CILR 622 Amy Sorensen Lesson Plans

Tutoring Session LESSON PLAN
Virtual Link:
Tutor: Amy Sorensen Students: Jonah K. & Patrik M. Date: 1/19/2021 Reading & Spelling Stages: M
WWP/
READ TO READ WITH WRITE WITH WORD STUDY & MISC.
ACTIVITY/TIME
Notes for presenting activities: Number activities. Note time scheduled. List steps for each activity. Consider including guiding questions, stopping points,
transitions to next activity.
5. Read Aloud (5 Mins) Dusty 1. Make Goals for 2. Invite students to 3. Spelling Assessment
Locks and the Three Bears Tutoring Session (5 write about the first (10 min)
★ DLTA Mins) two chapters of our ★ Give students the
○ Make ★ Book Club Reading book. (10 Mins) Primary spelling
predictions Group ★ Using sentence starters assessment.
about what the Some Kind of Courage by students will make a
structure of this Dan Gemeinhart (15 Mins) text to self connection
story will be. ★ Give each student a about what they read.
Does it look like reading/Writing journal, The prompt will be: Do
any other discuss how we will you think that Mr.
stories you organize our journal to Jameson was right to
might have take notes and make give Joseph back his
read? predictions. Discuss father’s gun? Would
○ What might the briefly about how our you have done the
theme of this goal in reading is to be same thing? Why or
story be? strategic and talk why not. Work with
Remind them about the strategies students to help them
that the theme that we will be learning write a full paragraph
is the message about during our addressing this
of the story. tutoring. question.
○ Model my ○ Predicting
thinking as I ○ Using
think about Background
possible Knowledge to
themes. make
connections
○ Make
Inferences
○ Visualize
○ Identify Text
structure
○ Monitor
Comprehension
(pg 233 Best
Practices)
★ Begin by looking at the
book and reading the
back cover.
○ Have students
make an initial
prediction in
their notebooks
about what they
think this story
will be about.
Provide
students with
sentence
starters to help
them as they
are writing their
prediction.
★ Read the first two

chapters with students,
stopping to discuss the
characters, setting and
vocabulary. Invite
students to respond to
questions as we are
reading and to take
notes while they are
reading. Have students
read a paragraph at a
time together. Invite
students to compare
and contrast Mr.
Grissom and Mr.
Jameson.
4. Persuasive Reading and

Notetaking (15 mins)
★ Show students the note
taking section of their
writing journal.
★ In their journal, have
students make a claim
about their position on
if children should be
allowed to ride ATV’s
○ Begin reading
the text set:
Should children
be allowed to
ride ATV’s.
○ Teach students
how to take
notes and
annotate while
they are
reading.
RATIONALE
Guiding Questions: Why this activity? What about this student’s development makes this activity worthwhile? What do you expect will happen?
5. This activity is meant as a 1. Students are both 2. Both of these students ● I gave the students the
cool down activity. I chose this reading at about the struggle to write a short elementary spelling
book because it is funny and I middle of a third grade response to things that assessment in
think that my boys will enjoy level. To encourage they have read. By December, I noticed
reading it. It also allows us them to push through providing them with that they are in the
time to practice the strategy of harder books and to sentence starters and a Middle Within Word
making predictions and get them a book that chance to discuss as a Pattern Stage. I feel
discussing theme. I think that will interest them, group what they will be that assessing them
they will enjoy this story and closer to grade level, I writing about, will help with the primary
will enjoy this activity as our decided that reading them to think through assessment will show
ending activity together. Some Kind of Courage what they can write me what area I need to
would be helpful in about and hopefully work with them on.
providing them support add more depth and
with a harder text, but length to their writing.
also, give them a ● I am pretty sure that I
chance to have will get some push
strategies modeled and back about the writing
then use those response from at least
strategies together. Jonah. I hope that as
● To be honest, I’m a we write together it will
little concerned with provide a model for
how this book club will them in how they can
go. This book is full of write other responses
figurative language and in class.
challenging themes. I
really feel that if we can
get off on the right foot
it will be a great
experience for them,
but I fear that it will be
a bit of a reach with
their current abilities.
● This activity is
worthwhile, because it
helps the students read
a challenging book with
support that they
probably wouldn’t read
otherwise, it helps them
learn strategies that
they can use in other
texts and it will be an
exciting story that I
think they will both
enjoy.
4. Students are currently
working on reading persuasive
articles and writing persuasive
essay’s about their opinion on
these topics in class. Both
students are struggling to take
notes on the articles being
read and are having a hard
time using the knowledge from
the readings. This is an
opportunity to slow down the
reading process, to help the
students identify the text
structure of these articles.
What the author’s purpose is
and to take notes that will
support them in their writing. I
expect that there will be some
push back from both students,
mostly because they both
struggle in doing these
activities. I am hopeful that as
we do them together that they
will feel more confident about
how to read and take notes on
informational and persuasive
topics.
REFLECTION STUDENT #1 Jonah
Guiding Questions: What happened? What did the student do? Write down some of what students said or wrote. Did the activity accomplish your goals? Did
the student perform in the manner you expected? Was the work at the right developmental level? How will this activity inform your next steps?
We didn’t get to this activity. There were parts of this We didn’t get to this activity. We ended up doing this first,
activity that were Amazing! Time is such a task master, I because I wanted to get the
Jonah was super engaged with was so worried that we testing out of the way earlier.
the story and was interested in wouldn’t be bored with not Jonah was super chatty about
what was going to happen enough to do, but that will not each word and wanted to tell
next. Jonah really struggled be the case! me something about his life
with reading this text fluently, it related to each word. I finally
was choppy and there were had to smile and ask them to
several words that were too help us get through the
hard. I finally changed gears assessment quickly, so we
and read to them and we could be done. When Patrik
discussed the different parts of said he thought that stick
the text. After working on his looked wrong, Jonah looked at
IRI, I discovered that he has a me and asked if he could help
strength in recalling literal him, which was sweet.
details. He knows how to go
back in the text and find the
answers to his questions. He
really struggles with making
inferences, so I think that this
will be a focus from now on.
We didn’t get an opportunity to
do our fourth activity. It felt
right to spend some time
prepping our journal and
modeling what I expected from
them as we were reading. I do
feel that that will pay off over
the course of our story.
REFLECTION STUDENT #2 Patrik

We didn’t get to this activity. Patrik is also very engaged We didn’t get to this activity. Patrik was willing to do his
with the story. He seems best on this assessment and
interested in using sentence was really trying to spell the
starters and it seemed to help words correctly. He would
him as he was writing his verbalize when words didn’t
prediction. I think I will find look quite right and tried to
some sentence starters that focus on how to spell the
they can include in their words correctly. Spelling is not
notebooks so they can use a strength of Patrik’s but I was
them all the time. He did so proud of how hard he was
better with the actual reading working to get the words right.
in this book than Jonah did He mentioned that he was
and while not completely worried that it wouldn’t be
fluent, he made fewer errors good enough. I assured him
than Jonah did. I think that I that this was just for me to see
will use this text as our read where we need to go next.
aloud for the time being and
focus our reading instruction
on the persuasive articles that
we will be reading. Today felt
like a building day, even
though we have a pretty good
relationship already, it felt like
we needed to spend a little
time talking about our
expectations, planning our
time together and enjoying a
good story.
I do think that I will be better
about setting my timer and
read only one chapter a day as
a read aloud to allow for more
time together in other areas.

Virtual Link:
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ACTIVITY/TIME
1. Book Club Reading 4. Persuasive Reading and 2. Invite students to 3. OU/OW Slapjack (10
Group Notetaking (20 mins) write about the mins)
Some Kind of Courage by ★ Continue reading the second chapter of our ★ Using the OU/OW
Dan Gemeinhart (15 Mins) text set: Should book. (10 Mins) cards on the Pearson
★ Have students pull out children be allowed to ★ Using sentence starters website, teach the
their reading/writing ride ATV’s. students write a short students to play the
notebook. Have them ○ Review the response to their game and read each
review their prediction notes that the reading. Work with word, do they have the
from yesterday, do they students took students to help them same sound or a
still feel the same way? yesterday. Ask write a full paragraph different sound?
Why or why not? them if we have addressing this Discuss how this
Introduce the sentence enough question. relates to this week's
starters sheet to them information to ★ Highlight that yesterday sort.
and show them how to prove our claim. we were able to write 2
use it when they are ○ Keep reading sentences, how could
responding to our articles and we add details to our
reading. taking notes in writing?
preparation of
★ Read chapter two with writing an
students, stopping to argumentative
discuss the characters, essay proving
setting and vocabulary. their claim.
Invite students to
respond to questions
as we are reading and
to take notes while they
are reading.
★ Ask students inferential
questions while we are
reading to help them
with their inferential
comprehension.
RATIONALE
1. The boys are both 4. Because the students are 2. I feel that because both 3. After reviewing their
excited to dig into this currently working on reading of these students spelling assessment, I
book, but after reading persuasive articles and writing struggle to write a short noticed that they are in
with them yesterday, it persuasive essays about their response to things that the Middle WWP stage,
seemed apparent that opinion on these topics in they have read, that most especially
they weren’t quite class and are both struggling offering them an Common Long Vowels.
ready for them to tackle to take notes on the articles opportunity to build We have been working
it on their own. So, I being read and are having a writing short responses on long vowels for the
decided that I would hard time using the knowledge as our routine will help last 5 weeks, and they
use this book as our from the readings, this is why I them to solidify this skill are still struggling with
read aloud. feel taking a few days to take in their toolbox of skills. these spelling patterns,
notes and read these articles By providing them with so I feel that using
Additionally, these will help these students build sentence starters and a games will be a great
students both have this skill into their strategy chance to discuss as a way to help the
shown that they are toolbox. group what they will be students identify the
struggling with writing about, will help different sounds these
inferential Today we will decide our claim them to think through letters make.
comprehension of text. and then preview articles and what they can write Additionally, this will
I feel that this will be an begin taking notes in our about and hopefully help students to make
enjoyable way for us to writing notebook. add more depth and connections to their
ask inferential length to their writing. weekly sort as well as
questions about the solidify their knowledge
text and then write of OU/OW.
about our thinking.
I think that initially it will
take a bit for them to
figure out how to play
the game, but once
they get the hang of it,
they will be excited to
play the game a couple
of times.

Today we perused our text set Jonah started writing even Jonah completed his writing
We started with this activity and the students picked one before we had discussed how assignment much quicker than
today and Jonah was super article to read. Jonah we were going to do the Patrik, so I had him grab his
squirrely. He stayed mostly established his position that assignment. He refused to go word sort and sort his words
focused as we read, but mid kids should be able to ride back and write the prompt the following the ou/ow patterns. I
reading he asked if he could ATV’s. way that I asked stating that had him reread his words and
text his mom and as soon as These are all online articles what he had done was just notice the sounds, not just the
we were done, and challenging. We ended up fine. pattern.
We did sort of accomplish our reading the articles in a choral
goals, we did discuss reading style because it was This activity did not meet the When Patrik was finished we
inferencing and had a good too difficult. We did this at the goals that I had sent so I think discussed how to play OU/OW
discussion about the story. I end of our time together and I will establish a specific slapjack. Jonah quickly got
was a little surprised with how Jonah was ready to go home. question to answer at the the concept and easily heard
Jonah reacted and think that I He was bouncing and bopping beginning and more fully the sounds. Patrik struggled
will mix up the order that we do during most of the article. model what I am expecting and Jonah was good about
things to keep it fresh for them. I think I will start with this them to do. trying to help his friend
activity tomorrow. understand the game. He was
The work was developmentally Jonah was appalled that Developmentally, this is an really good about taking turns
appropriate and challenging. anyone would think that 10 appropriate task, but I think and trying to help his friend.
year olds shouldn’t ride ATV’s that I need to build stamina
and almost completely and expectations so that he This was an appropriate game
disregarded the article. He better knows what to do. for Jonah; he performed the
was unable to make any notes, way I expected and would
however because of it’s length, have played multiple rounds
I think I will plan more time to easily, but Patrik struggled
read and note take as well as considerably. We will play this
how we reread articles to get game again, but will take a
more information. step back to making words
I think I will look for easier differently, to support Patrik’s
passages to have them read. needs and solidify the
Ultimately, I feel like it did knowledge for Jonah.
achieve the goal I was looking
for, which was to get them
looking for information to
support their claims.
REFLECTION STUDENT #2 Patik

Patrik was also a little By the end of our tutoring time Patrik was also a little unclear Patrik really struggled with this
squirrely. He was engaged Patrik was done and eager to about how to use the sentence game. He got pretty frustrated
with the story and referred to go home. These articles are starters in his writing. This is and started saying he wasn’t
making an inference to making straight from the internet and an appropriate activity for him very good at stuff like this.
a self to world connection. He were too difficult for both to accomplish, so I think that I Jonah was great to be
connected that to thinking students. I am tempted to will ask an initial question and supportive and patient with him
about using your knowledge rewrite these articles to help them begin formulating and tried to help him here the
and the text clues. simplify them so that they can their response before our sounds.
The activity was appropriate to read them more easily. reading. I finally had to take off my
his level, and he enjoyed the We choral read one of the I also think that I will switch mask and have him notice
story and was interested in articles and he mumbled as we around our reading time to where he was forming the
finishing the book by the end read, but was also very keep it fresh and exciting for sounds in his mouth. He still
of our sessions. engaged with the topic, so he them. struggled to hear the sounds.
was eager to participate in the It was getting better towards
activity. the end a little. I think that I
will use a making words
activity in our next session, so
that he can play with these
sounds. I am considering
going back to the beginning of
these sound sorts to solidify
this concept for Patrik. I will be
looking through my text,
looking for other activities that
will help get this concept.

