Tutor’s Name: Emma Boyer Child’s Name: Student A Session Number: 3

Tutoring Session Plan Anecdotal Notes

Read Aloud with Comprehension & Tier 2 Word

The teacher will continue to read “Snakes” by Seymour Simon of The student and I have almost finished the book “Snakes” by Seymour Simon
an informational book about snakes because the student said he and continue to enjoy learning the new information presented and sharing fun
prefers reading it over a fiction book. facts he knows about snakes himself. Our last session we plan to finish the
book.
Student Reads
Then the students read sentences from Decodable Reader volume Using the fluency tree sentence keeps showing to be a great benefit at
5 sentence trees to work on fluency. While reading their improving students' reading fluency. However, I would hope to learn how to
sentences trees by whispering through a reading phone to himself. make this strategy more engaging for other students in the future.
Teacher will help with reading words as needed.
This passage was at a perfect level for the student because he was able to read
Then the student will read from Decodable Reader volume 5 by a majority of it well, while still practicing basic phonics skills of decoding
McGraw Hill which is between a 2nd and 3rd grade level story and encoring CCVC words. Also, this passage added in student A having
called “Ray and Gail Help.” This story focuses on Long a sounds: more exposure to sight words we have been practicing in isolation and are
ai, ay. now seeing them incontext.

Word Study
The student will use magnetic letters on the board to practice
spelling and reading the following words; says, between, each,
any, how, now, down, and our.
Repeated Reading
The student will do a repeated reading of the story “Ray and Gail
Help” and answering a few comprehension verbal questions
about the story.
The student seemed to like the magnetic letters the most to practice his word
building. The students struggled a lot with these sight words, so I will be
using them again in our next lesson to help him have extra practice along
with some new ones.
The student's second re-reading of “ Ray and Gail Help” was a lot smoother
with less pauses and at a faster rate than when he first read the passage.
Lastly, the students' comprehension of retelling the story was hundred percent
accurate in remembering key details, settings, problems, solutions, and
characters.
The

The next

The next night

The next night we

The next night we went

The next night we went out

The next night we went out again!

The next night we went out again!

Will

Will we

Will we see

Will we see bright

Will we see bright lights?

Will we see bright lights?

Do
Do you
Do you like
Do you like these
Do you like these bright
Do you like these bright lights
Do you like these bright lights in
Do you like these bright lights in Mike’s
Do you like these bright lights in Mike’s ice
Do you like these bright lights in Mike’s ice cream
Do you like these bright lights in Mike’s ice cream shop?
Do you like these bright lights in Mike’s ice cream shop?