Elizabeth Hilliard
October 31, 2012
Tutoring Week #3
This Week’s Goal: Based on last week’s session and Jesse’s QRI, today we will begin
by working on the Consonant-le syllable pattern. We will review unknown
vocabulary from last week’s session and add any unknown words from Jesse’s
homework on flashcards as well. Finally we will read from a chapter book and work
on summarizing the text.
Plan:
 First, Jesse and I will go over his homework on silent-e and unknown words.
We will add any new unknown words to his set of flashcards, and then we
will create kid friendly definitions on flash cards for these words. Next we
will play a matching game, his mother will hold the word and he will have to
find the corresponding definition. Once we have finished, I will introduce and
explain the meaning of the Consonant-le syllable pattern. I will have a baggie
full of about 20 C-le words. Jesse, his mother, and I will review each of the Cle words. He will break the word apart by syllables, and then pronounce the
word in its entirety and we will discuss its meaning. Next we will play hangman on the white board with the consonant-le words, to increase exposure
and fluidity of pronunciation. Finally we will read aloud from a chapter book,
applying decoding and comprehension strategies when necessary, and
summarizing what we read to his mother.
Action:
 (What we will do together)
o My tutee, his mother, and I will review Jesse’s homework, starting
with the silent-e words that he found. Next we will go over the words
that Jesse encountered in his weekly reading and did not know or
understand. We will write the word and the definition on separate
flash cards and add them to his previous unknown words.
o Next we will play a matching game. His mother with choose a word
from the bag and show it to Jesse.

(What my tutee will do alone)
o Jesse will read each of the words that his mother shows him. He will
then attempt to match the word to the definition cards lying in front
of him.

(What I must do as a result of my tutee’s action/inaction)
o I will prompt Jesse by asking… What does it say? Can you find any
chunks in the word that you do know? What does the word mean?
This will continue until each word has been reviewed and matched.

(What I must do)
o I will introduce and explain the meaning of the Consonant-le syllable
pattern. I will model for Jesse how and where to break apart C-le
words. We will also practice what the –le sounds like when
pronounced.

(What we will do together)
o I will have a baggie full of about 20 C-le words ready for practice.
Jesse’s mother will pick one word out of the bag and show it to us.
Jesse will then rewrite the word on the individual white board that I
provided for him.

(What my tutee will do alone)
o Jesse will attempt to pronounce the word, and then he will circle the
C-le chunk/syllable. Jesse will pronounce the first chunk then add on
the second chunk (eg. Crumble  /crumb-/ + /-ble/). He will
pronounce the word in its entirety and we will discuss its meaning.

(What my tutee and I will do together)
o I will help Jesse break apart and pronounce chunks of the C-le that
give him trouble.

(What we will do together)
o Next we will play hang-man on the white board with the consonant-le
words. His mother will choose a word and I will draw the correct
blanks on the board. Jesse will guess the letters. I will give him clues
like…the word starts with a blend, there are two vowels beside each
other, etc.
o We will take the C-le words and try to create a Halloween themed
paragraph, using as many C-le words as possible. Jesse will write the
paragraph, but we will all work together to compose it.

(What my tutee will do alone)
o Lastly, Jesse will read aloud from a chapter book (I will provide
options for him).

(What we will do together)
o We will practice decoding and comprehension strategies as needed. I
will ask Jesse to summarize what he has read periodically to his
mother.

(What parents will do to help at home)
o The parents will use the C-le flash cards to quiz Jesse. They will also
encourage him to write any unknown words that he encounters in his
journal as well. I anticipate that his unknown words will contain
dipthongs and irregular word structures.

Suggestionso Practice the recognition of the C-le words by using the orange
flashcards.
o Play the matching game with Jesse’s Week #3 Words. Match the word
(orange) to the definition (red).
o Come up with an example sentence for each of the Week #3 Words on
the yellow flash cards.
 Example: I swapped seats with Mary because she could not
see the movie, over the tall man sitting in front of her.
Follow up:
 (What we will do together)
o Next week we will review C-le and move on to dipthongs. We will
spend a lot of time next week working on grade level appropriate tier
two vocabulary words.

(What my tutee will do alone)
o Jesse will complete word sorts and vocabulary matching games of his
new unknown and tier two words.