Dr.

Browne
Fall 2015
School Reading Problems

Dr. Browne
Fall 2015
School Reading Problems

Lesson Plan Outline Format

Tutor: Mandy Leonard & Abby Ronberg
Tutoring:11/23/2015
Tutee: Logynn Papp
17
Grade: 3rd
Reading Level: 2nd Grade
I. Fluency
minutes

Date of
Lesson #

20

Dr. Browne
Fall 2015
School Reading Problems
Objectives: TSWBAT read
words from a word list on
sight and then decode
unfamiliar words from a word
list.
Materials
CRI Student Word Lists:
-Set A: Grades 1st to 2nd
-Set B: Grades 1st to 2nd
-Set A: Grades 3rd to 4th
-Set B: Grades 3rd to 4th
CRI Examiner Word Lists:
-Set A: Grades 1st to 2nd
-Set B: Grades 1st to 2nd
-Set A: Grades 3rd to 4th
-Set B: Grades 3rd to 4th
Index Cards

CCSS:
RF.3.4 - Read with sufficient
accuracy and fluency to support
comprehension.

Completed

Activities & Procedures

1.
Start by asking a few
questions to judge the students
growth regarding motivation in
reading.
-Do you like reading?
-Do you have any favorite
books/authors?
-What is the hardest part about
reading?
-What is the best part about
reading?
2.
Administer the Word List
portion of the Critical Reading
Inventory. Tutor will begin with the
Flash portion using the Word Lists
and index cards.
3.
Begin with Word List Set B:
st
Grades 1 to 2nd. Move onto Word
List Set B: Grades 3rd to 4th.
4.
When student makes a
miscue, record immediate response
in Flash section of Examiner copy
and return to assess untimed
recognition, say lets take another
look at this one and record
response in Untimed section of
Examiner copy.
5.
Discontinue assessment
when student scores 70% or lower
on Flash portion.
To be continued

II. Reading for Meaning (Comprehension)

minutes

20

Dr. Browne
Fall 2015
School Reading Problems
Objectives: TSWBAT identify
strategies used while
reading and explain how they
helped to understand the
book.
Materials
Text: Flat Stanley by Jeff
Brown
Text Level: M
Metacognition Anchor Chart
Metacognition Think Sheets
Text and Thinking Cards

CCSS:
RL.3.1 - Ask and answer
questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis
for the answers.
RL.3.1 - Ask and answer
questions to demonstrate
understanding of a text, referring
explicitly to the text as the basis
for the answers.
.RL.3.3 - Describe characters in
a story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence of
events

Activities & Procedures

1. Explain to the tutee that
metacognition is thinking
about our thinking and that
today we are going think
about how we think while we
read.
2. Since reading is thinking,
we can think about the thinking
strategies we use while we read
and how they help us understand
the book.
3. Read aloud the first half of
Chapter Two of Flat Stanley and
Think Aloud how to manipulate
information to make meaning
using the Metacognition Think
Sheet.
4. As the tutor reads and
thinks aloud, have tutee choose a
text card, each time text is read
and a thinking card every time a
thinking strategy is used.
5. Have student continue
reading Chapter Two and pausing
to Think Aloud using their copy of
the Metacognition Think Sheet.
6. As the tutee reads and
thinks aloud, tutee will choose a
text card, each time text is read
and a thinking card every time a
thinking strategy is used.
7. After count the number of
text cards and the number of
thinking cards used during each
read aloud.
-Do we use more of one then the
other?
-Can we read only using one?

Dr. Browne
Fall 2015
School Reading Problems
-How do the thinking strategies
helps us understand the texts we
read?