Virtual Link:
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ACTIVITY/TIME
3. Book Club Reading Group 1. Persuasive Reading and 3. Invite students to write 2. Making Words
Some Kind of Courage by Notetaking (20 mins) about the first two chapters Activity (15 minutes)
Dan Gemeinhart (15 Mins) ★ Continue reading the of our book. (10 Mins) ★ Using scrabble tiles
★ Have students pull out text set: Should ★ Using sentence starters E,O, U, F, L, P, R, W
their reading/writing children be allowed to students write a short Go through an activity
notebook. Have ride ATV’s. response to their and direct students to
students review their ○ Review the reading. spell words with the
predictions from notes that the ★ Work with students to OU/OW sound
yesterday. Tell students took help them write a full patterns. Start with
students that today we yesterday. Ask paragraph addressing low, move to owl, then
are going to make a them if we have this question. few, for, four, flew, flow,
text to self connection enough wolf, plow, prowl,
at the end of reading information to power, flour, flower and
time. Model using this prove our claim. then our secret word
question: How would ○ Keep reading powerful.
you feel if someone articles and ★ Then we will sort our
stole or sold something taking notes in words into patterns,
that was yours. preparation of using large 3x5 cards
writing an by sounds.
Tell students that the question argumentative ★ Then we will sort the
is similar to this one at the end essay proving homophones, related
of our reading. As we are their claim. words and rhyming
reading, think about the words.
connections that you have with ★ Then we will make
this character and yourself. additional words using
the ow/ou patten.
1. Read chapter three
with students, stopping
to discuss the
characters, setting and
vocabulary. Invite
students to respond to
questions as we are
reading. Have students
read a paragraph at a
time together.
RATIONALE
3. It is important for my older 1. I decided to re write the 4. I feel that because both of 2. After looking over their
students to interact with text articles to be at an easier level these students struggle to assessments, I felt that having
that is closer to their level. for my students to read, so that write a short response to some review time with their
After yesterday’s experiences, they could feel more things that they have read, that previous sorts would help them
I chose to move it to the last successful in the reading offering them an opportunity to to solidify the learning that we
activity of the day. Also, I feel process. build writing short responses have been doing over the last
that modeling the writing as our routine will help them to couple of weeks. Both boys
portion will help. They are also Giving my students easier solidify this skill in their toolbox enjoy playing games and
great about discussing the articles and helping them of skills. Because yesterday should enjoy planning this
text, so that will help them with gather more information will they struggled to write a short game with their previous
their inferential help them to actually do the response using the sentence spelling words.
comprehension. process of collecting starters, I felt that I would more
information so that we can thoroughly model this activity
start writing their flash draft of and show them how to use the
their persuasive paper. sentences starters to help
them in their response.
I hope that this will begin to
make the process of writing
short answers easier and help
them reach their goal of writing
4-6 sentences for each
response.

While Patrik was finishing up, Writing articles for Jonah to Jonah did much better Jonah enjoyed playing with the
Jonah was eager to read the read was the right thing to do. responding to a question from tiles and forming words. He
book himself, he stumbled Jonah was incredibly wiggly yesterday first, it did mean that did it smoothly, although
through a few words, but did and bouncy today, but he we didn’t get through the entire stumbled when he got to
ok. I think I may go back to settled in to read and write third chapter, but we discussed adding ful to powerful. He was
reading paragraph by notes. My concern is that he is how to write a short answer very helpful with Patrik who
paragraph, or whisper reading writing the absolute minimum. and practiced doing it. I struggles with these activities
together. He doesn’t always I felt like it did accomplish our reminded him that our goal and kept asking if we could
do great when we are doing a goals, they were engaged with was to write 4-6 sentences by play slapjack again.
task together, so I’m hesitant. the text and they were able to the end of our work together This was a little lower level for
This activity was appropriate take notes in their notebook. and that we had to actually Jonah, but he is in such a rush
for his skill level, but with his This work was the most write more sentences to complete everything and
desire to read more developmentally appropriate everyday. He was willing and has shown in his assessments
independently, I’m trying to activity with reading that we wrote a little more than that he hasn’t mastered these
figure out how to keep things have done. The kids read yesterday. I will keep doing the vowel sounds, so this was also
moving and provide every other paragraph and writing portion first followed by a good activity for him to
encouragement to get him were engaged the entire time. the reading. It feels to keep his solidify his knowledge of vowel
reading more. Switching to the first activity attention better, rather than teams.
was a good move, but I think trying to rush to the next thing.
with Jonah it will be important Also, doing this last, was a I am going to keep doing these
to change it up every day. great way to end the day type of activities mixed with
together. other games to help him
practice his vowel teams and
strengthen that knowledge.
Patrik is really enjoying our Patrik is struggling with having Patrik was eager to write his Patrik struggled with this
book and is eager to discuss to wear his mask after school. response the way that I had activity. He liked it better than
the different elements of the He was a little wiggly today asked him. It was cute, they yesterday, but still had a hard
story. Doing the question first when we got started, but both felt that restating the time figuring out how to spell
was good call for him as well, settled in after they got to run question was a little like the words appropriately.
he was able to make around the classroom two cheating to make the short He is struggling to hear the
connections with the book and times. answer longer. He was willing sounds and put them in order
himself and was eager to find He did well with the simplified to add his thinking and make properly. He is teachable, but
out what happens next. articles and was eager to find connections with the main I’m not sure if there is another
This feels like a good activity pros and cons for ATV riding. character, which was exciting. activity that we should be
for Patrik and we will continue He highlighted well and wrote engaging in to help him here
working on helping several pros and cons in his For Patrik, I feel like I should the vowel sounds better.
comprehend what we are notebook. He is a slow keep helping him practice this I know that he has worked with
reading. processor, so he takes his time skill of writing a short Mrs. Kunz a lot with vowel
to get his thoughts onto the response. sounds and combinations. I
page and make sure that what wonder about next steps. I
he is writing about fits with need to do more research on
what he is thinking. This is a other activities we might do to
challenge because Jonah is a help him with this issue.
quick thinker and wants to get
everything done fast.
He did a great job taking notes
and performed the task as
expected. We will continue on
this course of analyzing texts
and preparing to write an
argumentative essay.

Virtual Link:
https://zoom.us/j/95771446348?pwd=RGxSVWxXSlFkb0hnMnlhdnl2Y0QwQT09
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
WWP/ D & E on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 1. Persuasive Reading and 3. Build a trait chart of 2. Phonological
Some Kind of Courage by Notetaking (20 mins) Joseph from Some Kind of Awareness
Dan Gemeinhart (15 Mins) ★ Continue reading the Courage. (10 Mins) Assessment Q-PAS
★ Have students pull out text set: Should ★ Help students discuss (15 Mins)
their reading/writing children be allowed to character traits, ★ Complete the Q-Pas for
notebook. Have ride ATV’s. noticing what Joseph’s both Jonah and Patrik.
students review their ○ Review the traits are. Have the ★ While Jonah is waiting,
predictions from notes that the student’s draw a chart have him play SlapJack
yesterday. Tell students took with his traits. Discuss Solitaire for the oo
students that today we last week. Ask why they think that sounds. Reverse and
are going to make an them if we have knowing these traits will have Patrik play while
inference. Model using enough help us as we read the he is waiting for Jonah
this question: information to story. to finish.
prove our claim.
1. Read the rest of ○ Read the ★ At the end of our
chapter three with second article reading, support
students, stopping to and continue students in writing a full
discuss the characters, taking notes in paragraph addressing
setting and vocabulary. preparation of this question: Why do
Invite students to writing an you feel that Jospeh
respond to questions argumentative helped the chinese
as we are reading. essay proving boy? Would you have
their claim. done the same? Why
○ Have students or why not
start filling out
their planning
sheet to
prepare for
writing their
argumentative
essay.
RATIONALE
4. My students have struggled 1. I decided to re write the 3. I feel that because both of 2. After playing several games
for several years to find articles to be at an easier level these students struggle to with these students, and from
enjoyment in reading. When I for my students to read, so that write a short response to the direction of Holly, I felt that
introduced Some Kind of they could feel more things that they have read, that knowing where they are
Courage it appeared to be successful in the reading offering them an opportunity to struggling in their phonological
slightly above their reading process. These articles have build writing short responses awareness will be helpful. I
levels of D and E on the IRI. proved to be more readable as our routine will help them to have also contacted our
As well as felt consistent with than internet searches of the solidify this skill in their toolbox second grade teacher to grab
their DRA scores that topic that they were interested of skills. some phonics lessons from
suggested that this book was in. I chose the original articles her to help them move in their
at their instructional levels because I felt that we would be After digging into the reading understanding of long vowel
(DRA 40). However with time able to support them with the progressions document, I combinations.
constraints it became quickly information from the websites, decided that taking some time
apparent that this book was but it proved too difficult and discussing the traits that
harder than they needed, but time consuming for them to Joseph, the main character,
they have been so engaged in decode. has will be helpful as we
the story that they are eager to continue to look at why he is
engage with the book each Thursday when they read the doing what he is doing. This
day. first article, they found it easier will also help their need to
to engage with and felt more write longer reading
With this, I have decided that confident in reading it to get responses.
we will use this time to model information.
fluency and what readers do
as they read. I feel that this Their writing is especially low,
activity will support their need and since they are working on
to be more fluent readers as persuasive reading and writing
well as more strategic readers in class, it seemed a good
as we stop and think about opportunity to support their
what is going on in the story. class learning as well as help
Additionally, they have them become more successful
struggled with understanding in their writing.
inferences and freeing up their
brain power to focus on Finishing the planning sheet
comprehension, we will be for the writing activity will allow
better able to make those us to spend more time reading
inferences without the stress of other material over the next
decoding the words. couple of days as they are
writing their position paper on
ATV riding.

3. The phonological 1. Jonah asked to have a 4. We weren’t able to write 2. Jonah started the
awareness testing took quick jump around the anything today about our book activity by playing
longer than I would classroom and then he because we ran out of time Sound slapjack with the
have liked, so we spent settled into work. I after doing the phonological oo sounds. He did well
our time reading and suggested that today awareness, I’ll need to plan for about 5 minutes and
discussing the story. we read and highlight differently when I am doing then struggled to stay
We weren’t able to dig the article, write the assessments so that we are occupied while I tested
as deep into making pros and cons and then able to get everything in. Patrik.
inferences today as I we would share our
would have liked. We findings. When I did test him he
did have a good breezed through the
discussion about why Jonah was a little phonological
the character was confused by what to Awareness Wuick
helping a chinese boy do, so I got my copy of screenin Test I chose
in the book. It was a the article and started to use. It was far from
positive discussion. reading to myself and quick though. He
highlighting my article recognized rhyming
and then he got to words fairly easily after
work. saying the words to
himself, he also was
He read and able to quickly make
highlighted most of the rhyming words, even if
article, I had modeled one wasn’t too
how to only highlight appropriate. He noted
the most important the number of words in
information that related the sentence easily and
to the pros and cons, only had trouble with
but I need to model that the word ‘Sunflower”
activity again because saying it had 2
Jonah highlighted most syllables instead of 3.
of the article.
He heard initial, final
This activity is very and medial sounds
appropriate for Jonah without issue and was
because he struggles able to segment all the
to sit long enough to words except ‘Stop”
complete a task, having saying there were two
me work with him and sounds instead of four.
require him to do the
work while I’m watching He was able to easily
is helping him to do blend sounds and got
something. all of those activities
correct.
The article was right at
his level and he was He did struggle with the
able to identify and add deletion task more than
several pros and cons others by saying that
to his list. seat without the ‘s’ was
ate, snail without the ‘s’
He was able to identify was ail and thread
his claim and we are without the ‘th’ was ed.
ready to complete the
planning sheet and Ultimately, I used this
begin writing the assessment to see if he
position paper. could hear the sounds
and identify them in
Again, he didn’t write words, which he could.
much in the pros and I do feel that because
cons section, because he is struggling with the
he is struggling with deletion task, I will use
attention issues, I’m not a word ladder activity
100% sure how to build or word operations and
his stamina for writing focus on the sounds
long and strong. that the words make
when we cut them
apart.

