Tutoring Lesson Plan (1) dlea

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Des Moines Area Community College *

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538

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Arts Humanities

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Feb 20, 2024

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docx

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EDU 485 Tutoring Lesson Plan Framework Name: Paige Gwyin Grade Level of Tutee: Third Required Lesson Plan Element (Be sure to include this in the appropriate stage of the lesson): DLEA What is the goal and standard? Standard: W.3.2 Write information/explanatory texts to examine a topic and convey ideas and information clearly. Goal 1: (Foundational Skills) QPS Quick Phonics Screener. The student will understand how to apply phonics and word analysis skills when they read their dictated texts. Goal 2 : (Comprehension) Repeated readings with comprehension. The student will be able to reread a text they helped create with accuracy. Goal 3 : (Writing) – Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information” As you plan your lesson, remember to use read alouds, shared readings, write alouds, shared writings, think alouds, and modeling to support students as they engage in reading and writing tasks. Rereading of a Familiar Book/Materials: This should include praise of what the student did well as well as reinforcement of a teaching point related to one of your goals.  DLEA: (google slide deck) – dlea powerpoint.pptx the student did a good job in collaborating with me as we filled in the Ven diagram to compare and contrast the day before and the day the event happened. We discussed what happened in the story and filled in the power point deck from the paper copy we did together. Student created a short clip of writing with pictures and with me as we walked to the fire station near my house. Video would not attach :/

Word Work, Phonics, Fluency, Vocabulary, Structural Analysis, Phonological Awareness Routine: Incorporate what you have learned from Words Their Way Fluency – repeated reading w/ comprehension. Read Aloud: This is a chance to model the comprehension or fluency strategy you are teaching. Remember to think aloud . 9/11 text set –  The student will reread the book Fire Boat with teacher TTW begin read aloud of Fireboat – using a think aloud strategy for important parts highlighted via sticky note Beginning, Middle, end Ask what happened in the beginning (fill out sheet) Ask what happened in the middle (fill out sheet) Ask what happened at the end (fill out sheet) TSW dictate sentences to contribute to shared writing piece TSW – watch teacher and then raise hands when asked to join discussion to create shared writing piece TSW share something that happened at beginning identifiable from text TSW share something that happened in middle - identifiable from text  The student will read the book allowed by the teacher.  The teacher will praise the student for using decoding skills to sound out new vocabulary words: sprinkler, responsible, terrorist, world trade center, The teacher will ask the students, “How might the story be told if a hero from the incident was the narrator?” The student will be able to identify that the hero would be able to provide a detailed story of what they saw happen and real stories from experience.  Student will look at National geographic readers: September 11. ( Used more next time) Read 1 Theme – Heroes – What makes someone a hero? (model & think aloud) Read 2 beginning middle end story map Reading of a New Material: This should include specific comprehension strategy instruction. Don’t forget to teach and model. Hero discussion - Show hero heart map – So, let’s think about our essential question: Do heroes have to have superpowers to be a hero? We looked at a book today during our read aloud that showed us many different heroes. Let’s talk about what we noticed. Show hero heart map I made before session. Today we have and will continue to look at and use a graphic organizer on beginning, middle

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