Tutor’s Name: Marissa Lund-Zeiber Child’s Name: Isaiah Williams
Tutoring Session Plan
Read Aloud with Comprehension & Tier 2 Word
A Visitor for Bear by Bonnie Becker
Teir 2 word: Friendship
Comprehension Streategy: Identifying problem and solution
Writing
Sentence in relation to story
“If you were a mouse where would you hide?”
Word Study
CVC word activity page (pig, wig, hat, fox, mat,etc.)
Sight word review (and, like, we,little,)
Session Number: 5
Anecdotal Notes
Before I started to read the story to Isaiah I had him look at the cover of the
book and I had him come up with a prediction of what the story was about.
We also talked about what the title of the story was. I read the title to him and
he read the title back to me. Each time the words of the title showed up in the
story Isaiah was able to identify those words. Throughout the story Isaiah
would make predictions about what would happen next in the story. I made
sure to give him multiple opportunities to identify words that he would know
throughout the story. Today he was very interactive and focused with the
story, which is not typical of him.
Isaiah was able to answer questions about the story and provide reasoning for
his answers.
Isaiah’s response was that he would hide behind the computers in the
classroom because no one looks there during the day. I write the sentence
starter in his journal and then I had him write the rest of the sentence on his
own. This week I had Isaiah write the words on his own. When I looked at
what he wrote the only word that I was abel to identify was “I”. On his own
he wrote “I snm I tl B nl W?” (I would hide behind the computers.) He was
able to read his sentence to me even though there are no actual words formed
in his sentence.
During this activity we looked at the picture, sounded out the word
represented by the pictures, then spelled the word on the line below. What I
noticed was that Isaiah was not connecting the sounds to the letters to form
words. He could identify the individual sounds, but he was unabel to merge
them together to make the actual word. To help I used letter cards to help him
visualize the sounds but he still seemed to show confusion. I think at times
Isaiah was becoming frustrated and just stopped trying and expected me to

Repeated Reading
Don’t let the Pigeon Drive the Bus By: Mo Willems
give him the answers if he waited long enough.
When reviewing the sight words, Isaiah was able to recognize every word and
use them in a sentnece except for the word “and”. To help with this word
recognition I had him find the word “and” in the story that I read at the
beginning of the session.
This is a story that Isaiah has repeatedly asked to read each week. This week I
had Isaiah read a few pages to me and I would read some of the pages to him.
He is doing a good job at identifying words, but I feel that his word
identification is based on memory and he is not using his decodign skills to
figure out words that he does not know.