4. The phonological Patrik was in the classroom 4. We weren’t able to write Patrik started this activity first
awareness testing took today for tutoring, but will be anything today about our book and was thoughtful about each
longer than I would joining us from Zoom for the because we ran out of time of his answers, taking us a
have liked, so we spent next week as his family got after doing the phonological little longer to get through this
our time reading and word this afternoon that Dad awareness, I’ll need to plan assessment. He struggled
discussing the story. tested positive for Covid. differently when I am doing with producing rhyming words
We weren’t able to dig assessments so that we are but did well in identifying if
as deep into making He did ask if we had to do able to get everything in. words rhymes and how words
inferences today as I tutoring today. He was ok there were in a sentence,
would have liked. We when I said yes. Once I
did have a good modeled reading my article he He did well in syllable
discussion about why got right to work highlighting awareness, initial sounds
the character was appropriate passages and recognition, but had to think
helping a chinese boy taking notes about his article in and repeat the words to
in the book. It was a his Pro/Con sections of his identify the ending sounds of
positive discussion. writing notebook. He wrote a words, he got them correct, but
number of pros and cons and worked to think what they
both said they were surprised were. He was also able to
that the cons list was so long. segment words into sounds
He also identified a claim and with game being the only word
tomorrow will be ready to finish that he said had 4 sounds, I
his planning sheet and start his think he was spelling the word
position paper. instead of focusing on the
sounds. He did well with the
medial sounds and the sound
blending.
With the deletion task, he also

struggled with taking the ‘s’ off
of snail and said ail and said
ed when he took off the ‘th’
from thread. He also said ‘e’
when asked what baby would
be without the ba.
I think that I will continue doing

work operations and word
ladders with these students
using their spelling words.
I also got part of the second
grade phonics unit and will
start looking through those
lessons for a good place to
help him work through spelling
the sounds he’s hearing.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
ACTIVITY/TIME
4. Book Club Reading Group 1. Reread our persuasive 2. Complete planning 3. Word Operations (10
Some Kind of Courage by articles to mine them for sheet and begin minutes)
Dan Gemeinhart (15 Mins) more details (10 minutes) writing our position ★ Using the dipthong
★ Have students pull out ● Give students a new paper (20 minutes) review words from their
their reading/writing article that hasn’t been ● Using the planning weekly spelling test,
notebook. Have highlighted. sheet, encourage play the word
students review their ● Review a classroom students to take the operation, deleting
predictions from lesson about how we information from their letters and reading the
yesterday. Tell mine more information notes to complete their left over words to focus
students that today we from our articles. planning sheet and and practice the
are going to make an ● Invite students to then begin writing their leftover sounds without
inference. Model using reread, pausing at each position paper. the ending or beginning
this question: paragraph to think how sounds.
this relates to the
1. Read chapter four with students claims. 5. Build a trait chart of
students, stopping to Joseph from Some Kind of
discuss the characters, Courage. (5 Mins)
setting and vocabulary. ★ Help students discuss
Invite students to character traits,
respond to questions noticing what Joseph’s
as we are reading. traits are. Have the
student’s draw a chart
with his traits. Discuss
why they think that
knowing these traits will
help us as we read the
story.
★ At the end of our

reading, support
students in writing a full
paragraph addressing
this question: Why do
you feel that Jospeh
helped the chinese
boy? Would you have
done the same? Why
or why not
RATIONALE
4. Both students have been 1.Both students are struggling 2.Both students are struggling 3. After completing the
very engaged with this story to reread articles and look to get more than one phonological awareness
and are excited to keep deeper into their reading. This paragraph when they write, so assessment I noticed that both
reading this book. This book is activity will be beneficial to this activity is very important to boys are struggling with
developmentally appropriate them to encourage them to help them build writing stamina deletion tasks, so word
for them, although a bit of a practice asking questions while and to help them become operations felt like an activity
stretch for their reading ability. they read. successful at writing more than felt like the right thing to bridge
I think they will be excited just one paragraph. I expect the phonics lessons that I am
about this activity. I expect that they will both be a that Jonah will struggle with planning for future lessons.
little unhappy about rereading this activity, mostly becaus he
these articles and that Jonah struggles with stamina. Patrik
will push back that he’s will also struggle some
already read them. But this is because he will be doing this
an activity that will strengthen all online for the next couple of
their analyzing skills and deep days.
thinking skills.
5. I feel that because both of
these students struggle to
write a short response to
things that they have read, that
offering them an opportunity to
build writing short responses
as our routine will help them to
solidify this skill in their toolbox
of skills.
After digging into the reading

progressions document, I
decided that taking some time
discussing the traits that
Joseph, the main character,
has will be helpful as we
continue to look at why he is
doing what he is doing. This
will also help their need to
write longer reading
responses.

5. After building the trait list 1. Initially, Jonah was 2. We finished the article 3. I’m glad that we played
we spent about five minutes in frustrated that we had and he wrote out his word operations today,
our book. I need to make more to read the articles planning sheet. The Jonah worked with a
time for this reading activity again and highlight whole thing! He wrote whiteboard and we
because Jonah is super anew, however, I told the claim, his picked words from his
engaged with the story, him that we would read supporting details and spelling list to change
reading along with the text and separately and then we even though he around. He was eager
eager to add his thinking about would share what we complained a little to play and loved
what is going on in the story. highlighted, because about a sore hand coming up with new
we needed to highlight (from writing so much) words. He wrote ploy
I’m pleased that he is so the really important he found the quotes he and said that sounds
engaged with the story things that pertained to felt were most like a word, but it
because he has struggled in our writing. He was important and added probably isn’t. I kinda
class to stay engaged and much more motivated them to his planning laughed, and told him it
focused on our reading in to reread and highlight sheet. He even started was a word and we
class. fresh, because he had working on writing his talked about what it
highlighted almost the introductory paragraph. meant. We spent our
whole article the last I was really impressed entire time going
time we read. with him today, I was through spelling words
unsure how he would and playing with the
He did great with act because we had a sounds. Jonah was
reading and difficult day in class, engaged and eager to
highlighting and but he did great work come up with new
decided that he wanted today. He worked long words.
to read together, about and strong and kept
halfway through our with it. Yeah! My question is how to
partner was able to get handle words that don’t
on Zoom and he 4. I realized that I had mean anything. Yes,
updated him on the overscheduled our time they cut the word up,
pros that we had together and had to make but how strict should I
highlighted. some quick adjustments. We be in correcting them.
spent about five minutes For them, building the
I was worried that 10 building an online traits list, the flexibility of actually
minutes would be too Jonah struggled to identify a thinking that one word
short, but it was just the trait and kept saying that he’d could be changed feels
right amount of time to come get you if you whipped important, so I don’t
read and reflect on his horse, and I tried to clarify want make a big deal
what and why the parts what a trait was, but with the about wrong words. I
he picked were so shorter time it didn’t go quite to tried to praise the
important. plan. I think that I will words they knew and
specifically notice with Jonah ask if the words that
when the main character is were not really words
exhibiting one of his traits and made sense, generally,
then add it to our list. he laughed and said no
and we’d keep playing.
It was a good activity

and the timing was
good for this activity
today.

5. Patrik was also engaged as 1. Patrik’s family is 2. I screen shared my 3. Being on Zoom, I
much as possible with the currently in quarantine screen with the article shared a digital
reading without having a book and I contacted Mom and the planning sheet whiteboard with Patrik,
in front of him and having to last night to set up our and he wrote out his he struggled because
listen over Zoom. I got him his Zoom meetings. She planning sheet on a he couldn’t figure out
book and his reading seemed grateful that piece of paper. He how to type on the
notebook, so It will be easier we would continue also came up with whiteboard, so he was
for him to follow along with the tutoring and agreed to great supporting details drawing with the mouse
story as he is reading get him on the meeting. and was able to identify and that was a little
tomorrow. He was about 10 parts of the article that difficult to do.
minutes late to tutoring, he wanted to use as
but he jumpedt on and evidence. The zoom I wonder if there is an
got right to work. meeting was tricky, but online game that would
in some ways it was work well in this
I am grateful that we nice to be able to focus situation?
had had time to set up on him a little differently
our routines before he while Jonah worked on Patrik took a little
went into quarantine his stuff in the warming up to get the
because he knew what classroom. gist of the game and
we were doing and was the technology, I think
able to jump into the So with Patrik online, I we’ll play this game
activity without too dropped off his again, probably when
many questions. notebook, book, he is out of quarantine,
articles and planning because it was fun and
sheet, this will make it he did seem to enjoy it
a little easier for him to when he could get the
complete his work at tech to work.
home while we work at
school. With
everything, I will need
to help him manage the
technology, he
struggled a little, but
not too bad, I think that
screen sharing worked
fairly well for him, so
we will keep doing that.
I think as he writes I will
have him share his
document with me, so
we can look at it at the
same time and I can
see what he is doing.
4. We tried to help keep Patrik

as engaged as possible, since
he didn’t have his book at
home and was trying to follow
along with us on Zoom. He did
well and contributed some
actual traits, I think that
focusing on noticing the traits
within the text will help them as
we continue moving forward in
the story.

Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
ACTIVITY/TIME
4. Book Club Reading Group 1. Reread our second 2. Jonah: work on 3. Building Words with the
Some Kind of Courage by article about ATV’s(10 writing his position Biggest Parts you know (15
Dan Gemeinhart (15 Mins) minutes) paper, Patrik: finish minutes)
★ Have students pull out ● Give students a fresh his planning sheet ★ Using the first lesson in
their reading/writing copy of the second and begin writing his the Unit 3 of Lucy
notebook. Have article about ATV’s position paper. (15 Calkins Phonics.
students review their ● Have the students minutes) ★ Start with the teaching
predictions from preview the article. ● Using the planning point and highlight how
yesterday. ● Review Asking sheet, encourage we can be word
Questions of our Non students to take the builders in our spelling
1. Continue reading Fiction Text (grade 5 information from their and how that can
chapter four with Argument and notes to complete their translate to our
students, stopping to Advocacy Unit Lucy planning sheet and reading.
discuss the characters, Calkins, Session 6 and then begin writing their
setting and vocabulary. help the students dig position paper.
Invite students to into their article to gain ● Discuss how we write a
respond to questions more information. paragraph and how all
as we are reading. ● Invite students to read, the information ties
pausing at each together.
paragraph to think and
ask questions about
how this relates to the 5. Continue building a trait
students claims. chart of Joseph from Some
Kind of Courage. (5 Mins)
★ Help students discuss
character traits,
noticing what Joseph’s
traits are. Have the
student’s draw a chart
with his traits. Discuss
why they think that
knowing these traits will
help us as we read the
story.
★ At the end of our

reading, support
students in writing a full
paragraph addressing
this question: Why do
you feel that Jospeh
helped the chinese
boy? Would you have
done the same? Why
or why not
RATIONALE
4. Both students have been 1.Both students are struggling 2.Both students are struggling 3. Looking over the Phonics
very engaged with this story to reread articles and look to get more than one Units of Study by Lucy Calkins,
and are excited to keep deeper into their reading. This paragraph when they write, so I decided to start my students
reading this book. This book is activity will be beneficial to this activity is very important to in the word building section
developmentally appropriate them to encourage them to help them build writing stamina because looking at their
for them, although a bit of a practice asking questions while and to help them become spelling inventory and
stretch for their reading ability. they read and looking to the successful at writing more than phonological awareness
I think they will be excited text to find their answers. just one paragraph. I expect assessment, they both seem
about this activity. that Jonah will struggle with to be struggling with
I was pleasantly surprised that this activity, mostly becaus he understanding how to put
They both have scored low in they enjoyed yesterday’s struggles with stamina. Patrik words together.
inferential comprehension, rereading so well. I think that will also struggle some
stopping and talking about they may grumble a little, but because he will be doing this I liked this lesson because it
what we are reading will help that they will get to work all online for the next couple of teaches students how to listen
them to understand how to asking questions as they read. days. for parts of a word, not just the
understand making inferences. Because they have both letters to be able to build
struggled with reading, the 5. This activity is a words appropriately.
repeated readings will be continuation of what we did
helpful to them as well as give yesterday. After digging into
them a chance to practice the reading progressions
asking questions of their document, I decided that
nonfiction reading. taking some time discussing
the traits that Joseph, the main
character, has will be helpful
as we continue to look at why
he is doing what he is doing.
Ultimately, this will help them
to have more information to
write about as they are
growing their writing abilities.

