Tutoring Lesson Plans—Transitional (Levels 18-38)
Tutor: ______Holly Hughitt_____________
Tutee: Paul, Jessica, Sarah, and Peter
Date: __________2/21/13____________
Tutoring Session: Guided Reading (1)
Literacy Component
Instructional Procedures
Title of Book:
Step One:
Fluency/Reread
Level of Book:
Reading Strategy:
Instructional Activity:
N/A
Session Notes
 Book Reread:
 Too easy
 Just right
 Too hard
 Number of times book
read:
 Missed words:
 Comments:
Step Two:
Word Work
(Phonics/Word Study)
Patterns/Features: Possessive Nouns
Words List: (‘s)
I will review what possessive nouns are
with the students. They have been learning
about them in class, so this activity will give
them a chance to put that knowledge to
use and to clear up any misconceptions that
that students may have concerning
possessive nouns and their use.
 Focus Area:
Mastered
Developing
Needs Improvement
 Describe:
Instructional Activity:
 I will ask the students to raise their
hands if they can tell me what a
possessive noun is. I will choose one
of the students to explain it to the
group. If any students have anything
to add to the first student’s
explanation, I will encourage them
to do so.
 If I feel that any of the students are
still confused or that their
explanation was not sufficient, then
I will review with the students that a
possessive noun shows ownership
or possession and is formed by
adding an ‘s to the end of a noun.
 I will review that a contraction using
‘s is not the same as a possessive
noun. I will give the example of
“it’s” and explain that it is a
contraction for “it is” and does not
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Tutoring Lesson Plans—Transitional (Levels 18-38)

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Step Three:
show ownership.
On the white board I will write the
sentence “The horse’s saddle was
loose.” I will tell the students to
read the possessive noun out loud
all at once on the count of three.
Then I will have the students do the
same thing for the item being
possessed. If any of the students
choose an incorrect word I will ask
one of the students who chose the
correct word to explain um the
reason why they chose that word
and the reason why it’s the correct
word.
When I feel all of the students have
a good grasp on the concept I will
ask them to demonstrate it by
calling on them one at a time to
verbally giving me examples of
phrases with possessive nouns.
Then I will pass out note-cards to
the students and ask them to each
write a sentence with a possessive
noun.
When they have done this I will
have them turn to the person next
to them and switch note-cards.
I instruct the students to circle the
possessive noun and underline the
item being possessed.
Sight Word/HFW:
 Mastered word(s):
Vocabulary Words:
 Needs Improvement
on word(s):
Word Identification
Athens- The capital of Greece (p. 5)
 Just like Athens is the capital of
Greece, what is the capital of our
country?
Ancient- From a very long time ago (p. 5)
 Do you have anything at home that
is from a very long time ago?
Acropolis- A group of supported structures
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Tutoring Lesson Plans—Transitional (Levels 18-38)
built on the top of a hill in ancient Athens
(p. 6)
 If the Acropolis is in Athens, then
what country is it in?
Columns- Tall posts used as supports and
decorations for buildings (p. 14)
 Where have you seen columns
before?
Landmark- A building or place that is
important because of its history (p. 6)
 Can you think of any place that
you’ve been to that might have
been landmarks.
Massive- Very large; huge (p. 14)
 What is the most massive thing that
you can think of?
Protested- To complain (p. 6)
 When is the last time that you
protested about something?
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.)
Maynard & Miller; 2012
Title: Acropolis Adventure
Level: 28
 Was the book too
easy/ hard/just right?
Before:
Introduce the vocabulary to the students
by presenting the words to them on
flashcards one by one and asking them
what they already know about each of
these words. After expanding on the
students’ background knowledge of each
vocabulary word, read them the student
friendly definition and ask them to repeat it
back to me. In addition to these steps, I will
also ask the students the above correlating
questions in an attempt to establish
connections with the vocabulary for the
students and to gauge understanding
through the students’ responses.
Pass out paper and pencils and explain to
the students that we are going to be doing
some predicting today and that predicting
is using evidence to make an educated
guess at about what is likely to happen in
 Missed words:
 Used “Fix-it up” Tools
(name tool(s) below):
 Other (B/D/A):
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Tutoring Lesson Plans—Transitional (Levels 18-38)
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

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
the future. I will give each of the students a
copy of the book and ask them to find and
point to the title for me, I will choose one
student to read the title to me. I will also
call on students to tell me what they see on
the covers. Then we will have a group
discussion in which we will come up with a
prediction of what the story is going to be
about and what might happen based solely
on based on the title and cover pictures. I
will write this prediction down on the board
and the students will write this prediction
down on their papers.
After the students have written their
predictions I will ask them to open to the
first page. As a group we will “tour” the
table of contents and the glossary, which is
on the back page. I will the students to
volunteer their knowledge pertaining to
each. If the students do not seem to have a
good grasp on the purpose of the table of
contents or the glossary I will explain that
the table of contents is a way for the reader
to quickly locate different sections of the
book and that the glossary provides
background information or definitions for
topics that the authors believe the readers
may be unfamiliar with.
As the students begin to read the book I
will encourage them to make predictions
based on what takes place in the story. I
will also remind them to revise or confirm
their predictions as they learn more about
the story and the characters in it. The
students will be reminded to pay special
attention to the vocabulary words, which
will be underlined or bolded in their books.
During:
The group will stop reading at predesignated points to discuss the reading,
analyze text meaning, or revise predictions.
These pre-designated points are clearly
marked in the text with “Stop Here” written
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Tutoring Lesson Plans—Transitional (Levels 18-38)
in their books.
For example:
 On page 4 the students will stop and
I will ask them the comprehension
question “Why do you think Brady
and Dimitri know each other’s
names, but not faces?” I will let all
of the students provide their
opinions about this and we will
discuss them as a group. If none of
the students come to the conclusion
that maybe they had planned to
meet, I will guide them there
through prompts and guiding
questions.
 On pages 5 and 10 there are “Stop
Here” points at which I will ask the
students to:
o Talk about what has
occurred in the story so far
o Describe what they feel are
the important parts of what
they have read so far
o Take a moment to check,
revise, or confirm their
predictions if they need to.
 At the “Stop Here” point on page 10
I will also ask the students “What is
special about this tower?”
 At the “Stop Here” point on page 11
I will ask the students “Do you have
any ideas of how people watching
from the top rows of the Greek
theater could hear the actors
onstage?” I will let all of the
students respond and share their
ideas, we will briefly discuss them,
and then I will say “Well, let’s read
and find out!”
After:
At the end of the story, the closing
sentence is “In the fading light, Brady
thought to himself that he would leave
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Tutoring Lesson Plans—Transitional (Levels 18-38)
Greece a different person than he was
when he arrived.” I will ask the students
“How do you think that Brady may have
changed?” The group and I will discuss this
verbally. If the students struggle with this
question, guidance will be provided and I
will remind them of strategies which we
have worked with previously such as using
context clues and trying to imagine that you
are the character. The students will be
prompted to expand on this by providing
reasons for why they believe their answers
are accurate or how they came up with
their answers.
As a group we will determine whether or
not our original prediction came true.
Step Five:
Running Record
Title:
Level:
RR:
 Accuracy: _____ %
 WCPM: _______
 Prosody:
I will be taking running records throughout
the book.
 Missed Words:
 Overall Comments:
Step Six:
Writing in Response to
Reading
Instructional Activity:
 Comments:
The students will be instructed to write a
short paragraph comparing and contrasting
the original prediction with what actually
happened in the story.
Ideas for next session
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