Tutor’s Name: McKayla Jacobs
Individual Session Plan
Writing
As a writing activity, the teacher will administer a self-made
assessment on the student’s spelling ability. In this assessment,
the teacher will read aloud eight words that end with a “magic e”
to check the student’s prior understanding.
Read Aloud with Comprehension & Tier 2 Word
Instead of a read aloud activity, the teacher will read the passage
Cake at the Lake alongside the student. Altogether, the teacher
and student will read through the passage once and then talk
about what happened in the passage for comprehension.
Also, instead of a Tier 2 Word, the teacher will tell the student to
think about what a “magic e” is and count how many are in the
passage (including duplicates). The student will then write this
number on a small piece of paper and tuck it away for now.
The teacher will then discuss what a “magic e” is by using the
word time and explaining that the e on the end makes the I say
its name. The teacher will then break up the sounds in the word
time and then have the students repeat.
Repeated Reading
To end the lesson, the teacher will get out the passage Cake at
the Lake again and reread the passage with the student. At the
end of the passage, the teacher will ask the student to point out
each word that has a “magic e” and the teacher will circle each
one. Once the student has found all the “magic e” words, the
teacher and student will count how many they have including
duplicates and determine there are 25 words that have a “magic
Session Number: 4
Anecdotal Notes
Writing
This self-made assessment helped me grasp a good
understanding of the student’s prior knowledge of silent e. This
student did miss all of the 8 words by leaving off all the silent
e’s.
Read Aloud with Comprehension & Tier 2 Word
The student did well with this passage aside from the words
shade and icing. The student also struggled to retell what
happened in the story. We ended up reading the passage together
twice and the student was better able to retell what happened
better. The student was also not able to identify the amount of
“magic e’s” in the passage. I honestly believe he just wrote
down a random number as a guess.
Repeated Reading
After going over what a “magic e” is and some examples, the
student was able to identify the words in the passage. When we
looked back over how many words he thought were a “magic e”
word, the student wrote 57, which was definitely way off.
e” at the end. The student would then get out their small piece of
paper they wrote on earlier and find out how close they were.