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Session #: 3
Description of Activities
Fill in rationale, standards, objective,
and procedure for each activity. List
possible questions, words to be used,
etc.
Titles of Books,
Materials
Needed,
Notes/Reminde
rs, Sources,
etc.
Read To
Time
RICA
Connection
s or other
class
readings
15 min
p.8 Comp1
(C) Reading
Play a Game
2.) Whiteboards
Aloud to
Students
3.) Recorder
Word
Study
p. 43 Comp
5: Phonics
& Sight
Words
Terminolog
corresponding
words
y and
Concepts
(1) The
Role of
Phonics
And Sight
Words in
Word
Identificatio
n
3.) Whiteboards
4.) Recorder
Objective: When walking around the
room/outside, students will be able to 5.) Tape
decide if a word has a long A or short
A and correctly list the words
identified on their whiteboards.
Procedure: Before session starts,
tape up words near by (aware of not
putting them near other tutoring
sessions happening,) and outside
with varying vowel sounds. At time of
activity, tell students that we are
going on an adventure around the
room and outside! We are going to
take our whiteboards with us to keep
track of the words that we see. There
are words taped up all around. Some
have a long A and some have a short
A. At the top of your white boards
write on one side long A like cake
and on the other short A like cat As
we walk around, I want you to look at
the words, pronounce them out loud,
and decide which side of the
whiteboard they belong on and write
them down. When we finish, we will
sit back down and go over what we
saw! Listen to both students read
their lists, if a student makes an
error, ask the other tutee if they can
help them fix it, if not help them
sound out words and ask if it sounds
more like the A in cake or in cat.
Have students fix their lists. Take
before and after pictures of
whiteboards.
Writing
1.) Paper
15 min
p. 32 Comp
4; (1)
3.) Recorder
4.) Pen
Concepts
about Print:
Their Role
in Early
Reading
and
Develppme
nt and
Instructiona
l Strategies.
1.) 3 copies of
Readers Theater
Script
(w/individual
highlighted parts)
2.) Recorder
3.) Pen
as well as expression.
Procedure: Our last activity for the
day is readers theater! Who
remembers what readers theater is?
It is where we read a script and
pretend to be characters from a
book! I brought back the script from
the Cat in the Hat, (Ask students to
identify A sounds in title to connect
learning) so you already have read
the story last week! Now we get to
pretend to be the characters! I have
highlighted the parts that each of
you will be reading. I want you to
follow along and pay close attention
to when your turn is! I also want each
of you to try to read in a voice that is
what you think that character would
sound like. For example.. If you
have trouble pronouncing any words
try your best to sound it out. Any
questions? Answer student
questions and check for
understanding of who they will be
reading in the script. Begin reading
and assist students if necessary.
Closing: Tell students what areas they did well on this lesson and what is
planned to work on for each tutee in the next session. Explain that we will
continue with readers theater and at the end of our sessions we get to
perform!
-----------------------------------------------------------------------------------------------------------------------------Reflection/Notes: (Please type and attach comments to lesson plan)
At the end of each tutoring session, write comments about the session
regarding the following areas: