Tutorial+Plan+5




 * READ 7263 Tutoring Lesson Plan Number 5 **
 * Tutor ** Brittney Burns
 * Student First Name ** Desmond “Alexander”
 * Grade Level ** 7th Grade
 * Instructional Reading Level Narrative: ** Sixth
 * Instructional Reading Level Expository: ** Sixth
 * Instructional Focus for Tutoring: ** Prefixes and Suffixes of root words
 * Guided ReadingText and author: ** “Bill Klepper, Fat-Cat Wheeler Dealer Billionaire” by Scholastic
 * Reading Level of the text ** : Seventh Grade

// Words are power, and that’s the truth // // Prefixes, suffixes, and they all got roots // // Words are power, they run this town // // So let’s run the track back, and break ‘em on down // // Let me break this down, we start with root words the truest // // Not a full word, just a linguistic unit // // You get a lot of room here to improvise // // Visualize words of small size as I summarize // // “aqua” means water, “ami” means love // // “bio” means life, “hemo” means blood // // “geo” means earth, and “vita” means life // // Let’s hit the next topic so y’all can get it right //
 * Teacher READ ALOUD: ** Teacher will read the chorus and Verse 1 lyrics from the song, “Prefixes, Suffixes, and Roots” developed by educational rap.com.
 * // Chorus //**
 * // Verse I //**

b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary. c. Identifies and interprets words with multiple meanings. - Flip Chip which is an interactive website that uses the same root with different prefixes and suffixes to display how the same root word can have different meetings. Developed by ReadWriteThink.Org - Root Analysis - Building Up Words and Then Breaking Them Down
 * Learning Objective: **
 * ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student **
 * Specific Reading Strategies identified in lesson: **
 * Vocabulary strategies **// : // The student will be able to understand the importance of using prefixes, suffixes and roots to decode unknown words.

3. **Prefixes, Suffixes, and Roots Splash:** Provide the student with a blank sheet of paper. Student should write “Prefixes, Suffixes and Roots” in the center. Student will develop a concept map of their definitions of prefixes, suffixes and roots and jot down as many examples they can think of.
 * Before Reading: **
 * 1. Teacher Read Aloud: ** See above for teacher read aloud.
 * 2. “Prefixes, Suffixes, and Roots Rap Song”: ** Student will listen to an education rap song entitled “Prefixes, Suffixes and Roots” Rap Song produced by Educational Rap. This song teaches students how words are put together by using roots, prefixes and suffixes. It will serve as the hook for this lesson. This resource can be found for free on TeacherTube or YouTube.

- ** Scholastic Fat-Car Wheeler Dealer Billionaire: ** Student will read a wacky and silly story about a billionaire boss that incorporates a variety of vocabulary that seems wacky and crazy. However the vocabulary is just everyday words with different prefixes and suffixes used.
 * During Reading: **




 * 1.Sticky Notes- ** Student will be given a stack of mini post it notes. Encourage students to jot down thoughts, questions, unknown vocabulary on the post it notes. Students can post the notes in various sections on the page. Inform the student that there is not a right or wrong thing to write down.

- ** Scholastic Fat-Car Wheeler Dealer Billionaire: ** Student will complete student practice page from Scholastic that will assist the student with defining 9 “wacky” terms found in the story. Then there will be practice defining 5 words from the “Together” prefix family. -
 * After Reading: **

- ** Flip A Chip: ** “The Flip-a-Chip activity turns ordinary poker chips into a teaching tool, showing students how different affixes and roots can be joined to make words and then placed into a context-rich paragraph. Each set of chips contains two word roots and two affixes that can be combined into four different words. For example, the prefixes im- and sup- might be written on the two sides of one poker chip, and the roots pose and press on the other chip. The four possible words (impose, impress, suppose, suppress) are inserted into four blanks in a paragraph according to context clues.” Student will complete 6 exercises using the Flip A Chip Website.



The Tutor will introduce the “Rights of Reader” by Danniel Pennic. Inform student that reading is an option. But choosing to read will open the floodgates to other opportunities in life. There is not a perfect reader in this entire world. When reading you do have “Rights”. Student will select 6 rights for them to live by as a reader. Ask student for their personal take on these rules and set up a calendar for leisure reading during the Thanksgiving and Winter Holiday Break. 1. The right not to read. 2. The right to skip. 3. The right not to finish a book. 4. The right to re-read it. 5. The right to read anything 6. The right to mistake a book for real life 7. The right to read anywhere. 8. The right to start a book wherever. 9. The right to read aloud. 10. The right to be quiet.
 * Self Selected reading: **

The student will be able to complete the Flip A Chip exercises when given random words.
 * Assessment of Objective: **

[] http://www.readwritethink.org/files/resources/interactives/flip/
 * Resources: **

The lesson was very successful. The working time with our after reading activities took up the bulk of our time. Being able to make marks on the paper and make notations was very helpful to the student. He thought the story was weird at first but once he learned the words it all started to make sense to him. He loved the Flip A Chip exercise because it was different and he worked at his own pace. One thing that I love about this website is that you have the option to print certain exercises that they may have struggled with. One of his most challenging exercises dealt with the roots of “pose” and “press”. He spent almost 10 minutes on this exercise compared to the others where he breezed through them after about 5-6 minutes. We printed out exercise three and it showed us his version and then the correct version. He made notations and reflections on errors made.
 * Reflection **// : //