)
Stop or pause the recorder
Restroom/drink
Exercise/stretch
Second Reading (15-20 minutes)
RESUME RECORDER
Connor and I will partner read Henry and Mudge from where we left
off on Monday. We will take turns each reading a page. We will use
chunking to figure out words that he is unfamiliar with.
Transition: Thank you for reading the book Henry and Mudge. I
learned that ____ (insert comment about the text or the child as a
reader. Next I have an activity to help me learn more about you.
Closing (5 minutes)
I will have a bag full of topics to write about. He will reach in the bag
and read what the prompt is and write about it. He will have five
minutes to write about that topic and then read out loud to me what he
wrote.
I will thank Connor for all of his hard work today and walk him to their
car.
References:
Allington, R. L. (2009). What really matters in response to intervention:
research-based designs. Boston, MA: Pearson.
Johnson, P., & Keier, K. (2010). Catching readers before they fall
supporting readers who struggle, K-4. Portland, Me.: Stenhouse
Publishers.

Tompkins, G. E. (2004). 50 literacy strategies: step by step (2nd ed.).

Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Opening & Closing Activities: From Googledoc created in class
Childrens books:
Rylant, C., & Stevenson, S. (1987). Henry and Mudge: the first book of
their adventures. New York: Bradbury Press.
Seuss, D. (1957). The Cat In The Hat. Boston, MA: Houghton Mifflin.
Materials: Nametag, Lesson plan, paper, pencils, audio recorder,
anecdotal notebook, wordless picture book, paper bag, pieces of paper
with topics,
Books:
The Cat in the Hat by Dr. Seuss
Henry and Mudge: The First Book by Cynthia Rylant
DAY 8 Wednesday June 25
Opening (5 minutes)
I will meet Connor and their parent at the doors and walk to our
designated workspace. The student will ask me questions as they did
yesterday, if needed I will have some question cards ready to help the
dialogue.
(What did you do yesterday? What kind of movies do you like to
watch?)
When we are situated I will show him a copy of our agenda for the day:
Opening
Read Aloud: The Cat in the Hat
Writing: Sequence Book
Break
Partner read: Henry and Mudge
Closing:
Opening: I will have a bag full of topics to write about. He will reach
in the bag and read what the prompt is and write about it. He will have
five minutes to write about that topic and then read out loud to me
what he wrote.
Purpose: This activity will help Connor improve his writing abilities
and we will discuss the writing conventions he uses. (Writing and
student negotiated goal)

Transition: I like how you used your creativity to answer the question
you drew from the bag. Now we are going to continue reading The Cat
in the Hat from where we left off yesterday.
First Reading (15-20 minutes)
Cat in the Hat (continued from Tuesday)
Connor will read out loud the book The Cat In The Hat. He will continue
from where he stopped on Tuesday (p. 38). He will read until page 50.
Before: Before beginning the reading I will ask Connor if he
remembers what we read about yesterday. I will ask him to make a
prediction.
Do you remember what has happened in the book so far? Can you tell
me what you remember? What do you think is going to happen in the
book today?
During: I will discuss efforts the student makes to self correct words. I
will also address chunking unfamiliar words.
After: After finishing the reading segment for the day I will ask
Connor if anything he read he can relate to.
We read about all the crazy things the Cat in The Hat, Thing One and
Two, the fish, Sally and her brother went experienced. Can you relate
to any of these things we read about?
Purpose: We will discuss chunking unfamiliar words throughout the
reading. (Reading goal)
Transition: Thank you for reading that book out loud. I liked how you
____ (address strategy he used while reading). Next we are going to do
some writing.
Writing (15 minutes): Sequence Book
Introduce the sequence book
Have you heard of a sequence book before? Here is an example
of one I made. In a sequence book you draw three pictures of
something happening in order. After drawing the pictures you flip the
page with the picture and under that you write what is going on in the
pictures you drew. Today you are going to begin creating your own
sequence book.
Purpose: Creating this sequence book allows Connor and I to discuss
the writing process. Writing about what is going on in each picture will
be similar to writing a story because the sequence is important and we

will discuss the mechanics he uses while doing the writing portion of
the flipbook.
Transition: Thank you for your hard work in beginning to create this
sequence book! Now lets take a quick break and stretch out. You can
go to the bathroom and get a drink as well during this time. Ill walk
you down there.
Break (3-5 minutes)
Stop or pause the recorder
Restroom/drink
Exercise/stretch
Second Reading (15-20 minutes)
Henry and Mudge: The First Book by Cynthia Rylant
Connor and I will partner read Henry and Mudge from where we left off
on Tuesday.
Before: Activate prior knowledge, asking what he remembers about
the text. I will also ask him to make a prediction.
Can you tell me what you remember about what we have read so far?
What do you think is going to happen in what we read today?
During: We will take turns each reading a page until we finish the
book today. We will use chunking to figure out words that he is
unfamiliar with. If he makes errors in a sentence and continues
reading I will stop him and ask him if he can try re-reading that
sentence over and we can fix the errors.
After: I will talk about the theme of the book and parts that we
discussed. I will review what we did during reading when we came to a
word Connor was unsure of.
Transition: Im glad you enjoyed the Henry and Mudge book! Next we
are going to use the iPad for this activity.
Closing (5 minutes): Technology
Connor will use the iPad and do the literacy activities offered using the
Reading Rainbow app.
I will thank Connor for all of his hard work today and walk him to their
car.
References:

