Summer 2020 Online Reading Tutoring Lesson Plan #2

Student Lilikoi Date: June 3, 2020

Book(s) - Previous: Baby Elephants Current: Flying Foxes
● Use the “check off” boxes to show completion of steps
● Give specific positive praise and encouragement throughout the lesson
● *Suggested timeframe for each component of the lesson plan
● Note: The entire lesson should take 25-30 minutes

1. Connect
(*4 - 5 min) Comments/Reflection:
X Welcome! None, student was familiar with procedures
X Remind student about staying focused and on-task
X Remind student of what they are working for

2. Review
Prev (*5 min) Comments/Reflection:
ious X Review vocabulary if needed We reviewed the prior vocabulary words (herd and
Rea X Model read
d
trumpets). I asked the same comprehension
X Independent read questions as I did during our last tutoring session
X Ask comprehension questions and she was able to answer them correctly.

3. New Read
Voc (*4 - 5 min) Comments/Reflection:
abul X If vocabulary words provided in a list, first model Swamp, Skim, orchards- pre taught vocabulary
ary read then choral/echo read – discuss each word words, then discussed again as words came up
X If embedded in book, both student and tutor should
identify difficult words – read and discuss
Flue Supported Reading (*8 - 10 min) Comments/Reflection:
ncy Preview: We talked about foxes (flying foxes are actually
& X Tap into student’s background knowledge
Com
more like bats!) We read through this together, I
pre X Student makes predictions/inferences asked comprehension questions about the bats:
hen During story: weight, flight time, time sleeping, etc.
sion □ Model read □ Echo read X Choral read
X Independent read
During & after story:
X Ask comprehension questions

4. Wrap Up
(*4 - 5 min) Comments/Reflection:
X Praise student for on-task behavior Student was overall on task, and was provided with
X Provide a reward (we are able to tutor in person) a dum dum (lollipop) reward.

1
 Summer 2020 Online Reading Tutoring Lesson Plan #3
Student Lilikoi Date: June 5, 2020
Book(s) - Previous: Flying Foxes Current: Hey, that’s my monster
● Use the “check off” boxes to show completion of steps
● Give specific positive praise and encouragement throughout the lesson
● *Suggested timeframe for each component of the lesson plan
● Note: The entire lesson should take 25-30 minutes

1. Connect
(*4 - 5 min) Comments/Reflection:
X Welcome! None, student was familiar with procedures
X Remind student about staying focused and on-task
X Remind student of what they are working for

2. Review
Prev (*5 min) Comments/Reflection:
ious X Review vocabulary if needed We reviewed the prior vocabulary words (Swamp,
Rea X Model read
d
Skim, orchards). I asked the same comprehension
X Independent read questions as I did during our last tutoring session
X Ask comprehension questions and she was able to answer them correctly.

3. New Read
Voc (*4 - 5 min) Comments/Reflection:
abul X If vocabulary words provided in a list, first model words: rasped, drooped
ary read then choral/echo read – discuss each word We went over the meaning of the vocabulary
X If embedded in book, both student and tutor should words above and then reviewed meaning as the
identify difficult words – read and discuss words came up in the text.
Flue Supported Reading (*8 - 10 min) Comments/Reflection:
ncy Preview: The student chose this book because it was about
& X Tap into student’s background knowledge
Com
“family”. Student was able to independently read
pre X Student makes predictions/inferences most of this book however needed help when
hen During story: reading the monster’s names, as they were names
sion X Model read □ Echo read □ Choral read she was unfamiliar with/never heard.
X Independent read
During & after story:
X Ask comprehension questions

4. Wrap Up
(*4 - 5 min) Comments/Reflection:
X Praise student for on-task behavior Student was overall on task, and was provided with
X Provide a reward (we are able to tutor in person) a dum dum (lollipop) reward.