Tutor’s Name: Emma Boyer
Tutoring Session Plan
Comprehension:
The teacher will work on the student’s
comprehension skills by using a graphic
organizer of a story map activity. This activity
will help the student organize information and
remember key details from the story.
Objective: Students will be able to recall the
main detail from the story and complete the
graphic organizer of Story Map activity.
Materials needed:
Book: Late For School by David Michaels
Story Map Graphic Organizer
Crayons
Pencil
Activity:
The teacher will have the student read the
story Late For School by David Michaelsand
and ask Q.A.R questions throughout to
monitor comprehension. Then after the story
the teacher will assist the student in
completing the graphic organizer of the
Story Map. the student will fill in the
characters, setting, beginning, middle, and end
using his crayons or pencil to color a picture
or write words (student choice).
Session Number: 2
Anecdotal Notes
The student’s interest was not very high in this
mini-lesson on comprehension. I tried to find a book
more in his interest category, but none were in an
appropriate lexile level.
The student did an awesome job with recalling the
main details from the story, despite struggling to read
at times. I think the pausing and talking about some of
the pages with the Q.A.R questions really helped him
with comprehending the story further. Furthermore,
the student did a great job at predicting the story on
his own. At one point in the story he said, “It is
probably their day off of school and he is going to
realize it in the end.” He was right!
When it came time to do our Story Map I gave the
students the option coloring or writing the answers. He
chose coloring. The student I could tell was not super
focused when filling out the chart and tried to hurry
through it. To regain his attention I started asking him
about football. For example, I asked the student,
“Where is most of the story taking place?” He
responded by saying in a park. I responded back by
saying, “Do you like going to the park to play
football? What else do you like to do at the park?” By
doing this it helped the student visualize his drawing
of the park before drawing it with a slide because he
loves going down them, he said. I did this same kind
of tactic for the rest of the pictures.