Allington, R. L. (2009). What really matters in response to intervention:

research-based designs. Boston, MA: Pearson.
Johnson, P., & Keier, K. (2010). Catching readers before they fall
supporting readers who struggle, K-4. Portland, Me.: Stenhouse
Publishers.
Tompkins, G. E. (2004). 50 literacy strategies: step by step (2nd ed.).
Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Opening & Closing Activities: From Googledoc created in class
Childrens Books:
Rylant, C., & Stevenson, S. (1987). Henry and Mudge: the first book of
their adventures. New York: Bradbury Press.
Seuss, D. (1957). The Cat In The Hat. Boston, MA: Houghton Mifflin.
Materials: Nametag, Lesson plan, paper, pencils, audio recorder,
anecdotal notebook, paper bag, paper with topics, sample sequence
book, blank sequence book, colored pencils/crayons, iPad
Books:
The Cat in the Hat
Henry and Mudge: The First Book
DAY 9 Thursday June 26
Opening (5 minutes)
I will meet Connor and their parent at the doors and walk to our
designated workspace. The student will ask me questions as they did
yesterday, if needed I will have some question cards ready to help the
dialogue.
(What did you have for breakfast today? What is your favorite thing to
do during the summer?)
When we are situated I will show him a copy of our agenda for the day:
Opening: A Pictures Worth A Thousand Words
Read Aloud: Cat in the Hat
Sequence book
Break
Reading: Biscuit
Closing: Brown Paper Bag
Opening:
Activity: A Pictures Worth A Thousand Words

Students will view a picture and will write a description of that picture.
They will then write a story about the picture- a story where the picture
could fit. After they will switch their stories with a partner and will see
that each story is different. Once they have had a chance to see the
difference they will write out a reflection on how their stories differed
and why they think they did.
Purpose: The purpose of this activity is to show students that
everyone has a different perspective and way of viewing things. This
will show students that while students may see things in a different
way, each way is valid and important. They will also see how pictures
can help to shape a story. They are able to give clues to a story.
Transition: That was interesting to see how we viewed the same
picture differently! Now we are going to continue reading The Cat in
the Hat.
First Reading (15-20 minutes)
Cat in the Hat (continued from Wednesday)
Connor will read out loud the book The Cat In The Hat. He will continue
from where he stopped on Wednesday (p. 50). He will read until the
end of the book.
Before: Before beginning the reading I will ask Connor if he
remembers what we read about yesterday. I will ask him to make a
prediction.
Do you remember what has happened in the book so far? Can you tell
me what you remember? What do you think is going to happen in the
book today?
During: I will discuss efforts the student makes to self correct words. I
will also address chunking unfamiliar words.
After: After finishing the book I will ask Connor if anything he read he
can relate to. He told me he has seen this movie so I will ask him about
similarities and differences from what he can remember comparing the
book and movie.
We read about all the crazy things the Cat in The Hat, Thing One and
Two, the fish, Sally and her brother went experienced. Can you relate
to any of these things we read about? Are there any similarities or
differences between the book and movie that you can remember?

Transition: I liked that while you read the book out loud you ___
(comment about something he does while reading). Next we are going
to
Writing (15 minutes)
We will continue working on the sequence book and finish it today.
Connor will work on the writing part and read the book out loud as a
whole once he is finished.
Purpose: Creating this sequence book allows Connor and I to discuss
the writing process. Writing about what is going on in each picture will
be similar to writing a story because the sequence is important and we
will discuss the mechanics he uses while doing the writing portion of
the flipbook.
Transition: Thank you for your hard work in creating this sequence
book! Now lets take a quick break and stretch out. You can go to the
bathroom and get a drink as well during this time. Ill walk you down
there.
Break (3-5 minutes)
Stop or pause the recorder
Restroom/drink
Exercise/stretch
Second Reading (15-20 minutes)
Biscuit by Alyssa Satin Capucilli
Connor will read aloud the book Biscuit.
Before: I will show Connor the cover of the book and read the title. I
will ask Connor what he thinks the book is going to be about. We will
go on a picture walk of the book.
During: Throughout the reading I will point out the punctuation being
used. I point out the descriptive words being used throughout the
book.
After: I will discuss with Connor if he can relate to any of the parts we
read. I will review what we talked about regarding the mechanics while
we read.
Purpose: Examining the punctuation will address his writing goal.
Talking about the descriptive words being used will be helpful for the
next activity we do.