5. We spent the full fifteen 1. Jonah has been struggling 2. Jonah struggled a little 3. We did the word builders
minutes reading and finishing to get his work done in class, getting to work, mostly activity and talked about how
chapter 4. I am impressed that he always has some, but it because Patrik was late we could use big parts of
Jonah will follow along well seems a little worse since we getting on the Zoom call, so I words to spell those words. It
with the story, will answer started tutoring. It really is switched from being was funny, when I said the
questions, but doesn’t usually funny to me we come back in completely focused on him to word startle, he started
stop to ask questions. I think I the classroom for tutoring and helping Patrik. He struggled to spelling it without really
will work on stopping and he gets right to work. get going with his essay using thinking S,T, O,R, I said wait,
helping his comprehension We reread an article we had the planning sheet, but then I let’s think about this word,
while reading. He is enjoying read last week. He said he paused and helped him what’s the first sounds etc. I
the book and was able to had already highlighted it, but remember where he was in his can’t tell if he’s in a rush and
make an inference about the then remembered that he was writing and he got right to just doesn’t think through what
place the two boys stopped for looking for the most important work. We also talked about he’s saying, because when I
the night. stuff to highlight and grabbed how he could add his thinking started looking at the word
the new paper. I was proud about the evidence he was parts, he realized it was star,
that he remembered. We using. It was short, but he then start and they both
talked about how to attack currently has two sentences, finished spelling it correctly.
words we don’t know and he which I’m proud of him for
noticed that using the context working through. We discussed how to use that
clues helped him to strategy in our reading and
understand what the word he I think that after this essay we reviewed the words he had
wasn’t familiar with meant, so will need to start working on an struggled with in our article
we talked for a minute about informative essay or another and talked about how we could
being strategic with our persuasive essay to help him use this strategy to read words
reading. build his stamina in doing this we aren’t familiar with. They
type of work. seemed to enjoy this activity.
We also used the Asking
Questions of our Non-fiction I did forget that I had changed
text chart for the Lucy Calkins the amount of time that I had
lesson and he would pick a given to this activity and we
question to ask at the end and took 20 minutes instead of 15,
we would discuss it together. I I need to be better about
was pleased with his thinking checking my times. I am using
and willingness to think about my timer, I just need to be sure
the articles. to schedule the right amount of
time on the timer.
4. Because of being off by five

minutes we reviewed the
character traits that we had
identified yesterday and
started reading very quickly.

5. Even over Zoom, Patrik was 1. Patrik was fifteen 2. Because he was 15 3. This lesson was a little
really engaged with this story. minutes late getting minutes late, he was tricky over Zoom, I’m
He was answeing questions onto our Zoom meeting able to complete his trying to find ways to
and trying to make inferences today, I’m not sure how planning sheet and make these lessons
when asked. While Jonah was to handle this with identify quotes that he engaging while he is at
able to make the inference, mom, she was very can use in his article. home, but it is a
Patrik was better able to apologetic that they Monday we will start challenge. We built
identify what the author was had just lost track of moving into the drafting words using a google
trying to tell us using figurative time, which I totally stage with this essay. I document that he could
language adn identify understand, but still it also feel that he lacks see and read and that
character traits. through off the timing of the stamina in reading was a little helpful. I
our work and the and writing for long think that continuing
He has been really enjoying amount of work that periods of time, so I with how to build and
the story and has been Patrik was able to think that we will break apart words will
engaged in the conversation. I complete, ultimately, continue to work on be important for Patrik.
think that I will go look at the I’m grateful that he was either a persuasive
Lucy Calkins Interpretive Book there and that he was essay or an
Clubs lessons and see how I willing to work. informational essay
can better help them with when we are done with
making inferences and writing We read through the the ATV essay.
about our reading. second article together
again and discussed 4. Because of being off by five
the most important minutes we reviewed the
things about each character traits that we had
paragraph, we also identified yesterday and
discussed how it would started reading very quickly.
relate to the article that
we are writing and if we
could use any of that
information in his
persuasive essay.
Next week I feel like I

need to work with him
on fluency and not
adding or skipping
words while he is
reading. Is there a
good resource for this
type of lesson.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
Tutor: Amy Sorensen Students: Jonah K. & Patrik M. Date: 2/1/2021 Reading & Spelling Stages: M WWP/
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (10 1. Using the Planning 2. Building Bigger, Longer
Some Kind of Courage by minutes) sheet and Let’s Write More Complex Words
Dan Gemeinhart (20 Mins) ★ Lesson found in The and Essay Anchor Syllable by Syllable. (10
★ To Complete Guide to chart (15 minutes) minutes)
Understand/Interpret a Tutoring Struggling ● Introduce the Let’s ★ Use the second lesson
Story, Readers Pay Readers Pg. 84. Write an Essay anchor in the Unit 3 of Lucy
Attention to… Lucy ★ Discuss the role of chart from Lucy Calkins Calkins Phonics.
Calkins Mid-Workshop punctuation in our Grade 4 Persuasive ★ Start with the teaching
Teaching. reading. What does it writing unit. Discuss point and highlight how
help us do/ how to write our we can build words
● Introduce the Anchor ★ Show students are paragraphs long and syllable by syllable.
chart for this lesson, reading phrases, strong.
inviting students to pick discuss what it sounds ● Have students use the
an area that they would like when we read anchor chart as a
like to Pay attention to different punctuation. model while writing
while we are reading ○ Read through their essay.
together. Read the different
Chapter five with phrases
students. together, what 5. Practice Writing About our
do they notice? Reading Using Interpretive
Book Clubs (5 Mins)
★ Look at “A Trip ★ Institute a dialogue
Through Time” DRA journal with students.
passage Level 38 Write to them a
○ Have students question from the text
mark with a in their notebooks,
highlighter the invite them to journal
different and respond to you.
punctuation.
○ Have them also
add slash
marks for
appropriate
phrasing.
○ Read through
the passage
together.
RATIONALE
4. I chose this book because it 3. Looking over the reading 1. Looking at each 2. After looking at the
has been of high interest to assessment, both boys have student's writing boys spelling inventory
both of the boys, also, it gives been struggling with reading samples, I’ve noticed and their IRI, they are
us a chance to dig into making with prosody. They have been that they are both struggling with reading
inferences, and understanding breezing through punctuation struggling to write more long words as well as
the characters, plot, setting and stumbling over words as than one paragraph. spelling them. This
and looking into repeating they read. This activity felt like For their whole writing activity felt like
objects and themes. From the something we could do to help assignment, regardless something that would
IRI comprehension tests and build their prosodic reading of genre. Additionally, reinforce the idea of
from class DRA assessments, abilities. I think that we will after working with both breaking apart large
both struggle to identify the repeat this activity with students on their words into their smaller
story elements that help them different reading passages for planning sheet, they parts, whenever we
understand what is going on in the entire week, focusing on are both unclear how to encounter, whether in
the story and why, so this how we can read with proceed after they have reading or in spelling.
lesson will help them to expression and fluency. I completed the sheet.
understand that readers are chose the DRA 38 passage Therefore, I felt like we
always looking at those because it is just barely above should focus today on
elements to help them both of their levels, so it will be how to write an
understand what is going on. challenging but also provide introductory paragraph
success while they are using the “How to write
reading. an essay” anchor chart.
5. I’ve been trying to find a way

to make our written responses
interesting and more engaging
for students. In the tutoring
guide, one of the tutors had
used this strategy to help elicit
stronger responses from their
tutee. This felt like a fun way
to get them to write more
about the reading we are
doing.

This was the last 15 minutes 3. This is another activity 1. Dear sweet Jonah! He 2. This was actually a
and Jonah was done on Zoom. that we will have to do has been waiting for a really fun activity, even
He was turning his camera off in person. We worked Covid test, which came over Zoom. We shared
and on and generally messig on identifying the back negative, thank their strategies and we
around. It was difficult to get punctuation, which was heavens, but we did talked about how they
him to stay focused while we tricky to do over zoom tutoring over Zoom are doing it now and
were reading. I tried to teach and we worked on how today. I have great then I modeled for
the lesson, but found Jonah to it sounds when we are respect for all teachers them what breaking
be so disengaged that I reading the who are doing tutoring this into syllables would
decided to read together and punctuation. Jonah exclusively online. This look like. We shared
focus on our lesson tomorrow struggled a little with guy is wiggily and our screen and color
in our next session. getting the emphasis squirely anyway, but coded the syllables and
right, but generally he being home in his own they enjoyed the
did ok with the activity. space made it worse. clapping and picking
I think highlighting the We tried to get onto his large words we could
passage and being writing, but he was so spell. They were both
present with the paper distracted when he unfamiliar with -tion, so
will be a better fit for discovered the chat I think at some point we
him. If I were to do this feature, that he did will spend more time
in the future online, I write, just not what I working on this ending.
would share a wanted him to. Right now, I feel like if I
document and have Generally, we had can get them to notice
them highlight with me technical difficulties the sounds in the
and then read together. throughout this portion different syllables this
of the session and he will be a huge step
struggled to understand forward. Jonah usually
how to actually write identified the right
the essay, so I am vowel sounds, but
going to change for struggled a little over
tomorrow and focus on zoom. I think we will
how we write work on this activity
paragraphs and using again.
evidence in text very
explicitly.
5. With Jonah on Zoom and

with this being the last activity,
I chose to have him respond
verbally to questions, because
at this point he was turning his
camera off and on multiple
times instad of being focused
on the book, which in the past
hasn’t been a problem. I’m
grateful that Jonah doesn’t
have Covid because I think
that this would be incredibly
difficult with him on Zoom full-
time.

4. By the time we got to this 3.This is another activity that 1. Patrik had distraction 2. This activity was really
point Patrik was struggling to we will have to do in person. I as well as technology fun, and I felt beneficial
stay on task with his friend think that this will be a issues today. Being to Patrik. He said his
acting crazy on zoom. He was powerful activity for Patrik as home he was dealing spelling strategy was to
still mostly engaged with the he struggles with phrasing and with little brother break words in half and
text and interested in the story, identifying words. He did well interupting, the TV on then try to spell them,
he was also willing to share identifying the punctuation, but etc. We talked about so he acted like this
and discuss questions, but struggled to understand his essay and while he was a strategy that
again, this activity was a little placing emphasis on words has his planning sheet would be helpful to him.
hard to do with both boys on and how the sentences sound completed, he is He is really having a
zoom. different depending on the struggling to get past hard time identifying
punctuation. I am eager to do the planning stage. He vowel sounds, although
this in person to model it spent a significant we were on a
without internet distortion. amount of time trying to questionable zoom
get into google docs connection, so, I’m not
and share his work with sure how much of it he
me. He has done this heard and how much of
before in the it was internet
classroom, but I think distortion. I will do this
that it was different on activity again and try
a different computer. practicing this strategy
I’m happy that his a few more times.
quarantine will be
completed this week
and he will be back to
school on Monday.
This activity didn’t meet my
goals, but that was because
the format was difficult for him
to manage without tech help
on his end. He was able to get
a document shared and set-
up, so I feel that tomorrow will
go smoother. I also feel that
we will need to take a step
back tomorrow to help him
understand how to write
paragraphs.
5. With Patrik on Zoom and

with this being the last activity,
I chose to have him respond
verbally to questions, because
at this point he was struggling
to stay on task with his friend
blowing raspberries and
turning his camera on and off.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
Tutor: Amy Sorensen Students: Jonah K. & Patrik M. Date: 2//2021 Reading & Spelling Stages: M WWP/
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (10 1. Writing a Paragraph 2. Checking for Vowels in
Some Kind of Courage by minutes) activity (20 minutes) Every Syllable (10 minutes)
Dan Gemeinhart (15 Mins) ★ Complete the activity ● Discuss the structure of ★ Use the third lesson in
★ Complete the activity from yesterday. a paragragh. Analyze 3 the Unit 3 of Lucy
from yesterday using Highlight the different paragraphs for Calkins Phonics.
the To punctuation. Read their main idea, ★ Start with the teaching
Understand/Interpret a through the first supporting details, point and highlight how
Story, Readers Pay paragraph chorally examples and wrap up. each syllable needs
Attention to… Lucy together using “A Trip ● Have students put vowels Build a caution
Calkins Mid-Workshop Through Time” DRA 38 together a paragraph sign about using the
Teaching from session puzzle to identify the right vowels when
3 of Interpretation Book Have students mark with a order and structure of a spelling words.
Clubs. highlighter the different paragraph.
punctuation. ● Using shared writing,
● Introduce the Anchor help students build a
chart for this lesson, Have them also add slash paragraph together.
inviting students to pick marks for appropriate ● Using this technique,
an area that they would phrasing. have students build
like to Pay attention to their own paragraphs
while we are reading Read through the passage for their writing.
together. Complete together pausing at
Chapter five with
students. 5. Practice Writing About our
Reading Using Interpretive
Book Clubs (5 Mins)
★ Institute a dialogue
journal with students.
Write to them a
question from the text
in their notebooks,
invite them to journal
and respond to you.
RATIONALE
4. I chose this book because it 3. Because we struggled so 1. Because they didn’t 2. After looking at the
has been of high interest to much yesterday with this really understand boys spelling inventory
both of the boys, also, it gives activity over zoom and yesterday’s teaching and their IRI, they are
us a chance to dig into making because both boys have been and looking at each struggling with reading
inferences, and understanding struggling with reading with student's writing long words as well as
the characters, plot, setting prosody that is why I feel that samples, I’ve noticed spelling them. This
and looking into repeating we need to give this activity that they are both activity felt like
objects and themes. another shot in person. Both struggling to write more something that would
boys are struggling to identify than one paragraph. reinforce the idea of
Yesterday, because of a and use punctuation while they For their whole writing breaking apart large
variety of mostly tech and are reading, so this feels very assignment, regardless words into their smaller
attention span issues, we were important for them to really of genre. Additionally, parts, and will teach
unable to really do this understand as they are moving after working with both them to pay attention to
learning justice so I felt that we forward. We read only the first students on their the vowels, which is
would try this learning again in paragraph of this selection planning sheet, they something that they
person, more fully using the yesterday, so reading the are both unclear how to have both been
anchor chart and discussing whole thing will be helpful for proceed after they have struggling with in their
the different aspects of the them in practicing this work. completed the sheet. reading.
story. Therefore, I felt like we
From the IRI comprehension should focus today on
tests and from class DRA how to write an
assessments, this learning introductory paragraph
feels like something essential breaking down
that will help them as they are specifically what the
reading to better focus on not parts of a paragraph
just the mechanics of reading are and how we can
but also the things that they organize those parts
can learn from their reading. into a paragraph.
5. I’ve been trying to find a way

