Tutor’s Name: Angie Duncan Child’s Name: Session Number: 4

Tutoring Session Plan Anecdotal Notes

Small Group Phonics game (5 mins)

Small group Assessment (5-10 mins)

 WADE assessment or Primary Spelling Inventory See session 4 assessment

Phonics Instruction
 Review letter cards
 Review digraph cards and say words that have those
digraphs in them.
 Have her read some words with digraphs (focus on -ck… We used such, check, lash, shop, thank, thud, math, thick, shock, whale, and
show that the /ck/ sound is spelled with a ck when it is at what
the end of a word usually) as you write them on your
white board.
 Introduce the welded sounds “ink” and “ing” as “GLUED She seemed to know “ing”, but she sounded out “ink”. She did well with
SOUNDS” using it after I introduced it to her.
 Have her read some words with welded sounds in them
and have her try to make sentences with the words (like
she usually does automatically). We used rink, pink, sink, wink, think, ring, sing, thing, and king

Read Aloud with Comprehension

 Franklin’s Pumpkin by Sharon Jennings
She answered all of these questions correctly and even continued to explain
more of the story, as well.
Questions:
Why didn’t Franklin feel good at the end of the book? (ate too
much pie)

What did Franklin make out of his pumpkin? (He made his sister
a carriage out of his pumpkin.)

Why did he make a carriage instead of a pie? (he wouldntget a

ribbon for the pie OR his sister was sad that she looked like
everyone else, so he wanted to make her feel better)
Turn to pages 7, 11, and 18 and ask her to find the words that
make the digraph sounds ch, sh, and th.
Writing (on lined sheet)
“What kind of pie have you had? Can you write your favorite
kind of pie on the lines please? (I will have the sentence started)
“Can you also draw me a picture of your favorite kind of pie in
the box?”
Student Reads
I’ll have her read pages 15 and 29 as I read the story to her. (She
gets nervous reading to me, so I want her to start to get
comfortable.)
Independent practice
Have her play Endless Reader on the iPad to practice some sight
words.
She was able to find most of the words with digraphs, but I had to direct her
for a few of the words, saying “Can you find the words that start with -sh?”
She wanted to write that she likes a big strawberry cake, but she didn’t know
how to spell “strawberry”. She went ahead and tried to spell it on her own.
She also didn’t have correct sentence structure as she added ideas onto her
original sentence without changing the order of the words.
I did not have her read to me, but she did read in her independent practice.
She loved this game! She benefitted from hearing the sight word to her first,
then saying it herself. She was even able to read parts of sentences more
fluently after she had been introduced to the sight words.