Transition: Thank you for reading aloud and discussing Biscuit with
me. Next we are going to put to use what we just talked about with the
descriptive words.
Closing (5 minutes)
Activity: Brown Paper Bag
Purpose: To practice writing. Students will practice using descriptive
words and form sentences.
Description: Gather random objects in a paper sack. The student will
feel inside the sack and try to visualize the items with only their touch.
The student will then write several sentences describing how they
visualize the specific object.
I will thank Connor for all of his hard work today and walk him to their
car.
References:
Allington, R. L. (2009). What really matters in response to intervention:
research-based designs. Boston, MA: Pearson.
Johnson, P., & Keier, K. (2010). Catching readers before they fall
supporting readers who struggle, K-4. Portland, Me.: Stenhouse
Publishers.
Tompkins, G. E. (2004). 50 literacy strategies: step by step (2nd ed.).
Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Opening & Closing Activities: From Googledoc created in class
Childrens Books:
Capucilli, A. S., & Schories, P. (1996). Biscuit. New York: HarperCollins
Publishers.
Seuss, D. (1957). The Cat In The Hat. Boston, MA: Houghton Mifflin.
Materials:
Nametag, Lesson plan, paper, pencils, audio recorder, anecdotal
notebook, picture for opening, sequence book, colored pencils/markers,
objects in paper sack, paper sack
DAY 10 Friday June 27
Opening (5 minutes)
I will meet Connor and their parent at the doors and walk to our
designated workspace. The student will ask me questions as they did
yesterday, if needed I will have some question cards ready to help the
dialogue.

(What are your plans for this weekend? What is your favorite trip
youve ever gone on?)
When we are situated I will show him a copy of our agenda for the day:
Opening: Mind Reading
Read Aloud: Skippyjon Jones
Quick write
Break
Independent Read: Froggy Learns to Swim
Closing: Object in a paper bag
Opening:
Activity: Mind Reading
Purpose:
-Communicate with written/verbal words
-Use description
1) Student and teacher choose an object in sight and write that object
down (hidden from the other)
2) Without using the actual word of the object, student and teacher
write a few descriptive words to help the other guess what they are
thinking.
3) The person with the least amount of words needed for the other
person to guess wins!
Transition: Good job using those descriptive words to guess the
object! Next I am going to read aloud Skippyjon Jones
First Reading (15-20 minutes): Read aloud
I will read out loud the book Skippyjon Jones. While reading I will ask
Connor questions about what we read or to make connections about
what he thinks is going to happen next. I will choose ahead of time a
couple of larger words to discuss with him how we can look at the word
parts to figure out the whole word.
Purpose: We are going to be discussing looking at the word parts to
figure out an entire word. (Student negotiated goal)
Transition: I like how you noticed ___ (something he points out) while
we discussed Skippyjon Jones! Next we are going to do a quick write
about Skippyjon Jones.
Writing (15 minutes): Quick write
Connor will complete a quick write. I will explain what a quick write is
and how to do it. The questions to use for prompts will be created
ahead of time.

Today we are going to do a quick write about what we read in

Skippyjon Jones. A quick write is when I will give you a couple
questions about what we read in Skippyjon Jones. The purpose of this
is to get out all your ideas. I will read one of the questions and you will
spend a couple minutes just writing about your ideas.
Purpose: To practice the usage of mechanics in writing while writing
down his ideas from the book we just read. (Writing goal)
Transition: Its time for a break and stretch. Lets move around, you
can go to the restroom and get a drink during this time. Ill walk with
you.
Break (3-5 minutes)
Stop or pause the recorder
Restroom/drink
Exercise/stretch
Second Reading (15-20 minutes)
Froggy Learns to Swim by Jonathan London
Connor will read out loud the book Froggy Learns to Swim. This book
would be at his instructional reading level. I will point out the different
types of punctuation being used. We will talk about them and when to
use each type of punctuation.
Purpose: To discuss the types of punctuation and see how they are
used in a text. (Writing goal)
Transition: I liked how when you read Froggy Learns to Swim you
______ (insert comment about a strategy they used). Next you are
going to use your investigating skills!
Closing (5 minutes)
Object in a Paper B ag
Purposes/Connections to Literacy:
-Use descriptions
-Use adjectives
-Comparison
Brief Overview
-Have an object in the bag
-Have student reach in and feel object, but do not allow them to see it
-Have student describe object using as many adjectives as possible
-Have student guess what the object is

-After student guesses the object, have them pull it out and compare
their previous descriptive words with the actual description
I will thank Connor for all of his hard work today and walk him to their
car.
References:
Allington, R. L. (2009). What really matters in response to intervention:
research-based designs. Boston, MA: Pearson.
Johnson, P., & Keier, K. (2010). Catching readers before they fall
supporting readers who struggle, K-4. Portland, Me.: Stenhouse
Publishers.
Tompkins, G. E. (2004). 50 literacy strategies: step by step (2nd ed.).
Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Opening & Closing Activities: From Googledoc created in class
Childrens Books:
London, J., & Remkiewicz, F. (1997). Froggy Learns to Swim. United
States: Scholastic.
Schachner, J. (2003). Skippyjon Jones. New York: Dutton Children's
Books/Penguin Young Readers Group.
Materials: Nametag, Lesson plan, paper, pencils, audio recorder,
anecdotal notebook, paper bag, object in the paper bag