to make our written responses
interesting and more engaging
for students. In the tutoring
guide, one of the tutors had
used this strategy to help elicit
stronger responses from their
tutee. This felt like a fun way
to get them to write more
about the reading we are
doing.
4. Reading today was super 3. This activity went 1. Oh my goodness, so 2. This was a fun activity.
fun. The boys have been better in person as nice to have Jonah Jonah was engaged the whole
enjoying this book. We talked well. It is hard with two back in person. He time. I do think I want to grab
about the dialogue journal, but students to do this was a little squirely the chart of vowel
didn’t focus as much on the activity. I think I will today, but I found that if combinations and keep
lesson as I would have liked. I give them each a we had a quick run practicing the idea of what
have printed out the anchor different passage and around the room belongs in a syllable. I have
chart for them to have and will have them read and between activities been thinking about doing a
review better this lesson next then switch passages helped him to stay quick Spalding like activity with
session. Jonah has expressed next time so that they focused. This activity the phonogram cards and the
a dislike for reading, but not a will be working busily was good for him. The vowel teams because it is
dislike for stories, this seems the whole time. I do problem was that something that they are both
to be a way to get him to want to make sure that helping him really significantly struggling with. I
engage with the book in a way we get more reading understand paragraphs think I’ll give that a try in our
that he is enjoying. practice. The DRA 38 is going to take a few next session and see how it
felt a little too hard, so more sessions to get it goes.
I’m going to go for an into his brain. He did
easier reading mention that he noticed
selection next time to that the structure of a
really practice the paragraph was a lot
smooth reading and like the structure of our
then move up as we essay, so that was
practice this skill. helpful that he made
that connection.
Only problem was is

that we spent most of
our time outlining the
paragraph, reading
paragraphs and
noticing their structure
that we didn’t get to
write any of our own. I
think the learning was
important though and
we will spend more
time writing actual
paragraphs in the next
session.
5. This is the righ activity for

Jonah. He wrote more in this
short response than he has for
almost anything else. A
dialogue journal is the right
choice for him because he was
willing to ask me questions
and wrote three sentences to
share his thinking. I’m excited
to see where this leads.

5. Reading today was super 3. I can’t wait to have Patrik in 1. This is our last session 2. Patrik seemed very
fun. The boys have been person for this activity. This online and I am so engaged with this
enjoying this book. We talked one was especially hard excited. Patrik has activity and I think that I
about the dialogue journal, but online. I think that I will have done ok online, but I will continue to work
didn’t focus as much on the him and Jonah each work know that it has been with him on this idea of
lesson as I would have liked. I through a different passage, very distracting for him vowels being in all
have printed out the anchor read it outloud and then switch to do this work at syllables. He is
chart for them to have and will so that they don’t miss out on home. He seemed to struggling with
review this lesson better for their reading time, but that they connect well in this understanding vowel
our next session. get practice independently. I lesson about teams still, so I think
think going to a lower DRA paragraphs, but I feel that I will use the
passage will also help him with like we need to spend a Spalding Phonogram
his prosody. couple more sessions cards to review what
in person really getting sounds these
the idea of paragraphs combinations make. I
strong in his mind, think that we need to
working on identifying spend time continuing
the characteristics of to practice spelling
paragraphs and then syllabic words and how
using those the vowel teams fit into
characteristics in his words in general.
own writing.
5. I am excited to see his

dialogue journal. He seemed
really excited about us writing
notes to each other and I am
excited to see if this will help
him in his short written
response.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (10 1. Writing a Paragraph 2. Using Analogy to help
Some Kind of Courage by minutes) activity (20 minutes) spell words (10 minutes)
Dan Gemeinhart (15 Mins) ★ Have to different DRA ● Discuss the structure of ★ Spend 3 minutes
★ To 34 passages for a paragraph. Analyze 3 reviewing the Spalding
Understand/Interpret a students to read. different paragraphs for Phonogram cards for
Story, Readers Pay ★ Have them mark their main idea, vowel teams. Review
Attention to… Lucy punctuation and look supporting details, the cards one time
Calkins Mid-Workshop for phrasing. examples and wrap up. slowly and then more
Teaching from session ★ Have them read the ● Using shared writing, quickly the second
3 of Interpretation Book passage one time help students build a time.
Clubs. through silently. Then paragraph together. ★ Use the fourth lesson in
have them read it ● Using this technique, the Unit 3 of Lucy
● Introduce the Anchor through with me. have students build Calkins Phonics.
chart for this lesson, ★ Switch articles and their own paragraphs ★ Start with the teaching
inviting students to pick have the boys do the for their writing. point and highlight how
an area that they would same activity with the we can use the words
like to Pay attention to new passage. we know plus prefixes
while we are reading 5. Practice Writing About our and suffixes to make
together. Complete Reading Using Interpretive new words.
Chapter five with Book Clubs (5 Mins)
students. ★ Read the questions
from our dialogue
journal. Write a new
question for each other
and then spend time
answering our
questions.
RATIONALE
4. I chose this book because it 3. Looking at their IRI and 1. In our last session we 2. Because both boys are
has been of high interest to DRA tests, these students were really only able to strugg with the vowel
both of the boys, also, it gives struggle with fluent reading. just begin looking at teams, it feels
us a chance to dig into making Practicing prosody feels like paragraphs for the appropriate to spend
inferences, and understanding something that will help them main idea, supporting time knowing which
the characters, plot, setting to become more aware as details and the wrap teams make which
and looking into repeating readers and help them to be up. Because they have sounds and when we
objects and themes. smoother readers. This is a been adding everything would use those
task that is difficult to achieve into one paragraph, it sounds and where.
We have been eager to get together, so feel that swapping feels appropriate to
into our book and have missed back and forth will help them to continue this work to Additionally, after
a complete lesson in this area. be more engaged and to do help them become looking at the boys
I feel that this is important the work that they need to do really solid at writing spelling inventory and
learning for my students as readers. paragraphs. their IRI, they are
especially because of their IRI struggling with reading
comprehension tests and from 5. I’ve been trying to find a way long words as well as
class DRA assessments, this to make our written responses spelling them. This
learning feels like something interesting and more engaging activity felt like
essential that will help them as for students. In the tutoring something that would
they are reading to better guide, one of the tutors had reinforce the idea of
focus on not just the used this strategy to help elicit breaking apart large
mechanics of reading but also stronger responses from their words into their smaller
the things that they can learn tutee. This felt like a fun way parts, and will teach
from their reading. to get them to write more them to pay attention to
about the reading we are the vowels, which is
doing. something that they
have both been
struggling with in their
reading.

5. We didn’t get nearly 4. This activity worked better 1. Man the time flies, the 2. I reminded Jonah of the
enough time in this book, but today in person, but it still felt boys both mentioned work that we had done
Jonah was super engaged like we had some lag time. I that they would be last week and he was
when I pulled out the anchor do think I want to use some willing to do an hour excited to build words
chart and we discussed the one page related reading and a half. I laughed together. We did
parts that we would like to passages with the W-FOOR because sometimes we phonograms first,
focus on. He suggested that strategy from our book for our have a hard enough reviewing the
we focus on plot and setting, next session to see if we can time getting them to phonograms in
since we have spent some get more actual reading time focus for an hour. isolation. This was
time already on understanding as well as build that fluency. Jonah was mostly helpful for them to think
our characters. He was very While Jonah has been mostly engaged with the about the types of
engaged with this activity. willing to do the activities, I activity of reading and sounds these vowel
wonder if working together in highlighting the teams make, and they
this way would help him to stay paragraph and hunting did fairly well identifying
better attached to what is for the main idea, the sounds, with a little
going on with his reading. supporting details and help in identifying the
the wrap up in the other sounds vowels
paragraph. He was can make. I think that
eager to highlight, but we will continue
kept acting like he working on these
knew how to write a sounds a couple more
paragraph. When we sessions and see how
went to our writing, he they improve.
just sat there. I made
sure he had his Jonah enjoyed building
resources and then words and using our
asked him to rehearse tools of identifying how
his writing outloud. many syllables and
After the rehearsal, he making sure that each
was willing to get going word had a vowel.
and started writing. Other than knowing
which vowel teams to
5. Time is definitely my use in specific places,
nemesis! I responded to their he did well identifying
comments and questions from the beginning and
last week and invited them to ending combinations.
answer my questions and to
ask questions that they had of
the text to me. Jonah was
willing to write 3-4 sentences
and included a thoughtful
question. He has enjoyed
answering questions from me
and sending them back.

Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (15 1. Elaboration (20 2. Learning to spell the
Some Kind of Courage by minutes) minutes) words we love (10 minutes)
Dan Gemeinhart (10 Mins) ● Use the WFORI ● Using the Lucy Calkins ★ Spend 3 minutes
● Using Narrative Writers method Introduce a If.. Then Curriculum on reviewing the Spalding
Aim Towards Goals three source text set on elaborating: Phonogram cards for
Such As... anchor chart if homework is harmful The writer is struggling to vowel teams. Review
from the Lucy Calkins or helpful for students. elaborate (1). This writer has the cards one time
If… Then Reading ○ Preview the first an opinion, as well as several slowly and then more
Curriculum, have the source looking reasons to support that quickly the second
students select one at the title of the opinion, but most reasons are time.
square and discuss articles and stated without elaboration. He ★ Use the sixth lesson in
where we would find previewing any may have created a long list of the Unit 3 of Lucy
these details in the text. unknown words reasons to support his opinion, Calkins Phonics.
Build an anchor chart etc. but does not say more about ★ Start with the teaching
to identify where that ○ I will read the any one reason or provide point and highlight how
information has been selection with examples or evidence to we can use the tools
found and what they them following support his reasons. You know we have to spell the
notice about what the along. Then we that when you give an opinion, words we love or really
author is sharing with will chorally you need to support it with want to spell.
us. read the reasons! But opinion writers
● Read Chapter 6 of selection don’t just stop with reasons.
Some Kind of Courage. together, ● Today, I want to teach
noticing and you that when writers
discussing what come up with a reason
we think the to support a claim, they
main idea of then try to write a
this article is whole paragraph about
and any that reason. One way
questions we to do this is by shifting
might have. into a mini-story. You
can start your claim
and reason and then
write, “For example,
one day …” or “For
example, in the text …”
and tell a mini-story
that shows and proves
your reason.
● One way writers

elaborate on a reason
is by providing a mini-
story to prove their
point. They might write:
• “For example,
one day …” (personal
essay) or • “For
example, in the text …”
(literary or argument
essay)
5. Practice Writing About our

Reading Using Interpretive
Book Clubs (5 Mins)
★ Read the questions
from our dialogue
journal and have
students respond to the
questions that we
asked each other.
RATIONALE
4. I chose this book because it 3. Looking at their IRI and 1. Today we are focusing 2. Both boys are
has been of high interest to DRA tests, these students on elaborating in our struggling with
both of the boys, also, it gives struggle with fluent reading. text. The goal is to get identifying vowel
us a chance to dig into making Both are repeating phrases as much writing time as sounds and teams in
inferences, and understanding often and changing words that possible, but we need their spelling as shown
the characters, plot, setting are visually similar or contain to discuss how we add in their spelling
and looking into repeating the same meaning. They are more to our writing, inventory from the
objects and themes. doing this fairly while we are writing. beginning of tutoring.
interchangeably, so focusing After giving students a
In the IRI and the DRA on both fluent reading so they 5. This is an activity that my dipthong assessment in
assessments both boys are not constantly repeating as students enjoy, as well as write class with the other
struggled with inferential well as helping them hear the multiple sentences. students, it doesn’t
comprehension. Taking the correct words before they read Responding to the questions seem that we are
time to notice how the author will help them to not only that we pose to each other will making as much
is building the story and what improve their comprehension, help them to write thought out progress in this area as
elements are present in the which is also low according to short response answers as I would like. So I am
story will help them to better the IRI and DRA, but will help well as think about different using the Spalding
understand what is going on in them read each word for aspects of the story that we cards to help them
the book we are reading. meaning and not just to read it. are reading. identify which vowel
teams make which
sounds.
Also, both students are
struggling with
understanding how to
actually build words, so
taking the time to
discuss how we
actually break apart
words and what we
need to spell words will
help them in improve in
their writing as well as
reading.

