Videos Here

Materials Here

Partner notes in purple. -WLW

*I liked your phonemic awareness warm-up session. :)
Revisions based on feedback are in orange. -CNP

Lesson Plan 5/6

Lead Tutor: Cathy Partner: Whitney Date: 3/15/21 & 3/22/21

Tutee: Mason* Grade: 5 Rdg Lvl: Primer

Known Letters: All Known Short vowels/ WTW Stage: Letter Name
Sounds: consonants
excluding /j/
for g.

Reading Practice
(10 minutes) Titles: The Lucky Duck (D) Notes:
(below level) Three Little Pigs and One Big Pig (E)

Purpose: Rereading of texts: Books were (highlight):

Easy / too hard / just right
Increase SW
✓ Independent Reading
vocabulary, Missed words: Errors
fluency, & ❏ Partner Reading are listed by title to the
left.
confidence ❏ Read the Room
through Running Record:
rereading Other: ___________________________
prac ce Book Lvl Acc %age

Remember: ● Reread books from previous weeks for the purposes of D 97%
Beginning building fluency and sight word knowledge. These
E 90%
Readers o en decodable books were used to teach short vowels, and they
acquire new should be familiar to the tutee. Books Logged?
sight words Yes / No

through
rereading
Errors: The Lucky Duck
The Lucky Duck- then/the, inserted a was (highlight):
familiar books. Easy / too hard / just right
Three Li le Pigs and One Big Pig- once/one, there/then,
Three Little Pigs
were/where, lie/lay (2x), this/the, puddle/pond, pig/duck, go/got and One Big Pig
was (highlight):
(2x), this/the, he/I Easy / too hard / just right
 Videos Here
Materials Here

Word Knowledge
(20 minutes)
1 Review sound-symbol correspondences.
Skill Focus: b d f g h Notes:

ĕ, qu j k l m n *Introduce qu but
not taught in other
p r s t v parts of lesson

w a e i o

u qu

*Couldn’t hear too well, but it seemed as though the student went
through the review sounds rather quickly with ease.

2 Teach or review new decoding skills (sound board).

Letters Needed: e, i, o, , g, t, b, l, s

got get bet let set Notes:

sit lit lot git for get

Read git to student
I did contrast e/i, because he actually got most of those words and repeated get
correct on PALS. He did use i for e once but was able to correct for student to build,
himself with prompting. which he was then
able to do
Videos Here
Materials Here

3 Review Phonetically Regular Words (PRW) and high frequency words

(HFW).
PRWs HFWs Notes:

beg fish big were PRWs missed:

thin set bath they X for Y Confusion

jet shed chin was big for Short i for

short e
beg sound
hit thud many
fud for Similar
Play high frequency word concentration. beginning
*Note: He recognized “they” on the flash cards but not during the thud sound
(both
game. sounds
are
Used tokens to decode set, quit fricatives)

Needed help with new word quit (2nd reading also) HFWs Recorded:
Yes / No
Helped with thud, including meaning of word
HFW % mastered

They, was, many read automatically Level:

Needed practice with were Red 75

Played matching game with words (HFWs)--student read words Missed were/where
aloud even if the word wasn’t a match

4 Read orally in context (decodable text or trade book).

Level Ready Phonic Notes:
Reader Focus Short vowels e & o
Stage 2

HFW in this book: want(ed), little, I, said, the, then*, do , it*, now,
all (RTR Red, Orange, and Yellow level high-frequency words; *
indicates that they are also decodable for the student.)

Non-CVC words: make, cake, help, myself, ask, wanted, little, then
 Videos Here
Materials Here

5 Dictation (PRWs and then a sentence with PRWs and HFWs).

Headings Needed: a, e, u

shed pen Notes:

mash chat cat/chat

tat/that
rush Single consonants
for digraphs
hut han/hen
Misuse of short
Sentence: That wet hen is mad. vowel

*Corrected errors
with prompting from
teacher

Teacher Read Aloud

(10 minutes) Book (above level): Henry’s Awful Mistake by Robert Notes:
Quackenbush
Content and/or Theme (if any): Cause & Effect Student was able to
Comprehension Focus: answer questions
✓ Interactive read-alouds (fiction) throughout the
story.
❏ Think-aloud
❏ QAR (in my head or in the book)
❏ Language Play
❏ Other:

Vocabulary: cause, effect

1. Introduce the vocabulary words before reading. Have the student

look for cause and effect relationships in the book.
a. cause-why something happens b. effect- what happens
as a result

Comprehension Focus: Cause and Effect/Making Predictions

 Videos Here
Materials Here

2. Ask “What is Henry going to do about the ant?” on p. 4.

3. Have the student predict what Henry is going to do with the
hammer on p. 12.
4. Ask the student’s opinion on p. 20 of Henry’s solution and
whether it will work.
5. Have the student look at the illustration and tell what the ant is
going to do when Henry moves on p. 30.
6. Have the student predict what Henry will do about the ant on p.
32.

Writing
(10 minutes) Activity: Cause & Effect Graphic Organizer Notes:
SOL 5.5k
Justification:
1. Cause & Effect: Students are required to identify and explain -Reminder to add
cause and effect relationships in the 5th grade Reading SOLs. period at end of
2. Sentence Formation: Prompt the student as needed to form a sentence.
complete sentence from his thoughts.
3. Spelling: Encourage the student to spell phonetically using the -Guided student
concepts he knows and assist with words that are too difficult. through identifying
and writing the
Procedures: cause and effect
1. Supply the cause on p. 8 “The ant hid behind the stove.” and statements.
have the student identify the effect. -Student was able
2. Given the illustration on p. 18-19, have the student identify both to identify the last
the cause and the effect. cause and effect on
3. Allow the student to select any cause and effect from the story to his own without
complete the last section. guidance.

-Extra letter in a
word. (Couldn’t tell
which one.)
 Videos Here
Materials Here

Leveled Book
(10 minutes) Title: Tiny Level: D Preteach: Introduce words, such as Notes:
the Snow Tiny, that are phonetically regular but
Dog include concepts not yet learned by the
student.

1. Look at the illustration of Tiny at the beginning of the book. Ask “Is Tiny a good name
for the dog?”

2. Have the student read aloud, and discuss the plot of the book. Ask questions
throughout to monitor comprehension.

3. Have the student do a word hunt for short e words in the book.

Note: The student’s comprehension skills are significantly stronger than his word
recognition, and books that he can read tend to be very easy for him to understand.

*iPad storage filled during the leveled book. I will record another one. -CP

Leveled Book 2
(10 minutes) Title: My Level: D Preteach: Introduce words, such as Notes:
Messy messy, that are phonetically regular but
Room include concepts not yet learned by the
student.

1. Look at the cover. Ask “Do you keep your room messy like the girl in the book?”

2. Have the student read aloud, and discuss the plot of the book. Ask “Which character
in the story doesn’t like the messy room?” and other comprehension questions throughout
the book.
Videos Here
Materials Here

Text: My Messy Room

I like my room messy.
It’s my room. So there!
I like paint on my table.
I like socks on my chair. my
I like books on my bed.
I like toys on my floor.
I like shirts on my dresser.
I like shoes in my drawer. drawer
I like my room messy.
I like it a lot.
I like it! I like it.
But Mommy does not!
Student read all words correctly, but needed help with my and drawer. (I had a hard time
hearing clearly.)
From what I could hear from the reading of this book, the student has a high accuracy rate
yet a weak reading rate.
Note: The student’s comprehension skills are significantly stronger than his word
recognition, and books that he can read tend to be very easy for him to understand.