Alex Kuhn

Week # 5
Students First Name: Marissa
Tutoring session dates: March 5, 2014 March 7, 2014
Grade: First Grade
Title of Activity & Source of Strategy For This Lesson:
Venn Diagram and Story Board from 50 Literacy Strategies Step by Step 4th Edition
Tompkins, Gail E. 50 Literacy Strategies: Step by Step. Boston: Pearson, 2013. Pages 144 & 131. Print.
Title of Activity & Source of Assessments For This Lesson:
EDT 346 assessment resources packet
PLAN
Description of Learner: Marissa is a first grade student who is struggling with reading. She is very
timid and unwilling to share aloud in class. My teacher is hoping that one-on-one tutoring will increase
her motivation to engage with the class and increase her overall reading fluency. Marissa is able to give
complete, full sentenced responses to given questions. Marissa is at a primary independent level, a first
grade instructional level, and a second grade frustration level. Marissa struggles with fluency and high
frequency words. Marissa is unable to read many multi-syllable, longer words, but can appropriately
express feeling and detail while writing a story. Marissa is at an Early Within Word Pattern Spelling
Stage.
Ohio Common Core ELA Standard:
Activity 1: CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of
characters in stories.
Activity 2: CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Student Learning Objective:
Activity 1: Student will compare and contrast adventures and experiences of characters in stories by
reading Bits and Pieces by Judy Schachner and Turtle, Turtle, Watch Out! By April Pulley Sayre and
creating a Venn Diagram to compare and contrast cats and sea turtles with three details in each circle.
Activity 2: Student will retell stories, including key details through reading Horseplay! By Karma Wilson
to create a Story Board that correctly sequences seven key details from the story while correctly labeling
the story board with the beginning, middle, and end of the story.
Key Vocabulary:
Wednesday: Sea turtle, hatchling, eggshell, cat, habit, experience, commotion
Friday: Horseplay, mischievous, doze, snooze, fuss
Academic Language:
Wednesday: Venn diagram, compare, contrast, similar, different
Friday: Story board, retell, key details, sequence
Materials, Resources & Technology:
Bits & Pieces by Judy Schachner

Alex Kuhn
Week # 5
(Reading level: 1.0)
Turtle, Turtle, Watch Out! By April Pulley Sayre
(Reading level: 2.1)
Ivan the Terrier by Peter Catalanotto
(Reading level: 2.1)
I Love My Dog, Paisley by Marissa (my tutee)
Inspector Hopper by Doug Cushman
(Reading level: 2.3)
Horseplay! By Karma Wilson
(Reading level: 2.2)
Pip Squeak by Sarah Weeks
(Reading level: 1.7)
Paper with a premade Venn Diagram
Story board with illustrations from Horseplay!
3 pieces of paper that say: beginning, middle, end
ENGAGE
Wednesday:
Activity 1: Venn Diagram
Procedure:
Allotted Time: 20 minutes
Opening: Hi Marissa! I hope you had a fun weekend! Today we will be creating a Venn Diagram
together after reading Turtle, Turtle, Watch Out! and Bits & Pieces. Have you made a Venn
Diagram before? [Student responds] A Venn Diagram is used to compare and contrast topics. Our
stories today are about sea turtles and cats. We will be comparing and contrasting the main
characters, Turtle and Tink. First, lets take a look at two books we have already read. I brought
back the book we read last week, Ivan the Terrier and the book you created, I Love My Dog,
Paisley. I remember that your story shows the love you share towards Paisley. How did the terrier
dog, Ivan, act? [Student responds: bad, naughty, mischievous, etc.] Good job using your
memory! I want to create a Venn Diagram comparing and contrasting Paisley and Ivan. When I
make comparisons what am I doing? [Student responds] What am I doing when I contrast?
[Student responds] YES! When we compare we find similarities between topics and when we
contrast we find differences between topics.
Teacher Modeling: Now I am going to compare and contrast Paisley and Ivan. I noticed that
Paisley listens to you when you take care of her. In Ivan the Terrier, Ivan did not listen and was
always getting into mischief. Those are two differences. I am going to put these thoughts in the
parts of the circles that dont overlap. [Teacher writes under Paisley: listens, Ivan: does not
listen] Those are two differences. In your story you wrote that you like the tannish/peach color
of Paisleys fur. [Teacher pointing at book] It looks to me that Ivan has brown and white fur. I am
contrasting the color of their skin. I will write those in the circles that dont overlap. [Teacher
writes under Paisley: tannish/peach fur, Ivan: brown and white fur.] We have found two
differences, now I want to compare both Paisley and Ivan to find a similarity. In Ivan the Terrier I
remember that Ivan eats the little old ladys gingerbread boy. Paisley also eats food in your story.
That is a similarity I will write in the overlapping section. [Teacher writes: Both dogs eat
food.] Awesome!
Guided Practice: I want to find one more similarity to put in our overlapping section. We need
to compare Paisley and Ivan to find something they share in common. We have already found

