Rationale

VU Student name: Emily Squiller Tutoring Lessons 4, 5, & 6 Student name: Jane* (name changed for privacy)
SWBAT decode short i vowel sound in connected text.

Objective:
SWBAT use illustrations to predict the text of the story.
SWBAT reconstruct the sequence of the story using story cards.
SWBAT describe the sky at different times throughout the day in writing.
Standard:
TN.CC.RF1.4 – read with sufficient accuracy and fluency to support comprehension.
1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.
1.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
1.RI.KID.1 Ask and answer questions about key details in a text.
1.RI.KID.2 Identify the main topic and retell key details of a text.
1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a
text.
1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.
Assessment: The student will reconstruct the sequence of the story using pre-cut scenes of the story. Once she lays out the sequence, she will
write 1-3 words that describe the sky (they will be different from the ones used in the text). I will use the completed page to assess how well she
was able to meet the objectives for the lesson.
Lesson Plan #4 Est. Time
Rationale: What evidence do you have that this student needs this lesson at this time? Relate to n/a
assessment information you have gathered. What text will you use with this student and why?
 My student needs time to apply active reader strategies while she is reading. From the
assessments I administered last semester, my student rushes through reading and usually
struggles decoding words. This lesson will challenge her to take her time and apply active
Rationale & text choice
reader strategies to help her decode unknown words. Using the illustrations will help her
correctly decode words she is unsure of. By seeing if the letters match the word she
hypothesized from the illustration, she can decide how to decode the word. We will also be
working on predicting. By using the illustrations to predict what the text will be about, she
can use her background knowledge to help her decode and comprehend the text.
 What Color Is The Sky? By Trent Johnson. Level G on F&P leveled readers, 74 words
How are you going to set this up this lesson? Why is this important? What’s the purpose? Why is the piece
you selected important? What are you going to do to get students engaged? Show a picture, video clip, set
a real-world purpose… 3 min
Pre-reading
 Prior to opening the book, I will engage my student in a short discussion about weather and
why the sky looks different at different times of the day.
 After our discussion, I will ask my student to go through each page and predict what the
words might say using the illustration as evidence (the words in the book will be covered by
post its). We will have a short talk about how using the pictures can help us when we come
to unknown words in the text.
What tasks are you going to do? This must include some reading of a text. And some component of (Try to break
include strategy/skill instruction, word study, writing, active reading, etc… these down into
timed pieces)
 My student will read the text in the book (I will take a running record) 2 min
 After she finishes the text we will talk about if her predictions matched the story that was 2 min
told by the author’s words.
 We will brainstorm other words we could use to describe the sky at different times of the 3 min
Reading &
Activity
day orally.
 I will ask my student to recreate the sequence of the story using pre-cut scenes. 3 min
 I will ask her to write 2-4 words under each picture that describes the was the sky looks at
that particular time of the day (I will encourage her to think of words that are different from 10 min
those used in the text). 5 min
 Finally, we will run through our sight words. Each time we meet, we practice our sight
words. Whenever she automatically says the word for 3 sessions, I take the word out of the
pile. I am adding in new words each time we meet as well that I have noticed her struggling
with when we read.
How will you wrap up this lesson?
 I will ask her to recall the strategies we used in today’s lesson: prediction, retelling. I will
Closure
ask her how engaging in these strategies can help her when she reads. 2 min
Total lesson:
30 min
Reflection
 Student performance: how did they respond? Did they learn? How do you know?
o I think that my student did very well with this lesson. She was very excited about the idea of guessing
what the text said prior to actually reading. I saw her engage in an active reader strategy while
reading!! She came to the word “early” and I could tell didn’t know it right away. I saw her look at the
picture and she said “when the sky is yellow and orange, it is the morning”. She was able to get the
word correct! It was awesome. She also was very successful with recalling the sequence and writing
sentences with new words to describe the sky.
 Teacher performance: what went well? What did not? Why? What would you change or keep the same?
Which parts were confusing and not helpful OR instructive and helpful for the student? Did any parts really
work to support their learning? How do you know?
o I think that this text was too easy for her. I did a RR and she did not have any miscues. Next time I will
choose a level H book. She enjoyed the previewing of the illustrations and I could tell that it helped her
when she was decoding unfamiliar words, next time I will try to do this again.
Next steps: Planning ahead

