Tutor’s Name: Abbie Manges Child’s Name: Geoffrey Session Number: 4

Tutoring Session Plan Anecdotal Notes

Read Aloud with Comprehension & Tier 2 Word
“Whose Garden Is It?”
Tier 2 Word: perspective – how something looks to you
- Relate to how we saw perspective in “You Are (not)
Small”
Comprehension Question:
Who were some of the characters in the story?
Through conversation with Geoffrey’s mom, I was made aware that Geoffrey
was not keen on attending the tutoring period today. During the read-aloud,
he was less engaged than usual. However, he appeared to enjoy the story and
laughed at the animals fighting over who was truly responsible for the garden.
Geoffrey recalled learning about the word perspective from the previous read-
aloud, and it was beneficial for him to make the connection between how the
word was used in both stories. In a similar manner, Geoffrey was able to
answer the comprehension question by recalling various animals and plants
met during the story.

Writing
Geoffrey’s mom had informed me that he would be picked up early, and
I think the garden belongs to ____________________. therefore, we skipped the writing portion in order to devote more time to sight
words and letters. This was mainly due to the fact that we shortened sight
word instruction during the prior weeks due to him leaving early.

Student Reads Because Geoffrey had difficulty reading “Can You See It?” the week prior,
we started by reviewing the sight words. He continues to experience difficulty
Review HFW: and, you, see, can recalling the sight words, even when we do the Word Wall chants. For can
and see, he is nearly automatic with identifying them. However, when I point
“Can You See It?” to and or you, he pauses and stares at the word. After five or more seconds, I
say the word and ask him to repeat it. Before reading, we practiced reading
the title numerous times. I informed Geoffrey that the phrase “Can you see
it?” would be repeated numerous times during the story. Geoffrey showed a
stronger ability to read the story this time. He was able to quickly read “Can
you see”, and then he showed hesitation decoding “it.” After the first three
pages, it was apparent that he understood the pattern, and for subsequent
pages, he read the phrase fluently. With guidance, Geoffrey was able to use
the images in the book to decode the animal words in the story. By the end of
 the book, it was clear that Geoffrey was worn out. When he could not recall
one of the sight words or repeated phrases, he would squint his eyes closed
and hold his mouth tight. As his frustration became apparent, I decided to
read the last few lines for him. This behavior illustrated that the text may have
been too difficult for him, containing too many words on a page. Likewise, it
showed that Geoffrey’s failure to read with accuracy and automaticity was not
out of defiance, but instead, he exhibited frustration when his efforts did not
produce rapid reading.

Word Study
Sing alphabet After saying the alphabet, we started by reviewing the letters we had learned
Review letter actions – A, M, S, T – A, M, S, T. Geoffrey was quickly able to recall the letter actions we
Introduce D (dunk) discussed for the letters, which helped him to identify the sound made by
Write letters in shaving cream each. He frequently forgets that a says /a/, but when I showed him the letter A
Phonemic Awareness – identify rhyme in -at words card, he said, “Apple!” I was able to prompt him by asking, “What sound do
we hear at the beginning of apple?” Geoffrey was then able to identify the /a/
sound for letter A. We incorporated a new action to represent eating an apple
when we say /a/. Next, I introduced letter D. He knew the name of the letter,
and I explicitly instructed him that it said /d/. Because he did not want to do
“dance” as the action to correspond with D, we chose to model dunking a
basketball instead. He performed the action and accompanied it with saying
“/d/ /d/ dunk” numerous times. In an effort to make the time more enjoyable, I
decided to use shaving cream for letter writing practice. He wrote letter D
with ease, and therefore we practiced writing our other known letters as well.
We were running short on time, so I decided to skip the phonemic awareness
activity in order to practice the book once more.

Repeated Reading
Geoffrey’s reread of “Can You See It?” showed an increase in his ability to
“Can You See It?” identify the words quickly. However, he continued to demonstrate frustration
which seemed to be in regards to the number of words on the page. He was
able to push through with reading the whole book, without me reading any of
the pages, prior to being picked up by his mom. For next week, I plan to
choose a sight word book with a shorter word count.