Tutor’s Name: Emma Boyer Child’s Name: Alijah Session Number: 2

Tutoring Session Plan Anecdotal Notes

Phonics skills: Double “ll” “ff” and “ss” I wish I had more time with these students to do more
interactive activities, but due to time restrictions I am
Objective: The student will be able to unable to. Overall, this lesson went very well! My
demonstrate understanding that single short students met my objective of demonstrating
vowel sounds that have one syllable get understanding that single short vowel sounds words
double letters after the vowel by using their that have one syllable get double letters after the
magnetic letter Wilson charts to spell the vowel by using their magnetic letter Wilson charts to
words. spell the words. They really liked using the magnetic
letters to spell their words, which kept them much
Materials needed: more engaged during our lesson.
Magnetic letter Wilson chart
Paper It did take them a little longer than I expected to grasp
Students favorite magic marker the rule that words with one-syllable and that have one
vowel often end with double the letters. I noticed
Activity: throughout the lesson that the students struggled with
The teacher will review how the last lesson knowing the difference between sounds versus
was about when to add double “s” to the end syllables. After practicing spelling multiple double
of a word. The teacher will then explain to letter 1, s, and f words my students were also not to
students that at the end of one-syllable words, just spell the words with double letter endings, but
we often double the letters f, l, and s when also explain the rule as to why they end with double
they come right after a single vowel. The letters verbally.
teacher will explain, “ “A single vowel means
one vowel. It means that there aren’t two
vowels in a row.” Then the teacher will point
to the following words on their white board as
they ask the following questions. Point to the
word off. “How many syllables are in the
word off ?” One. “Does the f come right after
a single vowel?” Yes. Point to the word tell.
“How many syllables are in the word tell?”
One. “Does the l come right after a single
vowel?” Yes. Point to the word dress. “How
many syllables are in the word dress?” One.
“Does the s come right after a single vowel?”
Yes.

Then the teacher will direct students to spell

the following words using their magnetic
letters to practice spelling words with double
s, l, and f. Words are; tell, doll, fell, hill, will,
sell, off, miss, glass, & grass.

If students do well with those words the

teacher will have students pull out their paper
and markers to spell the following words for
extra reinforcement. Words are; bell, dress,
pass, sniff, well, bill, drill, kiss, pill, spell, and
shall.