Tutoring Lesson Plans—Transitional (Levels 18-38)

Literacy Component / Instructional Procedures / Session Notes
Step One: / Title of Book:
Level of Book:
Reading Strategy
Instructional Activity: / Book Reread:
Too easy
Just right
Too hard
Number of timesbook read:
Missed words:
Comments:
Step Two:
Word Work
(Phonics/Word Study) / Patterns/Features:Characteristics of a Nonfiction text/Biography as a nonfiction text
Words List:
Biography
Captions
Pictures/Photographs
Glossary
Bold Print
Charts/Diagrams
Instructional Activity:
Instructional procedures noted in the BEFORE section of step four. / Focus Area:
Mastered
Developing
Needs Improvement
Describe:
Step Three:
Word Identification / Vocabulary Words
  • Civil rights – rules that say everyone should have freedom and be treated fairly
  • Segregate – to separate things based on a characteristic (for example, we can segregate m&m’s based on their color)
  • Arrested – to be held or taken by the police
  • Trial – when the court looks at facts to make decisions about someone is guilty or not guilty of breaking the law
  • Boycott – when a group refuses to do something in order to make a change
  • Supreme Court – the most powerful court in the United States
  • Equally– the same as something else (make connection to what “equal” means in math, in a math sentence)
Instructional procedures can be found in the BEFORE section of step four. / Mastered word(s):
Needs Improvement on word(s):
Step Four:
Comprehension
(New Read)
Before:
  • Preteach Vocabulary
  • Book Walk
  • Strategy Introduction (predicting, questioning, make connections, inferences, determining importance, visualizing, etc.)
  • Activate Prior Knowledge
  • Analyze Text Structure
  • Setting a Purpose
During:
  • Echo Reading, Choral Reading, Whisper Reading, Silent Reading
  • Strategy Instruction (predicting, questioning, make connections, inferences, determining importance, visualizing, etc.)
  • Activate the Brain
  • Analyze Text Structure
  • Clarify Words/Sentences
  • Monitor Progress
After (can be in written form):
  • Respond
  • Explore (go back into text)
  • Apply (write a response)
  • Summarize and Connect Key Ideas
  • Confirm Predictions
  • Generate New Questions
  • Extend Learning to New Situations
  • Identify Gaps in Learning
/ Title: Rosa Parks – Bus Ride to Freedom
Level: Level J – DRA 18
Before:
Tapping into Prior/Background Knowledge
Hand each student an index card and have them write down some things that they know or that they think about nonfiction. What have they learned about it? What do they think about it? What are some examples? What are some non-examples or something that is NOT a characteristic of a nonfiction text? Once students have had a chance to write down a few of their thoughts have them share with their neighbor – Think Pair Share. Explain to students that this activity is called a “Think Pair Share” and that they should THINK about what they know, turn to a PAIR to discuss what they came up with, and SHARE their ideas with the rest of the group. Remind students to be respectful of everyone’s ideas. Once they’ve had a chance to do so the pairs can share out some of the most important things that they talk about. The teacher will start to compile a list of the words that the students come up with (especially those that are noted on the words list in the word work section) and have some discussion about these characteristics. How might they be useful? Does a fiction book have similar characteristics? If students are unsure of an answer, provide probing and guiding questions that will get them thinking in the right direction.
Once the students have discussed nonfiction characteristics and the group has shared several of the important components, have words list provided on index cards and go over each one with the students. Explain to the students that the components on the index cards are the characteristics that we are going to focus on in the reading for today. Although there are more, we are going to look specifically at these while we read today.
  • Show the students the word on the index card and have them read it aloud together
  • Ask the students if they know what this characteristic is? Have they ever seen it in a book before? What might this component be used for?
  • Do fiction books also have this component? What might be some difference between the two?
While the students are discussing the similarities and differences teacher should make Venn Diagram to display the discussion. When beginning the Venn Diagram the teacher can ask if the students are familiar with Venn Diagrams and what they are useful for. Have any of you ever seen a diagram like this before? Does anybody know what it’s called? Can anyone tell me what we might use a chart like this?
Book Walk
Give students the new read and have them look at the cover. Have them examine the pictures and the title and think about what the text might be about. Give them a few moments to talk with a partner beside them about what they think the text is going to be about or what connections can they make so far to the text. Draw the students’ attention to the word “biography” at the top of the text and ask them what they think this might mean about the book? Recall what we identified biography as.
Allow students to flip through the pages of the book and try to find as many of the components that we talked about as possible. Have the index cards with the words written on them laid out in front of the students and the list available for them to look at as well so that they can refer back if needed. Once students have had time to do so, let them go around and share at least one component that they identified.
