Stephanie Blair

EDRL 442
Spring 2018
Week 2 Tutee Lesson Plan

Time Instruction/Teaching Strategy/Standards

9:30-9:40 am Buddy Read/Guided Reading:

If You Take a Mouse to School by Laura Numeroff

DRA: 20; Reading Level K-2

Questions:
1. How big is the mouse compared to the students?
2. What type of things do you bring to school each day?
3. What is your favorite thing to have for lunch?

Standards
RL.1.1 Ask an answer questions about key details in a text
RL.1.3 Describe characters, settings, and major events in a story, using key details
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events
RF.1.4 Read with sufficient accuracy and fluency to support comprehension

9:40-9:45 am Literacy Strategy:

Leave blank for now - will cover next week

9:45-9:50 am Assessment:

HFWS (High Frequency Word Assessment)

Standard
RF.1.3g Know and apply grade-level phonics and word analysis skills in decoding
words; Recognize and read grade-level appropriate irregularly spelled words
Objective
Find out how many High Frequency Words the tutee knows within 3 seconds of
seeing the word
Procedure
TW provide tutee with flash cards, each containing 1 of the 100 HFW
SW say the word on the card and then move on to the next; If tutee is unable to say
the word within 3 seconds the teacher will mark that the tutee was unable to said it
and move on to the next word; If the student tries to say the word but says it
incorrectly teacher will write what the tutee said

9:50-10:00 am Word Study/Word Work:

Word Sort Procedure

Long and Short Vowels; A & O; O using CVCe pattern (at least 5 of each; 20 total)
Teacher and Tutee will read each word out loud
Tutee will sort based on vowel sound into designated column
Tutee will read each column once all words are sorted
Teacher will instruct tutee to really listen for any mistakes & assist tutee with finding errors
 Standard
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words
Objective
SWBT decode and know word analysis skills to specified words
SWBT sort words with long and short vowels

10:00-10:10 am Writing:

Procedure
Tutee will free write or journal based on their individual interest
Teacher may provide prompted questions to assist tutee in figuring out what to write
Tutee may draw and then write a sentence if they are unsure of what to write
Standards
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed
W.1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a questions

10:10-10:15 am Wrap up/review/closure: Read Aloud

My Big Fat Zombie Goldfish by Mo O’Hara

DRA: 40; Reading Level 2-3
Continual Reading (Chapter book)

Standards
SL.1.2 Ask and answer questions about key details in a text read aloud or information
present orally or through other media
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
RL.1.1 Ask and answer questions about key details in a text
RL.1.3 Describe characters, settings, and major events in a story, using key details
RF.1.2 Demonstrate understanding of spoke words, syllables, and sounds
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF.1.4 Read with sufficient accuracy and fluency to support comprehension