Learning Lab

So I had an amazing experience this year tutoring one student. I made sure to plan every day for our sessions together and his reading level improved by two grades over the course of the year. Here's a sample of one unit of lessons we worked on together.

Learning Lab Sessions

Series of mini lessons (Unit Plan)

Objectives: Decode -ed suffixes Read with expression Read high frequency words Increase his lexicon by 2-3 words this week To engage in reciprocal teaching strategies Develop an opinion on an issue and publish his work	Materials: dry erase board vocabulary log pen, pencil, looseleaf Readings (NY Times article, Wilson) Laptop dictionary Magnetic Journal	Skills: Decoding and encoding note-taking and annotating Using a graphic organizer to maintain ideas Independently annotating text and chunking readings Scooping and reciprocal teaching: asking clarifying questions reading with expression Identifying repetition of words
Day 1 Decoding words with -ed suffixes Practice decoding the word mulled Wilson tapping WRS student workbook: fill in the blanks with correct word from word bank difference between /ed/ and /d/ sounds Isolate the sounds; syllable divisions Read sentences and identify which words make the /d/ sound and which make the /ed/ sound ex: happened (/d/) ex: frosted (/ed/) Assessment: Spell two words with /ed/ sound and two words with /d/ sound in the suffix		Day 2 Decode an -ed suffix word: Wedged Practice using dictionary, put into vocabulary log Read “Messy Room” together aloud (paired reading) Model how to read with expression (use pencil to guide you-scooping) James reads it aloud alone Ask comprehension questions What is the poem about? Provide evidence from the text. Identify the repetition in poem Chunk reading and and find patterns in rhyme Syllable division of words within the poem that are difficult to decode Assessment: Spell two new words you learned today
Day 3 Decoding word of the day: void Chunk “A wallet...” into 3 sections Use reciprocal teaching: After each chunk, Summarize, clarify, question, predict. Who lost his wallet? Who returned the wallet? How? Where did the owner of the wallet work 40 years ago? What items were in the wallet? What was missing? Decoding words from the article Assessment: Writing: What have you ever lost of real sentimental or monetary value? Did you get it back? Have you ever found something that seemed valuable and tried to return it?		Day 4 Decoding Strive (tapping, spelling, dictionary def., in vocab log write 1 sentence using the word.) NY Times article “Do you eat cafeteria food” Model annotating text Read together James reads alone comprehension questions, key points, form an opinion Free-write: Do the foods served in the cafeteria tend to be healthy? Are they appealing and tasty? What changes should be made to food served in lunchroom? Assessment: Type the free-write and submit it online to the student opinion section of the NY Times