5. Jonah was eager to find out 4. The WFORI was a great 1. This was good, but 2. Jonah is doing better
what happened in this story as activity for him. He is eager to didn’t completely fill the with the phonograms.
we left on a cliffhanger. We do the least amount of work goal that we set. We He is also very
pulled apart our goal sheet and possible, so reading it to him built all the reasons we engaged in our word
discussed where we might find first made him feel like I was could include in one of building. I think the
background information about giving him the answers to the our supporting details, goal is to increase his
the main character. Jonah test. We were able to reread but Jonah kept using transfer of these skills
struggled initially with this the selection two additional the reason that you can to his reading and
activity until Patrik mentioned a times, he did mumble through learn how to drive a car writing. This activity
place in the text where there some words, so tomorrow I as the reason for every has been the right
was a story about how think that I will have him supporting detail. He is choice for him, since he
Joseph’s father died. At that identify any words he thinks he also continuing to is struggling to use
point he knew where to look might have trouble with as part struggle in writing vowel teams in his
for the information and of our pre-reading activity. paragraphs and writing. We have only
continued to make connections knowing how to write been verbally reading
to background knowledge in them. For this reason, the sounds, but
other parts of the text. I think I will focus on tomorrow, I think that
having Jonah take a we will begin writing the
step back and work on sounds and using the
writing strong vowel teams and our
sentences, then strong syllable strategies in
paragraphs and then spelling complex
discuss transferring words.
that learning to his
actual writing.
5. The dialogue journal is

proving to be a great activity
for Jonah. He is willing to
answer the question using
more than one sentence as
well as think of questions that I
could answer that are related
to our reading. He has
enjoyed it and doesn’t
complain because he is writing
to me.

4. Patrik is loving this book, he 3. The WFORI was a 1. Patrik is waiting for me 2. Patrik has done some
is eager to find out what good activity for Patrik. to tell him if he is doing phonograms in the
happens and asked if we could He did well listening it right and what he past, so he is getting
read this book the whole time. and identifying the needs to do next. He the gist of the activity
He was able to find spots in main idea of the has put together his more quickly than
the text that gave us passage. He did planning sheet, but is Jonah. He has
background knowledge about however mumble also struggling with struggled so much with
the main character's life and through a few words how to write hearing the vowel
then find it in the text. I think when we were choral paragraphs, even using sounds, I think that I
that we keep working through reading, so I feel like I the models that I have will also have him write
understanding the author’s need to include looking provided. I think that I the sounds he hears as
goals in sharing this story and for unknown words as will take a pause and well as using all the
identifying the places in the part of our pre reading work to get Patrik to strategies we have
text that highlight these goals. activity. I think that I understand how to been working on to
will also talk about how write a strong sentence spell words including
we monitor for and then a strong these sounds. I think
comprehension while paragraph. This will my goal is helping them
we are reading and help Patrik achieve our transfer his learning to
make sure we goal of writing a his writing and reading.
understand each word position paper.
we are reading.
5. Patrik is very engaged with
the dialogue journal and is
willing to answer my questions
and pose his own. This has
been a good activity for him to
think about the story and then
to answer questions related to
the story.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (15 1. Writing Sentences (15 2. Oral Phonogram and
Some Kind of Courage by minutes) minutes) Written Phonogram review
Dan Gemeinhart (15 Mins) ● Use the WFORI ★ Teach students the and Spelling Practice with
● Using Narrative Writers method Introduce a parts of a thoughtful strategies. (10 minutes)
Aim Towards Goals three source text set on sentence. Remind ★ Spend 3 minutes
Such As... anchor chart if homework is harmful them about the basics reviewing the Spalding
from the Lucy Calkins or helpful for students. like punctuation and Phonogram cards for
If… Then Reading ○ Review the first capitalization. vowel teams. Review
Curriculum, Use the source that we ★ Teach them how every the cards one time
square about how the read yesterday sentence has a subject slowly and then more
author introduced the looking at the and a predicate. quickly the second
characters. Have title of the Explain what these time.
students identify the articles and terms are. ★ Have the students write
areas that the author previewing any ★ Using the game Taboo, the vowel teams they
introduces the unknown words give students the are hearing without
characters and have etc. subject or predicate of seeing the card.
them discuss how and ○ I will read the their sentences. Have ★ Using the strategies we
why the author chose selection with them write their have been practicing
to introduce the them following sentences directly on (Noticing a words parts,
characters this way. along. Then we the table. vowels in each syllable
● Read Chapter 7 of will chorally and vowel teams.
Some Kind of Courage. read the 5. Practice Writing About our Have students spell
selection Reading Using Interpretive these words:
together, Book Clubs (5 Mins) ○ Author
noticing and ★ Read the questions ○ Paint
discussing what from our dialogue ○ Suit
we think the journal and have ○ Bloom
main idea of students respond to the ○ Soot
this article is questions that we ○ Decay
and any asked each other. ○ Pause
questions we ○ Awesome
might have. ○ Convoy
○ Preview, read ○ boisterous
and choral read
the second
article 2 times.
RATIONALE
4. I chose this book because it 3. Looking at their IRI and 1. After yesterday, I 2. Both boys are
has been of high interest to DRA tests, these students noticed that these struggling with
both of the boys, also, it gives struggle with fluent reading. students need to be identifying vowel
us a chance to dig into making Both are repeating phrases reminded about how to sounds and teams in
inferences, and understanding often and changing words that write a thoughtful their spelling as shown
the characters, plot, setting are visually similar or contain sentence. This in their spelling
and looking into repeating the same meaning. They are instruction will be fun, inventory from the
objects and themes. doing this fairly but also will solidify beginning of tutoring.
interchangeably, so focusing their understanding of After giving students a
In the IRI and the DRA on both fluent reading so they how to write a sentence dipthong assessment in
assessments both boys are not constantly repeating as in their position papers. class with the other
struggled with inferential well as helping them hear the students, it doesn’t
comprehension. correct words before they read 5. This is an activity that my seem that we are
will help them to not only students enjoy, as well as write making as much
Taking the time to notice how improve their comprehension, multiple sentences. progress in this area as
the author is building the story which is also low according to Responding to the questions I would like. So I am
and what elements are present the IRI and DRA, but will help that we pose to each other will using the Spalding
in the story will help them to them read each word for help them to write thought out cards to help them
better understand what is meaning and not just to read it. short response answers as identify which vowel
going on in the book we are well as think about different teams make which
reading. aspects of the story that we sounds.
are reading. I would like to increase
the boys' transfer in
using these skills so I
feel that adding the
writing component will
help them to see which
sounds go with which
written words.
struggling with
build words, so taking
the time to use the
vowel teams and
strategies we have
been practicing will
help them make these
skills more automatic.

4.Jonah loves this book and is 3. Jonah keeps asking if 1. Writing sentences was 2. This activity was
engaged with reading it the we can each read a good, though Jonah instructive. Jonah is
entire time that we are paragraph and I keep refused to write doing better with the
working. We had a good place laughing that we are all sentences that were phonograms, but
to inference and as we puzzled going to do the work longer than 4 words. I writing them was really
out what it meant, he finally together. Our preview had to coax and cajole hard. For the first time
was able to put the clues today was really and threaten to send writing the
together to inference what a instructive, he struggles him home. He’s been phonograms, it wasn’t
dream/memory meant in the with knowing names of struggling in class to bad, he missed 6 of the
story and that was exciting. I things and highlighted just do work and I think 18 phonograms that I
am going to give him the goals mostly the names of he is struggling with presented, but I do
sheet and model for him how I cities as something he being perfect, so then think that this activity
would use the chart and then didn’t know. I have he doesn’t try or he’s in will be helpful for him in
stop and invite him to do the liked this activity and a rush and only wants the long run. My goal
same work next time. feel like this is helping to do things fast and is to keep doing this
to move him forward in get them done. I think activity for the next few
his reading. I want to we are going to work sessions and work on
connect the phonogram with him on self talk how we transfer this
practice with our and transferring what knowledge to his
previewing activity to he knows into his work. reading and writing.
him transfer what he
knows how to do, with 5. Jonah really enjoys this
what he is doing. story and is always willing to
respond to my questions. He
initially was writing a couple of
sentences, but now we’re
down to one and a short
question. I think I’m going to
encourage him to add more of
his thoughts through asking
him deeper questions in his
response journal.
4. Patrik loves this book. It’s 3. Patrik did well with 1. Patrik worked so hard 2. I was really impressed
been fun to watch him get previewing the text, this on writing thoughtful with how well Patrik did
excited about the book. I think feels like it would be a sentences. He was with the oral and
that I will more fully use the good activity to transfer willing to write more written phonograms, he
anchor chart goal sheet and our working with vowel complex sentences and only missed 4 of the 18
give him a copy, then model teams into our include more details in phonograms that we
how I might use it and invite everyday reading and his sentence writing. practiced. I think for
him to do the same. writing. He is getting him the most important
smoother with his 5. Patrik also enjoys writing in thing to help him with
reading, the WFORI the dialogue journal and I have will be transferring this
seems like a good noticed that he is writing more knowledge to his
strategy with him and in other areas in class, which I reading and writing
we will keep using this am excited about. He has activities.
activity to help him been willing to answer and ask
continue to grow in his questions, but his writing has
reading. been getting shorter as well.
I’m afraid that my questions
haven’t been as thought
provoking as they need to be,
so I will need to ask him
questions that will require him
to write more than oen
sentence.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
4. Book Club Reading Group 3. Developing Prosody (15 1. Writing the 2. Oral Phonogram and
Some Kind of Courage by minutes) Persuasive Essay (15 Written Phonogram review
Dan Gemeinhart (15 Mins) ● Use the WFORI minutes) and Spelling Practice with
● Using Narrative Writers method and review the ★ Review the purpose of strategies. (10 minutes)
Aim Towards Goals text set that we have the planning sheet. ★ Spend 3 minutes
Such As... anchor chart been reading and ★ Talk about all the reviewing the Spalding
from the Lucy Calkins discuss what we have learning we have done Phonogram cards for
If… Then Reading learned from these so far about sentences vowel teams. Review
Curriculum, Use this texts so far. and paragraphs and the cards one time
anchor chart and model ○ Review the first how we can use the slowly and then more
how I might model my source that we information we have quickly the second
thinking while we are read yesterday read about to help us time.
reading, then invite looking at the complete this ★ Have the students write
them to try this work title of the persuasive piece. the vowel teams they
while we are reading. articles and ★ Discuss what strategies are hearing without
● Read Chapter of Some previewing any we could use when we seeing the card.
Kind of Courage. unknown words are writing ★ Because our last
etc. Use the independently. session took so long
tools from our with getting used to the
word study work 5. Practice Writing About our phonogram activities,
to transfer what Reading Using Interpretive I’d like to try this activity
we do when we Book Clubs (5 Mins) again. Using the
come to words ★ Read the questions strategies we have
we don’t know. from our dialogue been practicing
○ I will read the journal and have (Noticing a words parts,
third selection students respond to the vowels in each syllable
with them questions that we and vowel teams.
following along. asked each other. Have students spell
Then we will these words:
chorally read ○ Author
the selection ○ Paint
together, ○ Suit
noticing and ○ Bloom
discussing what ○ Soot
we think the ○ Decay
main idea of ○ Pause
this article is ○ Awesome
and any ○ Convoy
questions we ○ boisterous
might have.
○ Preview, read
and choral read
the second
article 2 times.
RATIONALE
4. I chose this book because it 3. Looking at their IRI and 1. Because our goal is to 2. Both boys are
has been of high interest to DRA tests, these students complete our struggling with
both of the boys, also, it gives struggle with fluent reading. persuasive essay, it is identifying vowel
us a chance to dig into making Both are repeating phrases time for us to build sounds and teams in
inferences, and understanding often and changing words that more stamina in their their spelling as shown
the characters, plot, setting are visually similar or contain writing and have them in their spelling
and looking into repeating the same meaning. They are write for most of the inventory from the
objects and themes. doing this fairly time today beginning of tutoring.
interchangeably, so focusing After giving students a
In the IRI and the DRA on both fluent reading so they 5. This is an activity that my dipthong assessment in
assessments both boys are not constantly repeating as students enjoy, as well as write class with the other
struggled with inferential well as helping them hear the multiple sentences. students, it doesn’t
comprehension. correct words before they read Responding to the questions seem that we are
will help them to not only that we pose to each other will making as much
Taking the time to notice how improve their comprehension, help them to write thought out progress in this area as
the author is building the story which is also low according to short response answers as I would like. So I am
and what elements are present the IRI and DRA, but will help well as think about different using the Spalding
in the story will help them to them read each word for aspects of the story that we cards to help them
better understand what is meaning and not just to read it. are reading. identify which vowel
going on in the book we are teams make which
reading. sounds.
I would like to increase
the boys' transfer in
using these skills so I
feel that adding the
writing component will
help them to see which
sounds go with which
written words.
struggling with
build words, so taking
the time to use the
vowel teams and
strategies we have
been practicing will
help them make these
skills more automatic.

