Tutor’s Name: Angie Duncan Child’s Name: K
Tutoring Session Plan
Read Aloud with Comprehension & Tier 2 Word
“Let’s Go for a Drive!” by Mo Willems
Comprehension Strategy: Picture walk to look at the items
Elephant and Piggie might bring on their drive
Ask her:
What things did they bring on their car ride?
What thing did they need the most for their car ride? (A car)
Why couldn’t they get a car?
Tier 2 Word: Courage- being able to do something even when
you’re afraid to do it (I did not get to share this with her during
our 1st session. I will connect this word to her personal life when
she gets scared to read aloud on her own.)
Writing
Have her write a sentence about what she would take with her on
a long car ride (stretch unknown words for her to spell). Allow
her to draw a corresponding picture at the end of the session.
Student Reads
K will read sentences from “Let’s Go for a Drive!” by Mo
Willems.
Word Study
Review letter sounds using letter cards
Use letter cards to create words. As we create words, she will
practice segmenting and then blending the words.
Session Number: 3
Anecdotal Notes
During the picture walk, K saw the pictures and wondered out loud about why
certain objects were included in the story. She seemed engaged during the
story and she was even making comments about the elephant character like,
“He keeps repeating that every time!” I was glad to see her recognizing
patterns and making connections withim the text! She was able to remember
everything Elephant and Piggie attempted to bring on their road trip. She also
realized that they had everything they needed for theorroad trip except for a
car. She saw the humor in this, which shows me that she saw the purpose of
certain aspects of the story. It also shows me that she comprehended the
language on a deeper level because she understood its humor.
I did not have time to introduce this Tier 2 word. K has a hard time focusing
on read alouds because she wants to tell me all about her life at home and at
school. I gave her time to talk, but I also had to stop her so that I could do that
read aloud. It was very hard to find time to intorduce an unrelated tier 2 word.
K did well as I stretched words for her to spell. I strated a snetence off for her
and had her write her own answers! I think she is gaining some awareness of
sounds in the middle of words. She got excited when she correctly identified
letters as I said their sounds.
K and I read a couple sentences from the Mo Willems book. I had her read
some of her sight words within the book and some complete sentences! She
did not seem very confident at this point, but she was still willing to try.
K was excited to build words with the letter cards. She still struggled a little
bit to blend the words after segmenting them, but I was able to blend them for
her and model how to say the sounds slowly so one can hear the word has a
whole. Next week, I will do this and have her say the letter sounds in slow
Make the following words: sun, stop, snap, cap, cup, up, fun, bun motion on her own. We did not have time to make all the words I had planned
on making, but K still had the chance to make some words on her own! She
seemed to enjoy it!
Repeated Reading
K will read the decodable text “We Hop”: K was much more confident in her independent reading of this book this
1. Chorally along with me week than she was two weeks ago, when I last saw her. She did not hesitate to
2. As a shared reading start reading the book when I asked her to read it on her own! She did quickly
3. On her own say, “I don’t know” if she did not immediately recognize a word, but she was
willing to sund it out or use her word wall to identify the word. I gave her
phonetic prompts for a couple of words by just saying the initial sound.