READ 7263 Tutoring Lesson Plan - Sapp 1
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University of West Georgia *
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7263
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Communications
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Feb 20, 2024
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READ 7263 Literacy Case Study
Tutoring Plan Template
Tutor:
Aleya Sapp
Student:
Max
Grade: 8th
Plan #:
1
Strategy:
DIBELs
Date:
September 11, 2023
Tutoring Session Background
Georgia Standards of Excellence
(GSE): Include number and brief narrative. (If you teach in a state other than Georgia, please include your state’s curricular standards.)
ELAGSE8RI10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Literacy Learning Objectives:
Must include observable
student behaviors and be correlated to the curricular standards. The objectives should be connected to one or more of the primary literacy domains of phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.
Student will increase his reading fluency level by at least two grade levels by the end of the year.
Tutoring Session Components
Introduce Literacy Strategy:
Include a description of the strategy being taught here. Each lesson should cover a different research-based strategy. Cite research-based rationale for the strategy.
Echo Reading
ECHO READING involves the teacher reading aloud a text line by line or sentence by sentence modeling appropriate fluency. After reading
each line, the students echo back the reading of the line with the same rate and prosody. This activity can be done with individual students, small groups, or larger groups of students. Modeling of Strategy:
Be as descriptive as possible in
explaining what you are going to do with the student.
Select a text that students can read with at least 95% accuracy. That passage will be New Eyeglasses. Distribute the text to Max and model fluent reading of the text reminding him to pay attention to punctuation and phrasing. Read one line or sentence of the text at a time, modeling appropriate fluency. Cue Max to read aloud that same line or sentence, echoing the same fluency and intonation that
you modeled. Complete the reading of the entire text in this manner, line by line or sentence by sentence.
Student Guided Practice:
Be as descriptive as possible in
explaining what the student will do to practice the strategy
with
your guided assistance.
Using the same passage as modeled, Max will work with a student reading partner close to his reading level to practice using the strategy as detailed above. I will monitor their reading and provide support as needed. The areas that I will focus on during Echo Reading are reading rate, prosody, and intonation.
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READ 7263 Literacy Case Study
Tutoring Plan Template
Independent Practice:
Be as descriptive as possible in
explaining what the student will do to practice the strategy
without
your guided assistance.
To practice this strategy on his own, Max will read the same passage independently. The expectation is that he will follow along in the passage using his finger or a reading guide to point at each word while reading. He should be able to self-correct during this practice. Formative/Summative Assessment:
The student must demonstrate
that they have mastered the objective(s) for this tutoring session.
DIBELs
Max will be in a quiet room with minimal distractions and interruptions. He will sit at a desk away from distractions in a classroom setting. I will sit close enough to him so that I can hear him read and see his face. I will make sure that the scoring booklet is not visible to him by using a clipboard. I will tell the student the following instructions:
You will have 60 seconds to read as much of this passage as you can.
Should you come across a word that you do not know you should attempt it. If after 3 seconds you have not self-corrected, I will tell you skip to continue reading. At the end of 60 seconds, I will tell you
to “Stop”.
As the student reads the passage, I will mark with a slash any errors. Should Max self-correct the error within 3 seconds I will mark SC over the item. If he gets lost in the passage, I will point him to where he needs to continue reading.
Materials/Resources/ Technology:
List all materials used by the tutor and student. Insert links to websites. Do not
attach handouts, copies of PowerPoints, etc.; instead, include a link to where resources are stored on an external server (Google Drive, Dropbox, etc.) Every tutoring session should meaningfully and purposefully
incorporate technology.
https://dibels.uoregon.edu/materials
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