Introducing Vocabulary
Students will now be introduced to and go over the vocabulary for their new read. Each vocabulary word is written on an index card. Hold each index card up individually and have the students read the word aloud. Have students give a thumbs up if they know the word, thumbs down if they’ve never heard of the word, or thumbs in the middle if they have heard of the word but don’t know exactly what it means.If there are students who have given the word a thumbs up, ask them to share what they think the word means. If none of the students give a thumbs up, ask some probing questions to help make students make some connections to get them thinking about it. After some discussion (whether they knew the word already or not), provide students with the student friendly definitions of the words and discuss these definitions with the students to make sure that they understand. Have them restate the vocabulary definitions in their own words. Once all of the words have been read, place the vocabulary index cards in front of the students as well so that they know can see the vocabulary words and remove the nonfiction components words.
Setting a Purpose
Explain to students that throughout the text they should keep an eye out for these new vocabulary words. Using and identifying these new words will help them understand the text as well as solidify the word’s meaning.
Right before the student begins to read, also explain to them that you will be coming around to listen to them read individually and that when you move around to them during the book for them to read quietly so you can hear them as they read through the text.
During:
Restate the purpose for reading right before the students begin as a reminder! Have the students begin to silently read through page 1 (civil rights). (Remind students that if they finish reading before the rest of the group, they should go back and reread the designated section until the rest of the group has finished) Have students identify the word that they read by pointing out the index card in front of them that corresponds. Have them reread the sentence containing the word and replace it with the student friendly definition. Discuss if this makes sense and have the students explain their interpretation of each.
Students continue to read silently pages 2-3 (segregate). Again have them identify the vocabulary word they encountered and replace it the same as above. While students are reading these couple of pages have the first student read quietly and follow along on the printed text to take running record.
Silently read pages 4-8 (arrested), repeating the same processes. Once the students are done reading they should identify the vocabulary word that they encountered, replace it with its definition, and discuss their understanding. Running record can be taken for second student during this time using the corresponding printed text. Also, use this pause in reading to ask students which nonfiction components they have come into contact with and what purposes they served in their own reading.
Students silently read pg 9 (trial, boycott). They should identify the encountered vocabulary word, replace it in the sentence, and discuss its meaning and their understanding.
Students silently read pg 9-10, identify vocabulary word when finished (Supreme Court), replace with definition, and discuss understanding. Should take third running record with third student during these couple of pages by having them too read quietly.
Students finish the book silently. The fourth and final running record should be taken using this portion of the text. Once they have finished the book, they should identify, replace, and discuss the final vocabulary word (equally). Then, draw their attention to the timeline on pg 14-15. Is this a nonfiction component? How might we use this component? What information does it give us? Then, also draw students’ attention to the glossary at the end of the book again. Is this a component of nonfiction? How might we use this component in our reading
After:
While students are still on glossary page. Have them read out the vocabulary that is listed or them. They should read the word and the provided definition for the vocabulary word. Then, in closing discussion the students should explain the vocabulary in their own words, make connections to the story using the vocabulary, explain how it related to the story, and even ask for examples from the story in some cases. / Was the book too easy/ hard/just right?
Missed words:
Used “Fix-it up” Tools (name tool(s) below):
Other (B/D/A):
Step Five:
Running Record / Title:Rose Parks – Bus Ride to Freedom
Level:Level J – DRA 18
RR:
Will record on a Xeroxed copy of the text for each individual student as they are reading the text. / Accuracy: _____ %
WCPM: ______
Prosody:
Missed Words:
Overall Comments:
Step Six:
Writing in Response to Reading / Instructional Activity:
Pass out Character Map worksheets to students and have them complete the graphic organizer on Rose Parks. They should identify important events in her life, her accomplishments, what she was like based on what the story tells us, and how the student feels about the person. When students are finished, they should read over the work to make sure everything is correct and revise any mistakes that they notice. / Comments:
Ideas for next session / Have students review and recall the major components of nonfiction texts. During the next session, expose the students to types of nonfiction other than biographies such as autobiographies and even identifying dictionaries and almanacs as other nonfiction texts.
Related SOL’s & Learning Objectives
The student will be able to identify, describe, and use components of nonfiction texts – biography, captions, pictures/photographs, glossary, bold print, charts/diagrams
The student will be able to draw connections to the text using detailed descriptions and comparisons used by the author to increase understanding and comprehension
The student will be able to include details and make comparisons to make their own writing more interesting and easier to understand.
VA SOL - Reading
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the author’s purpose.
b) Use prior and background knowledge as context for new learning.
c) Preview and use text features.
d) Ask and answer questions about what is read.
e) Draw conclusions based on text.
f) Summarize major points found in nonfiction texts.
i) Compare and contrast the characteristics of biographies and autobiographies.
j) Use reading strategies to monitor comprehension throughout the reading process.
k) Identify new information gained from reading.
l) Read with fluency and accuracy.
VA SOL – Writing
3.9 The student will write for a variety of purposes.
c) Write a clear topic sentence focusing on the main idea.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information.

Maynard & Miller; 2012Page 1