4.Jonah is super engaged with 3. Jonah also jumped 1 Jonah was on his own today, 2 Jonah jumped right into
this story, we went through the into his reading today. so we dug right into his writing. working on phonograms today,
Narrative Writer’s goals anchor He did want to wait till We talked about the planning he is doing better with
chart today and he mentioned tomorrow to read the sheet and what he can do remembering them, but still
a couple of places he noticed third selection of this when he doesn’t have a needs more practice in this
that the author was using text set so that Patrik planning sheet. He mentioned area. He is noticing the
different goals to move the wouldn’t be behind, that he could make his own straight vowel sounds and is
story along. At the beginning I which I don’t have a planning sheet and proceeded able to write them. The area
told him that I would be problem with. He did to explain what needed to be he really struggles is the vowel
modeling the work today, but much better on reading on it. teams as we knew. I am going
that tomorrow he would model the first article again, We talked about his reluctance to continue working on transfer
it for Patrik and he expressed he’s read it about 4 to do work and he agreed with for him and noticing where
his willingness to try it. After times now, the second me that often he finds stuff those vowel teams are found
we completed our chapter, he article was a little hard and just doesn’t want to in all our reading.
and I went through the goals harder because this try. We talked about taking a
anchor chart and I noted was only his second no thank you bite and just
places where the author was time, but he hung with trying the work. It was a good
continuing to give us it. He suggested that effort and a beginning, but he
background knowledge, we read the first and struggled with it throughout the
introducing new characters second article twice. day. He did great with the
and raising the stakes for the This time he did notice writing though.
characters. He did well words that he wasn’t He as been consistently writing
helping me to identify the parts familiar with and I about a paragraph a day and
and then we looked in the pointed out words that today he realized he only had
book to find the place where used our vowel teams. the conclusion to write. I
the author was meeting these I think I will encourage asked him how he would start
goals. We even ran over him to go through and his conclusion and he said he
about 5 minutes finishing the notice one vowel team wasn’t sure, he’d never written
book and Jonah didn’t seem to and highlight it in our one before.
notice. Today was a good day article for tomorrow. So we rehearsed it and he
of learning. wrote it. He looked at me and
smiled and said “Wow! I’m
done, I’ve written a whole
essay.” He was really proud of
himself and I was super proud
of him. He did write this with a
significant amount of support,
so the next one will be with
less support.
5. Jonah is always willing to

respond to the dialogue
journal. Today he wrote two
sentences instead of just one.
It was a little longer than
before. He was eager to
answer my writing as well,
which I feel is progress. His
biggest deterrent is being in a
rush to get done. I think
tomorrow I will set a writing
timer and we will both write for
the whole time, more fully
answering the question that
has been posed.

Patrik was unable to attend
because he had a dentist
appointment.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
● Using Narrative Writers method and review the ★ Review the purpose of strategies. (10 minutes)
Aim Towards Goals text set that we have the planning sheet. ★ Spend 3 minutes
Such As... anchor chart been reading and ★ Invite Jonah to make a reviewing the Spalding
from the Lucy Calkins discuss what we have new planning sheet to Phonogram cards for
If… Then Reading learned from these write a new essay, vowel teams. Review
Curriculum, Use this texts so far. have Patrik continue the cards one time
anchor chart and model ○ Review the first working on his slowly and then more
how I might model my two sources we persuasive piece. quickly the second
thinking while we are read the past ★ Talk about all the time.
reading, then invite couple of days, learning we have done ★ Have the students write
them to try this work highlighting so far about sentences the vowel teams they
while we are reading. words that use and paragraphs and are hearing without
● Read Chapter 10 of the vowel teams how we can use the seeing the card.
Some Kind of Courage. we have been information we have ★ Look for transfer in our
studying. read about to help us reading activity noticing
○ I will read the complete this words that use the
third selection persuasive piece. different vowel teams
with them ★ Discuss what strategies we have been studying.
following along. we could use when we Highlight the words in
Then we will are writing our reading. Explicitly
chorally read independently. teach students about
the selection previewing unfamiliar
together, 5. Practice Writing About our words to help them use
noticing and Reading Using Interpretive their word builder
discussing what Book Clubs (5 Mins) strategies as readers
we think the ★ Read the questions as well as writers.
main idea of from our dialogue
this article is journal and have
and any students respond to the
questions we questions that we
might have. asked each other.
○ Preview, read
and choral read
the second
article 2 times.
RATIONALE
4. I chose this book because it 3. Using the WFORI will help 1. For Jonah the goal is to 2. Both boys are
has been of high interest to both students to build habits build momentum in his struggling with
both of the boys, also, it gives around how they attack a text writing. He has finally identifying vowel
us a chance to dig into making with unfamiliar words, and how finished a whole essay sounds and teams in
inferences, and understanding to process multiple texts on a and he is really proud their spelling as shown
the characters, plot, setting specific topic. of his accomplishment, in their spelling
and looking into repeating so I need to help him inventory from the
objects and themes. Looking at their IRI and DRA move to greater beginning of tutoring.
tests, these students struggle independence in writing After giving students a
In the IRI and the DRA with fluent reading. Both are and feel that inviting dipthong assessment in
assessments both boys repeating phrases often and him to write another class with the other
struggled with inferential changing words that are essay will help him to students, it doesn’t
comprehension. visually similar or contain the keep that momentum seem that we are
same meaning. They are doing going. making as much
Taking the time to notice how this fairly interchangeably, so progress in this area as
the author is building the story focusing on both fluent reading For Patrik: Because our I would like. So I am
and what elements are present so they are not constantly goal is to complete our using the Spalding
in the story will help them to repeating as well as helping persuasive essay, it is cards to help them
better understand what is them hear the correct words time for us to build identify which vowel
going on in the book we are before they read will help them more stamina in their teams make which
reading. to not only improve their writing and have them sounds.
comprehension, which is also write for most of the I would like to increase
low according to the IRI and time today the boys' transfer in
DRA, but will help them read using these skills so I
each word for meaning and not 5. This is an activity that my feel that adding the
just to read it. students enjoy, as well as write writing component will
multiple sentences. help them to see which
Responding to the questions sounds go with which
that we pose to each other will written words.
help them to write thought out For the sake of time,
short response answers as looking for words that
well as think about different use the vowel patterns
aspects of the story that we we have been studying
are reading. will help them preview
our reading, but also
teach them a strategy
for how to attack the
words they don’t know
yet.

4. Jonah is really excited about 3. After previewing the 1. Jonah was more 2. Jonah was hopeful that
this book and is eager to keep reading selection behaved than usual, I he didn’t have to write
reading it. He was able to use Jonah still struggles a have to give it to my the phonograms today
the anchor chart to help him bit with reading the students, he tried hard since he wrote them
with his thinking, as well as selection, even with me today, I’m curious if it last tutoring session. I
understand figurative language reading with him. I will be the same at our do think that writing
as we stopped to discuss it can’t tell if the passage next session without them is a powerful way
together. I’m so excited that is too hard, or if he was having Holly there. for him to connect the
he is enjoying this book and is just tired at this point in vowel patterns with
eager to keep reading our learning. He is Jonah was pleased that spelling. He also did
everyday. reading smoother with he had finished his first well with noticing the
me and I am excited to essay and was willing vowel combinations in
see the growth that he to start another essay our reading activity. I
has made in the last with some research. I liked Holly’s suggestion
couple of weeks. was impressed that he to have them preread
remembered how to the selection, looking
put together his for these vowel teams
planning sheet and I and then read the word
was pleased when he with the sound in it to
realized that he needed connect the phonogram
to do more research to learning with the act of
be able to write his reading.
piece well.
Overall, today was a

good day for Jonah
with his work. I am
really excited about
what he is doing, when
he is willing to do it.
5. When prompted, Jonah was

willing to make his writing
longer and succeeded well in
his writing. I think that on
Monday I will have him tell me
how many lines he wants to
write (not one :) ) and have
him begin owning his learning
more, rather than just having
me tell him how much to do.
4. Because Patrik was gone 3. Patrik is always very 1. Patrik missed tutoring 2. Patrik did really well
yesterday we had to spend engaged with this yesterday, so we had with the phonograms,
some time reviewing what had activity. He follows to review some I’m really impressed
happened the previous day. along well and tries to activities for him. I feel with the vowel teams
Patrik has really enjoyed this keep reading, but that helping him that he remembered.
story and has done well to struggles sometimes rehearse will be a He also did fairly well
identify the figurative language with the words. I do super powerful strategy with the single vowel
and to stay focused with the think that this activity is for him, since I think he sounds, but struggled
story. I modeled using the beneficial for him, and I struggles the most with some, still, with the
anchor chart and then invited wish that I had a little what to actually write. vowel teams.
him to use the parts as well. more time to reread He didn’t complete as
Our time was running out so these passages a much of the writing as I Patrik did fairly well
we didn’t get to use the chart couple times in the would have liked so I transferring to
as much as I would have liked, setting, to help build his will have him rehearse identifying the vowel
but I think we will revisit it on prosody and his again on Monday to teams in our reading
Monday and dig deeper into understanding of this remind him of the selection, but he
using that while we read. text. thinking that he had processes things so
already done and to much slower that it took
get him going once him a little longer to
more. I feel like identify the vowels in
coming to this strategy the reading passage. I
of rehearsal will be think that I will connect
exciting for Patrik and the phonogram practice
really help him in his with the reading
writing work. practice and have him
read the words after he
5. Patrik pushed today and sees the vowel team in
wrote a longer response to my the word.
question, when I encouraged
him to write at least three
sentences in his response. I
think that I will move him also
to setting his own goals for
how many sentences he would
like to write in his response
journal.
Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
● Using Narrative Writers method and review the ★ Praise the boys for all strategies. (15 minutes)
Aim Towards Goals text set that we have their hard work in ★ Spend 3 minutes
Such As... anchor chart been reading and writing. reviewing the Spalding
from the Lucy Calkins discuss what we have ○ Talk with them Phonogram cards for
If… Then Reading learned from these about how vowel teams. Review
Curriculum, Use this texts so far. writers plan by all the cards one time
anchor chart and model ○ Review the first rehearsing what slowly and then more
how I might model my three sources they are going quickly the second
thinking while we are we read the to say. Invite time.
reading, then invite past couple of them to practice
them to try this work days, this work as ★ Have the students write
while we are reading. highlighting preparation for only the vowel teams
● Read Chapter 11 of words that use their writing they are hearing
Some Kind of Courage. the vowel teams activities today. without seeing the
we have been ★ Have Jonah continue card, then have them
studying. collecting information check their work with
○ I will read the for his new the cards and a
fourth selection informational piece and different colored
with them have him begin writing marker.
following along. his new piece.
Then we will ★ Have Patrik take his ★ Discuss how vowels
chorally read rehearsal to finish his are changed using
the selection initial persuasive silent final e/ vowel
together, essay. teams/ and just the
noticing and vowel.
discussing what 5. Practice Writing About our
we think the Reading Using Interpretive ★ Look for transfer in our
main idea of Book Clubs (5 Mins) reading activity noticing
this article is ★ Read the questions words that use the
and any from our dialogue different vowel teams
questions we journal and have we have been studying.
might have. students respond to the Highlight the words in
○ Preview, read questions that we our reading. Explicitly
and choral read asked each other. teach students about
article the previewing unfamiliar
articles at least words to help them use
one time. their word builder
strategies as readers
as well as writers.
RATIONALE
4. I chose this book because it 3. Using the WFORI will help 1. Both boys struggle with 2. Both boys are
has been of high interest to both students to build habits knowing what to write struggling with
both of the boys, also, it gives around how they attack a text for their essays, by identifying vowel
us a chance to dig into making with unfamiliar words, and how teaching them to sounds and teams in
inferences, and understanding to process multiple texts on a rehearse, they will be their spelling as shown
the characters, plot, setting specific topic. better able to know in their spelling
and looking into repeating what they will be writing inventory from the
objects and themes. Looking at their IRI and DRA and how they will put beginning of tutoring.
tests, these students struggle their writing together. After giving students a
In the IRI and the DRA with fluent reading. Both are dipthong assessment in
assessments both boys repeating phrases often and Last week Jonah class with the other
struggled with inferential changing words that are started another students, it doesn’t
comprehension. visually similar or contain the persuasive essay, he seem that we are
same meaning. They are doing began the planning. He making as much
Taking the time to notice how this fairly interchangeably, so struggles to complete progress in this area as
the author is building the story focusing on both fluent reading writing assignments, so I would like. So I am
and what elements are present so they are not constantly keeping his writing using the Spalding
in the story will help them to repeating as well as helping moving forward will cards to help them
better understand what is them hear the correct words build stamina and identify which vowel
going on in the book we are before they read will help them confidence to keep teams make which
reading. to not only improve their writing. sounds.
comprehension, which is also I would like to increase
low according to the IRI and For Patrik: Because our the boys' transfer in
DRA, but will help them read goal is to complete our using these skills so I
each word for meaning and not persuasive essay, it is feel that adding the
just to read it. time for us to build writing component will
more stamina in their help them to see which
writing and have him sounds go with which
write for most of the written words.
time today Explicitly teaching the
sounds that vowels
5. This is an activity that my make in teams as well
students enjoy, as well as write as with and without
multiple sentences. silent final e will help
Responding to the questions these students connect
that we pose to each other will the work we are doing
help them to write thought out with vowels to their
short response answers as reading and spelling
well as think about different activities.
aspects of the story that we
are reading. For the sake of time,
looking for words that
use the vowel patterns
we have been studying
will help them preview
our reading, but also
teach them a strategy
for how to attack the
words they don’t know
yet.

