LESSON PLAN TEMPLATE Session 1

Tutor: Jessica Yucha Lesson &: 1

Tutee: Wesley

Grade Le el:

"eadin# Le el: T$%

E aluation'"e(lection (ro) last lesson [Youll do this for Session 2 but not for your first plan ] Goals (or the session: My goals for our first session are to continue to get to know each other and complete the interest inventory we started on our first meeting. I would also like to assess his spelling stage by administering the ESI and his reading level with sentences from the Comprehensive Reading Inventory (CRI). We will end by each taking part in a free writing activity where we will both answer the question If there was a book written ust for me it would be about !." and then share our responses with each other. #I will also keep this free write to get an idea of his writing technique$ "ationale: %hough I have already met Wesley& this will be our first full tutoring session together. I already began my interest inventory and got an idea of his likes and dislikes& but I need to e'pand on this and determine his ability levels. (ltimately& I would like to plan lessons which engage and intrigue Wesley& but are also tailored to developing his areas of opportunity in reading and emphasi)ing his strengths to help him build confidence. %he ESI will assist me in determining his spelling level and areas of focus for word study. In administering the sentences I will be able to determine the reading passages we should start with in lesson *& but of e'tra time is available& I will begin reading passages from +,I as well. -ur free writing will help us get to know each other and give me a sense of his writing abilities. *o))on *ore Standard+s,: N'A "ationale'Pur/ose+s, (Why is it important to do this? Include citations): .. I want to establish a relationship where he recogni)es my authority as a teacher& but that he understands even adults and teachers still have things to learn and that is ok3 *. 4y beginning our session with another portion of the interest inventory& I will be easing" Wesley into our session by allowing him to talk about himself and get to know me better before bombarding him with assessments. %here are no wrong answers in an interest inventory& and it is my hope that this will assist in his comfort level before we begin assessments. 2. 5s is stated in the Comprehensive Reading Inventory& the interest inventory is important as it helps teachers discover students6 fundamental attitudes about reading at school& home& and for pleasure" #78$. %his is also why it is essential I am getting his true and honest answers. "ationale'Pur/ose+s, (Why is it important to do this? Include citations): 5s is e'plained in Words Their Way& administering

Assess)ent +-nterest'Attitude, +1. )inutes,

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2.

I will greet Wesley and remind him that I am a (/01 student preparing to be a teacher and that not only will I be assisting him with his literacy& but he will be assisting me at becoming a better teacher. We already completed the questionnaire part of the interest inventory upon our first meeting& but I will give him the second part of the interest inventory where he has to point to the pictures which represent his emotions about reading particular types of te'ts. When completing the interest inventory I will remind Wesley that there is no right or wrong answers& it ust helps me get to know him better so that I can make sure I try to make our lessons together as interesting as possible.

Ele)entary S/ellin# -n entory +10 )inutes,

[What ill you do and ho ? !ist procedures and materials]:

I will e'plain to Wesley that I want him to spell some words for me. I will provide a pencil and paper. I will have him number as we go #so that we can stop if and when necessary$ and write each word to the best of his ability. I will administer the ESI by reading aloud the provided word& the provided sentence for the word& and then repeating the word one final time. I will continue with this until Wesley misses 9 in a row& or seems frustrated. If he does not seem frustrated or aware that he is misspelling his words I will likely continue so that I have more to analy)e. If Wesley spells more than *: correctly& I will administer the (pper 0evel Spelling Inventory.

a spelling inventory and determining their developmental stage makes the assessment of orthographic knowledge more precise!and this precision will be useful in designing a word study curriculum" #27$.

-n(or)al "eadin# -n entory +*ooter1 2lynt 3 *ooter, +1. )inutes,

"ationale'Pur/ose+s, (Why is it important

[What ill you do and ho ? !ist procedures and materials]: I will ask Wesley to read aloud the sentences for initial passage selection. #%he sentences are provided on page ..2 of the Comprehensive Reading Inventory$. ;e will begin with the first sentence and continue until he misses two words or more in a sentence. I will not be giving Wesley reading passages today unless everything goes much faster than planned& in which case I will be prepared to administer.

to do this? Include citations): I believe it is important to begin multiple grade levels below his own when reading the initial sentences for& as is e'plained in the CRI& this will help avoid potential student frustration caused by starting with passages that are too difficult" #.<$.

Writin# Assess)ent

[What ill you do and ho ? !ist procedures and materials]: I will tell Wesley that I have one more activity to help me get to know him a little better. I will e'plain that I want him to do a free=write" answering the question If there was a book written ust for me it would be about what>" I will also do the writing activity while he is writing to make him more comfortable. I don6t want him to feel like I am analy)ing or udging his writing while he is doing it. When we have finished& we will both share our writing and I will keep his response to complete my writing assessment.

"ationale'Pur/ose+s, (Why is it important

to do this? Include citations): %his activity will not only provide me with a writing sample& but give me further insight into the types of things he likes to read about. 5s is stated in Words Their Way& the spelling inventory& writing sample& and reading errors offer corroborating evidence that we have identified his developmental stage and the features that need attention" #27$.

$oo4 Sharin#

[What ill you do and ho ? !ist procedures and materials]: ?inally& I will e'plain that in our ne't session I will be bringing several book choices for him to choose from. We will be using his book choices to read together. 5s I would like for Wesley to begin developing a consciousness of topics and books he finds interesting& I will provide him with a little notepad in which I would like him to make a note if he comes across any topics or books that he would like to know or read about more. I will give him this notebook to take with him.

"ationale'Pur/ose+s, (Why is it important

to do this? Include citations): I want Wesley to get e'cited about reading. ?rom my initial conversation with him it is evident that reading is not something he particularly en oys at the moment& so I would like for him to start thinking what would make reading fun for me>" In providing him with a notebook it is my hope he will develop this mentality in his own time& not ust when we are together. I will also actively attempt to incorporate his interests into my lesson plans.