Dr. Browne
Fall 2015
School Reading Problems
Completed

III. Integrated Writing

minutes

To be continued

20

Dr. Browne
Fall 2015
School Reading Problems
Objectives: TSWBAT revise
and edit a rough draft of a
narrative piece to use a
variety of sentence
structures and transition
words and provide closure to
the story.
Materials
Rough Draft of Narrative Story
Revision and Editing Checklist
Transition Words Graphic
Word Choice Graphic
Laptop

CCSS:
W.3.3 - Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event
sequences.
W.3.5 - With guidance and

Activities & Procedures

1.
Review
that so far in our writing process we
have pre-written or planned our
narrative and that then we wrote a
rough draft with complete sentences
and in the proper order.
2.
Explain
that the next step in the writing
process is to revise the Rough Draft
and that when we revise the piece
we are trying to make the story and
the writing better. Introduce ARMS
and have tutee revise rough draft
using Revising Checklist.
-Add sentences or words to make
the story clearer to the reader.
-Remove words or sentences that
dont help the meaning of the story.
-Move words or sentences so the
story flows more smoothly.
-Substitute words or sentences for
new words or sentences to make the
writing more interesting.
3.
Have
tutee type the revised draft of the
narrative piece into the word
processor on the laptop.
4.
Explain
that one of the last steps in the
writing process is to edit the revised
draft and that when we edit the
piece we are trying to fix any errors
in spelling or grammar. Introduce
CUPS and have tutee edit revised
draft using Editing Checklist.
-Capitalization. Make sure all

Dr. Browne
Fall 2015
School Reading Problems
support from peers and adults,
develop and strengthen writing
as needed by planning, revising,
and editing.
W.3.6 - With guidance and
support from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well as to
interact and collaborate with
others.
Completed

IV. Word Study

time permits
Objectives: TSWBAT identify
the appropriate spelling patterns
and properly pronounce words
with the long O sound.
Materials
Long Vowel Spelling Patterns
Chart
Long O Task Cards
CCSS:
RF.1.2 - Demonstrate
understanding of spoken words,
syllables, and sounds
(phonemes).
RF.1.2. A - Distinguish long from
short vowel sounds in spoken
single-syllable words.
RF.2.3.C - Decode regularly
spelled two-syllable words with
long vowels.

pronouns and the beginning of every

sentence are capitalized!
-Usage. Make sure nouns, verbs,
and other words are being used
properly
-Punctuation. Use periods,
commas, question marks, quotation
marks, exclamation marks and other
punctuation marks appropriately.
-Spelling. Make sure all words are
spelled correctly.
To be continued

If
Activities & Procedures
1.
Reference the Long
Vowels Chart used in a prior lesson
to talk about Long O spelling
patterns.
2.
Explain that long
O is sometimes spelled in different
ways.
3.
Review the spelling
patterns for long O (o-e, oa, ow,
oe) and talk about how each spelling
pattern makes the long O sound.
4.
Using the long O
task cards, student will write the
correct spelling for each word, by
inserting the long O sound into the
bla
5.
nks and then
choosing the appropriate spelling
pattern.

Dr. Browne
Fall 2015
School Reading Problems
Completed

To be continued

V. Summary/Closure
Assessment of Lesson
1.
Fluency:
Tutor will be able to assess
students isolated word
recognition abilities using
the Word Lists provided by
the Critical Reading
Inventory.
2.
Comprehensio
n: Student will be able to
monitor her thinking while
reading and identify useful
thinking strategies.
3.
Writing:
Student will learn and practice
revising and editing of a
narrative piece as well as
transition words and word
choice variety.
4.
Word Study:
Student will review previously
learned long O sounds, and
learn ways to spell it.

Evidence of Learning
1.
Fluency: Student will
correctly read 95 percent of the
words from the 1st to 2nd Grade Word
Lists and 80 percent of the 3rd to 4th
Grade Word List.
2.
Comprehension:
Student will be able to identify when
she is thinking about the text and
how she thinks about the text in
order to make meaning.
3.
Writing: Student will
be able to revise rough draft of
narrative piece to utilize transition
words and word choice variety, as
well as, edit a piece for punctuation
and spelling.
4.
Word Study: Student
will review previously learned vowel
pattern to gain accuracy with
relearning.