 What would you change or keep the same if you were doing this again? What might you do next?
o Like I mentioned above, I will choose a harder text and keep the prediction aspects, as they seemed to
really help her.
o I will again choose a nonfiction text and incorporate more opportunity for her to practice active reader
strategies when she engages with text.
Objective: SWBAT decode soft g and r-controlled vowel sounds in connected text.
SWBAT recall the details of the text through completion of graphic organizer
SWBAT identify sight words automatically.
SWBAT describe the features of a chameleon.
Standard:
text.
Assessment: There will be no formal assessment collected at the end of the lesson, I will be doing formative
assessment as I listen to her read and recall details from the text. I will be looking to see that she can
accurately fill out the graphic organizer with details and facts from the text. I will also be looking to see that she
is able to successfully move at least 2 sight word cards out of the pile (she needs to automatically call a sight
word 5 times in order to get it removed from the pile).
 For this lesson, we will be reading Chameleons. It is a nonfiction, level H text. My student has shown that
level G texts are now too easy, so we have chosen a book that she is interested in at level H. I believe
that even though the text will be more difficult, she will be okay because she was interested in the topic,
indicating to me that she has background knowledge. Her background knowledge can help her to decode
unfamiliar words and help her to comprehend the text she reads.
 From assessments that I have given in the past, and observations during tutoring lessons, I see that my
student struggles with /g/ sounds and r-controlled vowel words. In this lesson, I will explicitly point out
these types of words within the connected text and we will do phonics work with similar words after
reading.
a real-world purpose…
 The first thing we will do is go through our sight word flashcards (we do this every time we meet). 2 min
 Next, I will ask questions to gauge my student’s background knowledge on the topic.
Pre-reading
o Have you ever seen an animal change color?

2 min
 What animal was it?
o Have you ever seen a chameleon or another kind of lizard?
 What do you know about them?
 I will then introduce the book. I will show her the cover and title pages. We will look at a few pictures. I
will ask her to predict what she thinks the text will be about (this is building off of a previous lesson
where we predicted). 2 min
o We will then do a picture walk to look at the photographs and talk about the different features of a
chameleon. I will point to difficult vocabulary and phrasing to preview it for her before she reads.
What tasks are you going to do? This must include some reading of a text. And some component of include (Try to break
strategy/skill instruction, word study, writing, active reading, etc… these down into
timed pieces)
 My student will read Chameleon. I will assist her with difficult words by prompting her to use active 12 min
reader strategies.
o Use the illustration to help you with this word
o Fill in another word that would still make sense in the sentence, what is a word you know that is
similar, but also might have this letter pattern?
o Do you know a part of the word? Chunk the part you know, then give the rest of it a try.
 After reading, I will ask her to explain which reading strategies helped her the most while reading this
Reading &
Activity
text.
 We will then engage in a comprehension activity that elucidates where chameleons live, what they look
like, what they eat, and what they do.
 We will then engage in a phonics building activity.

o Soft /g/: what sound does g make in the word strangest? Can you find another word that has the
same g sound in the text (change) 10 min
 I will say a word, you tell me where you hear the g sound (beginning, middle, end) –
gentle, danger, age, germ, huge, engine
o R-controlled vowels
 I will write down horn, color, morning. What is the same about these words? What other
words can you come up with that have the same /or/ sound?
 Shore, store, more, for, corn, core, door, nor, poor, torn, brother, etc.
 To wrap up this lesson, I will pose questions to get her thinking:

Closure
o What was the most interesting thing you learned today about chameleons? 2 min
o What is something new you learned today?
o How would you describe a chameleon to someone who has never heard of/seen one?
Total lesson:
30 min
Reflection
o I felt like Jane responded very well to the lesson. I was nervous that the text would be too difficult for
her, but she tried her best and was able to read most of it. I saw that there were times when she was
frustrated, but I feel that the content of the text was interesting to her so it motivated her to continue
even though it was difficult.
o I could also see that she was employing active reader strategies, however, it is my hope that she can
do more of that on her own without my prompting. I find that while she uses her strategies for
decoding words, she falls short of using them to think about the sentence she just read and asking
herself if it makes sense. She will sometimes substitute the words in the text, but fail to think about it
those words make sense in the context of the story we are reading. I hope to be able to help her use
her strategies for both decoding and comprehension in future lessons.
o I find that she often pushes back against writing activities. I think it has to do with her confidence level
in spelling and the time it takes her physically write words. She shies away from wanting to write after
reading a text. I think that I might restructure activities in the next lesson. Maybe she simply gets tired
by the end of our lessons, so if we write toward the beginning, she may feel more inclined.