Alex Kuhn
Week # 5
that they both eat food. Marissa will you look through both books and find a similarity? [Student
skims through both books and finds a similarity] Great comparison Marissa! I will add this
similarity to the overlapping section.
Independent Practice: Now that we have completed our practice Venn Diagram it is time to
read Turtle, Turtle, Watch Out! and Bits & Pieces. In our first story we will read about a sea
turtle. A sea turtle begins its life as a hatchling in an eggshell. In our second story we experience
lots of commotion as the cat, Tink tries to break his old habits. While we read make sure to be
looking for similarities and differences of our main characters Turtle and Tink. [Teacher reads
while modeling and showing examples of comparisons and differences] Finally, we are going to
create our own Venn Diagram comparing and contrasting Turtle and Tink. We will need to find
three points to put in each circle. [Student fills in similarities and differences found in the
readings.]
Closure of Lesson: Good job filling in similarities and differences between Turtle and Tink!
Show me with your finger where we wrote Turtles differences. [Student points] Show me with
your finger where we wrote Tinks differences. [Student points] Show me with your finger where
we compared Tink and Turtles similarities. [Student points] I think we both learned a lot about
our two main characters, Turtle and Tink!

Activity: Independent Reading

Allotted Time: 10 minutes
[] Child read to self [x] I read to child [] Child read aloud to me
[x] Other book: _Inspector Hopper (Chapter One)__
Friday:
Activity 1: Story Board
Procedure:
Allotted Time: 15 minutes
Opening: I brought a book about horses today. We will be using key details from the story to
create a story board. A story board is a card that has illustrations from a story attached. This is
important to help us find the beginning, middle, and end of a story. We want to find key details to
help find the correct sequence of the pictures. Do you know what it is to sequence? [Student
responds] Can you tell me a time you have had to sequence before in class? [Student responds]
Horseplay is similar to Ivan the Terrier. The horses are very mischievous at night and engage in
horseplay. This makes them tired so they snooze and fuss all day long. Lets read to find out what
the farmer does to stop the horseplay!
Teacher Modeling: [Teacher reads Horseplay! Focus on connections to Ivan the Terrier to
reinforce the word mischievous] Now that we have read our story we need to retell key details. I
have illustrations from the story that we will put in order together. I remember that at the
beginning of the story the farmer was very upset that the horses were dozing off all day. I think
that this is a key detail because this caused the farmer to stay up late to check on the horses at
night. I need to find the picture that shows tired horses. [Teacher finds correct picture and places
it in front of tutee] I know that this key detail happened at the beginning of the story. I am going
to move the beginning paper underneath our tired horses picture.
Guided Practice: Awesome! We have one key detail of our story board. Now it is your turn to
find another key detail to add. What happens after the horses snooze? [Student responds] Right,
in the story the horses snoozed, so the farmer planned to stay awake to see what the horses do at
night. This event happens because of our first key detail. Lets add this event to our story board.
Independent Practice: Now that we have two key details lets add more to complete our story
board. We must make sure our illustrations are in sequential order. We also have to find the

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Week # 5
correct places to add our words middle and end. [Student uses comprehension skills to sort the
illustrations into the correct sequence, student is also required to place middle and end
correctly]
Closure of Lesson: Great job putting our key details in sequential order! Can you explain what
happens at the beginning of the story? [Student responds] Why did you choose these illustrations
as the middle of our story board? [Student responds] Finally, what happens at the end of the
story? [Student responds]

Assessment: Running Record Assessment

Allotted Time: 5 minutes
Procedure:
Opening: I want you to read a book from your book bin that you have not read before. Read to the
best of your ability. I will be taking notes on how well you are reading. Lets get started!
Administration: I would like for you to read to me. Read the words aloud. If you come to a word
you dont know, do whatever you would do to figure it out if you were alone. While you read, I am
going to take notes about the good things you are doing. When youve finished reading, I want you
to tell me about what youve read.
*After student reads passage, ask the following questions: What does Pip Squeak have to do today?
[Student responds and teacher records answer] What does Pip Squeak do before he mops? [Student
responds and teacher records answer] What would happen if Pip Squeak did not clean today? [Student
responds and teacher records answer] Do you think Pip Squeaks house is normally clean or dirty?
[Student responds and teacher records answer]
Conclusion: Great job Marissa! Now I am going to read aloud another chapter of Inspector Hopper.
Activity: Independent Reading
Allotted Time: 5 minutes
[] Child read to self [x] I read to child [] Child read aloud to me
[x] Other book: _Inspector Hopper (Chapter Two) _
ASSESS
Formal or InformalAssessment(s) aligned to standard & objective:
Informal:
(Wednesday)
I will take note of Marissas ability to compare and contrast the experiences of main characters in
Turtle, Turtle, Watch Out! and Bits & Pieces.
Marissa can/cannot compare and contrast the experiences of main characters by writing three details in
each circle.
Marissa can/cannot show me she knows where we wrote similarities and differences by specifically
pointing to the two separate circles.
(Friday)
I will take note of Marissas ability to retell stories through using key details
Marissa can/cannot sequentially order illustrations using a beginning, middle, and end
Formal:
(Friday)
Running Record Assessment
I will find Marissas WPM and check fluency

Alex Kuhn
Week # 5