4. This has been a really 3. This activity has been 1. Ugh! Jonah decided 2. Jonah was super
positive book for Jonah and he positive for Jonah, he is that he wasn’t going to engaged with the
is trying to figure out how we reading with inflection restart another essay. phonograms and is
will finish this story after as we read and is He hemmed, he getting them better
tutoring is over. Today Jonah stopping at punctuation hawwed. He looked at than he has in the past.
stopped at one point and when appropriate. his articles and refused He did well orally and
asked a clarifying question Tomorrow I am looking to write. He said that it then did well writing
about the text and I could tell forward to reviewing all was hard to restart them. Checking them
that he was trying to make the articles and seeing because he doesn’t like immediately was a
meaning out of the text. This the progress that we writing and he had really good thing for
has been a positive text for have made over the finished his other article him, although he and
him and I’m excited to finish last couple of weeks in and didn’t want to do Patrik took turns
working with him on this story. this area. another. He also looking at each other’s
refused to write his paper’s for answers.
class post assessment, Which they each did
so I’m hopeful that I once. He also did well
can get him to do a with looking at words
post assessment on with silent final e, which
Wednesday. I know we did briefly and then
he’s willing to write identified “ea” in the our
short responses for me, reading passage, that
but I’m unclear where seems a good activity,
to take him with two we went through and
more sessions. looked at the different
words with “ea” and the
5. While he was unwilling to sounds they made,
write at the beginning of which was helpful in
tutoring, by the end, he was noticing the vowel
eager to respond to his combinations in use in
dialogue journal. I asked what our reading.
his goal was and he said 2
sentences and I asked him to
push his effort, so he said
three. He wrote two
sentences, then asked if we
could read and he would write
a question for me after the
reading. Which we read and
then he wrote a thoughtful
question related to our
reading. He is always eager to
get me to respond to him, so
this has been a good way to
get him writing.

5. Patrik has really loved this 3. Patrik has done well 1. Patrik and I reviewed 2. Patrik is doing better
story and was eager to discuss with identifying the and rehearsed his and better with the
and participate during this punctuation and writing from last week vowel teams, he was
section. At one point he asked phrasing in these and discussed what he really successful in
if we could just spend our time articles. He is noticing needed to do to finish. responding orally to the
reading this story, which was when words don’t He really struggled with vowel teams and when
fun. He has been willing to sound right and is also watching Jonah sit and he wrote them. I’m
discuss and participate as we starting to notice when fidget and had a hard excited to see his
are reading and is eager to he doesn’t know what a time getting going. His progress in this area.
finish this story. We will have word means and is goal for tomorrow is to He is a slow processor,
to work out how we do that asking questions about get his article finished. so identifying the
with tutoring ending this week. those words and He did try rehearsing sounds in our reading
concepts. I am excited and talked about what passage took him a
to read all the articles he would say to add his little longer than it took
with him tomorrow to thinking to his article, Jonah, but he noticed
see how much growth he’s getting there, but it one that Jonah and I
he has made over the is a slow process for had missed, so he was
last couple of weeks. Patrik. really proud of himself.
Today, he only missed
5. Patrik also was willing to two, with a little help in
write more in his journal today getting a third right by
and committed to three looking at Jonah’s
sentences. He got two and paper.
when Jonah suggested
reading and then asking a
question he agreed. He is
adding more of his thinking to
his short response, which is
positive for him.

Virtual Link:
Meeting ID: 957 7144 6348
Passcode: Ku3XSa
E&F on the IRI
ACTIVITY/TIME
Dan Gemeinhart (15 Mins) ● Use the WFORI minutes) and Spelling Assessment
● Using Narrative Writers method and review the ★ Praise the boys for all (15 minutes)
Aim Towards Goals text set that we have their hard work in ★ Spend 3 minutes
Such As... anchor chart been reading and writing. reviewing the Spalding
from the Lucy Calkins discuss what we have ○ Have Patrik Phonogram cards for
If… Then Reading learned from these take his vowel teams. Review
Curriculum, Use this texts so far. rehearsal to all the cards one time
anchor chart and have ○ Choral read all finish his initial slowly and then more
the student model how four articles. persuasive quickly the second
to use the chart before Discuss our essay. time.
or after we complete opinions on the ○ Have Jonah
our readin.g articles and how start his second ★ Have the students write
● Read Chapter 12 of they relate to essay and only the vowel teams
Some Kind of Courage. each other and spend his time they are hearing
what we have writing. without seeing the
learned about card, then have them
reading during 5. Practice Writing About our check their work with
tutoring. Reading Using Interpretive the cards and a
Book Clubs (5 Mins) different colored
★ Read the questions marker.
from our dialogue
journal and have ★ Give students both
students respond to the spelling assessments
questions that we for the primary and
asked each other. elementary WTW
spelling inventories.
RATIONALE
4. I chose this book because it 3. Using the WFORI will help 1. Both boys struggle with 2. Both boys are
has been of high interest to both students to build habits knowing what to write struggling with
both of the boys, also, it gives around how they attack a text for their essays, by identifying vowel
us a chance to dig into making with unfamiliar words, and how teaching them to sounds and teams in
inferences, and understanding to process multiple texts on a rehearse, they will be their spelling as shown
the characters, plot, setting specific topic. better able to know in their spelling
and looking into repeating what they will be writing inventory from the
objects and themes. Looking at their IRI and DRA and how they will put beginning of tutoring.
tests, these students struggle their writing together. After giving students a
In the IRI and the DRA with fluent reading. Both are dipthong assessment in
assessments both boys repeating phrases often and Last week Jonah class with the other
struggled with inferential changing words that are started another students, it doesn’t
comprehension. visually similar or contain the persuasive essay, he seem that we are
same meaning. They are doing began the planning. He making as much
Taking the time to notice how this fairly interchangeably, so struggles to complete progress in this area as
the author is building the story focusing on both fluent reading writing assignments, so I would like. So I am
and what elements are present so they are not constantly keeping his writing using the Spalding
in the story will help them to repeating as well as helping moving forward will cards to help them
better understand what is them hear the correct words build stamina and identify which vowel
going on in the book we are before they read will help them confidence to keep teams make which
reading. to not only improve their writing. sounds.
comprehension, which is also I would like to increase
low according to the IRI and For Patrik: Because our the boys' transfer in
DRA, but will help them read goal is to complete our using these skills so I
each word for meaning and not persuasive essay, it is feel that adding the
just to read it. time for us to build writing component will
more stamina in their help them to see which
writing and have him sounds go with which
write for most of the written words.
time today
Because this is our last
5. This is an activity that my session, today is a
students enjoy, as well as write good time to complete
multiple sentences. our spelling
Responding to the questions assessment so
that we pose to each other will Wednesday we can do
help them to write thought out the writing post
short response answers as assessment.
well as think about different
aspects of the story that we
are reading.

4. Jonah is curious how we 3. We ended up reading 1. Jonah was not excited 2. Today we didn’t end up
will finish this book, and really two of the articles of to do writing today doing the OPR/WPR
enjoyed our reading session. I the boys choosing. because he already because we did the
think the next time we meet we Jonah wanted me to finished his essay, so spelling inventory first.
will discuss what we think the read them to them, but we talked about how he Jonah was excited to
theme is. he conceded to read could write an see how much he grew
the articles together. informational piece or so we pulled out his
Jonah did well another argumentative. previous test and he
discussing the topic He did write the whole was proud of how
and sharing an opinion time, even though it many more he had
that he felt we should was super short with gotten right this time.
have nutrition laws. He few details. But Besides getting more
spoke much smoother instead of sitting doing right, he is using and
than the beginning of nothing, he did do confusing more vowel
the tutoring sessions, something during this combinations, which is
which is progress, I’m time which is what he something that we will
excited to see what he needs to practice is need to continue
is doing in his reading. building stamina. working on as we move
forward from our
5. Jonah jumped right into this tutoring sessions.
activity and answered my
question quickly. He asked
how many sentences he
needed to write and I invited
him to set a goal, which he
decided to write three
sentences and a question for
me, which was technically four,
which is good for him.
4. Patrik suggested that we 3. Patrik chose one of the 1. Patrik dug in and 2. Patrik completed both
should just take tomorrow and articles he wanted to finished his article spelling inventories
read our story the whole time. reread because he today. He was really today and showed
He has really been enjoying really likes PE. He was proud that he improvement in each
the story and is eager to finish also willing to discuss completed an essay. one. He is really trying
it. It’s been fun to watch him his opinion on if He still needs a lot of to use the things that
get into the story and work to schools should have support in his writing we have learned and I
understand what the author is nutrition laws. He is and I am trying to think am proud of the work
doing. also reading more how I can support he is doing.
smoothly as we read Patrik more in the
together, so I am classroom during our
excited to see his writing time.
growth when we do the
reading assessments. 5. Patrik also wanted to know
how many sentences he
needed to write and I
encouraged him to set a goal
for his answer and he also
chose to write three
sentences. I am impressed
with how much he has grown
in his short answer writing.

CILR 622 Amy Sorensen Lesson Plans

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CILR 622 Amy Sorensen Lesson Plans

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Tutoring Session LESSON PLAN

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

★ Read the first two

4. Persuasive Reading and

REFLECTION STUDENT #2 Patrik

Tutoring Session LESSON PLAN

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

REFLECTION STUDENT #2 Patik

Tutoring Session LESSON PLAN

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

Tutoring Session LESSON PLAN

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

REFLECTION STUDENT #2 Patrik

With the deletion task, he also

I think that I will continue doing

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

★ At the end of our

After digging into the reading

REFLECTION STUDENT #1 Jonah

It was a good activity

REFLECTION STUDENT #2 Patrik

4. We tried to help keep Patrik

Tutoring Session LESSON PLAN

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

★ At the end of our

REFLECTION STUDENT #1 Jonah

4. Because of being off by five

REFLECTION STUDENT #2 Patrik

Next week I feel like I

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

5. I’ve been trying to find a way

REFLECTION STUDENT #1 Jonah

5. With Jonah on Zoom and

REFLECTION STUDENT #2 Patrik

5. With Patrik on Zoom and

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

5. I’ve been trying to find a way

Only problem was is

5. This is the righ activity for

REFLECTION STUDENT #2 Patrik

5. I am excited to see his

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

REFLECTION STUDENT #2 Patrik

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

● One way writers

5. Practice Writing About our

REFLECTION STUDENT #1 Jonah

5. The dialogue journal is

REFLECTION STUDENT #2 Patrik

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

5. Jonah is always willing to

REFLECTION STUDENT #2 Patrik

READ TO READ WITH WRITE WITH WORD STUDY & MISC.

REFLECTION STUDENT #1 Jonah

Overall, today was a

5. When prompted, Jonah was

READ TO READ WITH WRITE WITH WORD STUDY & MISC.