 Going forward, I plan to keep the general structure of the lessons: previewing the text, reviewing strategies,
reading/reviewing the text, and going through our sight word cards.
o For the remainder of my lessons with Jane, I plan to use the same book so that we can do extended
activities with it that go beyond what we have been doing together so far.
Objective: SWBAT monitor comprehension through the use of active reader strategies while reading The Rainforest.
SWBAT preview the text features and use them to navigate the text.
SWBAT use the information in the text to make inferences about the rainforest.
SWBAT use background knowledge to fill in KW sections of a KWL chart.
Standard:
text.
Assessment: My assessment will be a formative assessment after reading the text. I will ask recall and
comprehension questions. They are listed below in the “Reading and Activity” section.
 For this lesson, I chose the text The Rainforest. It is a level H guided reading text. I have noticed that
Jane was able to find success with the last text, which was also an H. Despite the increased number of
words, I felt that since it is a topic she was interested in and I was there to scaffold, it would be an
instructional level text for her. I chose this book with the intention of going back to it for subsequent
lessons, therefore I feel that with each additional read, she will become more fluent.
 In the previous lesson, we read an informational text about one animal and she enjoyed the structure of
the facts and pictures with captions. I felt that this rainforest text would be similar because it has the
same set up but just has more information. She has been showing me more evidence of active reader
strategies so while I feel that this text will be difficult for her, I have confidence that she will employ
some of the active reader strategies we have been working on for the entire semester.
a real-world purpose…
 The first thing we will do is preview the text features of the text. This text has a table of contents, a 5 min
couple of chapters, and a glossary—all features that are normally not in our books. I wanted to preview
these and explicitly go over how we use these. This is important because I find that she likes to skip over
things that do not look like traditional sentences in a book—so charts, captions, and other text features
are often missed if I do not give a prompt. I hope that this preview calls her attention to other sections of
the text in order to give her a complete understanding of the text.
 Second, we will create a KWL chart. I will ask her to write about 3-5 things that she already knows about 10 min
rainforests, this activation of background knowledge will get her ready to read the text and be thinking
Pre-reading
about words and concepts related to the topic of rainforests. I will also ask her to write down 2-5 things
that she wants to learn about rainforests. This will help me to see where her interests lie and give me
something to work off of in future lessons with the text. I also have her do this because then I can advise
her to be on the lookout for the answers to her queries, hopefully catalyzing a close read of the text.
 Third we will read the text. I will remind her of our strategies when we come to a word we don’t
(time for this
automatically know. Strategies like using the illustration as an aid, substituting the word for another that will be
makes sense, chunking or sounding out the letter patterns. Again, this is important because she tends to documented in
jump right into the text without pausing to clarify if what she read makes sense, so in giving this next section)
reminder, I hope that she calls on those strategies to help her.
 I chose this piece because her go-to choice for a book is a fictional narrative; and while it is great to
practice reading narratives, I want to expose her to other types of text and the strategies she can use
with those texts. I chose an informational text because students read a great deal of informational texts
and I wanted to give her the tools to be successful with this genre.
 The KWL chart is what I plan to use to get her engaged and the general topic is what I will use to keep
her engaged, since she enjoys learning about nature.
What tasks are you going to do? This must include some reading of a text. And some component of include (Try to break
strategy/skill instruction, word study, writing, active reading, etc… these down into
timed pieces)
 My student will complete a first read of the text in this lesson. I will encourage her to use the active 10 min
reader strategies for unknown words before I help her with them. After we read the text I will ask her if
Reading &
Activity
there was anything confusing about the text. If there is, we will clarify it by rereading the section and
applying our background knowledge to see if we can figure it out. I will show her that if something
doesn’t make sense, there are a few things we can do to make sense of a reading.
 After the reading, I will ask her to do a quick recall of the text and ask a few comprehension questions.
o Questions will sound something like: Why might many trees and plants grow in a rainforest
(inference)? What would you like to do or see in a rainforest (apply)? How is a rainforest different
from the area where you live? Is it the same in any way (synthesize)?
 To wrap up this lesson, we will run through our sight word cards. I will call attention to the words in our
Closure
pile that were used in our text. It is my hope that she sees the importance of knowing and recognizing 5 min
sight words because she can plainly see that they frequently show up in connected text.
 I will also preview the next lesson, which will be a second read of the text and using what we have read
Total lesson:
to choose a rainforest animal to research together. We will choose and animal and come up with 2-3 30 min
research questions.
Reflection
o I could tell that the text was a little difficult for her. However, I feel that she will have more confidence
the next time we read it together. She enjoyed the topic of the text and has an interest in jaguars, so
when we got to that chapter of the book, she was very engaged.
o I feel that she learned something about the rainforest, because she was able to answer the inference,
application, and synthesis questions I asked her after she had read.
o She also really enjoyed the part in the beginning when we were filling in the KWL chart. I think she
enjoyed feeling like an expert when she was telling me all the things she already knew about
rainforests.
o I think the lesson went well overall. However, I found that she still resisted the writing activity. I
moved the writing portion to before we read, thinking that she would be fresh and more inclined to
write. But I found that she was still asking me to write her thoughts for her.
o I think that the new text features were a little confusing to her. If I were to do this again, I would
spend a whole lesson on text features and how they help us when we read. I feel like then when she
read the text, she would be better equipped to use the features to help her navigate and understand
the text.

 What would you change or keep the same if you were doing this again? What might you do next?
o Moving forward, I plan to use the same book and have her do a second read. Next time we will choose
an animal to research and come up with research questions.

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VU Student name: Emily Squiller Tutoring Lessons 4, 5, & 6 Student name: Jane* (name changed for privacy)

SWBAT decode short i vowel sound in connected text.

1.RI.KID.1 Ask and answer questions about key details in a text.

Next steps: Planning ahead

1.RI.KID.1 Ask and answer questions about key details in a text.

o Have you ever seen an animal change color?

 We will then engage in a phonics building activity.

How will you wrap up this lesson?

 To wrap up this lesson, I will pose questions to get her thinking:

Next steps: Planning ahead

1.RI.KID.1 Ask and answer questions about key details in a text.

How will you wrap up this lesson?

Next steps: Planning ahead

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