Week One:
Tutoring Informal Lesson Plan
Week of: September 21st
Monday from 12:00-12:30 pm
12:00-12:05 - "What did you do over the weekend?"
12:05-12:20 - Running Record Assessment - Level N. I assessed the level O last week, and the score was very low. Therefore, I bumped down two levels. The teacher will ask the running record level N Comprehension Questions.These are provided in the Fountas and Pinnell reading level books and records.
12:20-12:30 - Read Aloud - I will have my student choose a book from these two options: Amazing Powers (Marvel Heroes) or Captain Underpants.I know that he likes these book topics because of the interest inventory assessment we did on day one!
Tuesday from 12:00-12:30 pm
12:00-12:05 - "What is your favorite type of dessert?"
12:05-12:10- Paragraph Song
12:10-12:30 - Writing Sample Assessment - The student will watch Parkour. Next, the student will identify the main idea. Then, the student will write a summary of the main idea and use supporting details. Finally, the student will write a personal reflection. Questions such as, "What did you learn from the video? Have you practiced parkour? If yes, where did you practice and what did you practice? If no, would you like to? Why or why not?" could be answered for the reflection.
Thursday from 12:00-12:30 pm
12:00-12:05 - "What is your favorite sport to play and why?"
12:05-12:20 - Phonics Assessment (Assessment Link)
12:20-12:30 - Read Aloud
Week Two:
Date: 24 September 2020
Teacher Candidate Name: Yasmine Fields
What will your lesson cover?
My lesson will cover fluency, comprehension, and writing over the course of three tutoring sessions.
Central Focus:
The student will work on a strategy to help with reading fluency and comprehension. The student will read The Girl Who Thought in Pictures – The Story of Dr. Temple Grandin and My New York for these three tutoring sessions.
Standards:
4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
4.SL.3.1 Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.3.2 Identify and use evidence a speaker provides to support particular points.
Learning Objectives:
The student will respond appropriately to punctuation while reading with 80% accuracy after reading the same passage twice.
The student will read with expression after the teacher models an example.
The student will summarize the main idea with supporting details.
The student will use text evidence to support his/her claims to comprehension questions.
Assessments: Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed - checks for understanding counts.
Comprehension questions after reading (informal)
Monitoring & observation of use of punctuation and expression in readings (informal)
Informative writing paragraph (formal)
Instructional Resources and Materials & HOW they’ll be distributed (i.e. shared screen, sent ahead of time, etc.):
For students: (handouts, previous assignments, websites, platforms, apps, etc.)
The Girl Who Thought in Pictures book
paper
pencil
dry-erase marker
For the teacher: (outline, notes, answer keys, overheads, video, lists of questions, etc.)
lesson plan – printed for tutoring sessions
chart for lesson (“When We Read Non-Fiction…) from The Reading Strategies
laptop
Dry-Erase Activity Blotter
My New York
Introduction:
“When you read, what goes on in your head? Do you see images? Do you connect the words you see to what you know about the word?”
Fluency & Comprehension Strategy Instruction Strategy Focus:
“When reading information texts, you can try sounding like a teacher instead of like a storyteller. Read as if you’re teaching interesting facts. Raise your voice at questions (Serravallo, 2015).”
I will model a few pages with “air punctuation.” Each punctuation mark will have its one motion to go with it. I have included a few examples down below.
Period: To first show an example, say period after the sentence. After trying it out a couple of times, say it silently in your head.
Dash: You will move your hand from one side to the other forming a dash in the air.
Comma: You will cup your hand and make a curving motion in the air to form your comma.
Exclamation: You will throw a hand in the air like you are shouting.
Question: You will tilt your head and lift an air up and shrug to pose the question.
Before Reading:
The teacher will have a chart made from The Reading Strategies Book on page 110 – Use a “This Is Interesting” Voice.
“Have you ever listened to someone read a story in a flat voice? If not, let me show you an example.” The teacher will say, “What do you like to do for fun?” in a monotone voice. Then, the teacher will say, “What do you like to do for fun?” with expression.
The teacher will say, “When you read nonfiction, it could be easy to read it in a monotone, flat voice, one fact after another. Instead, try to show that the information you’re learning is interesting. Look to the ending punctuation to know whether you’re going to be giving information or asking questions. Since the book is teaching you information, you can read it like you’re teaching (Serravallo, 2015).”
The teacher will say, “We’re getting ready to read about a real woman named Temple Grandin. Let’s read the title and think about what we might learn from this book.”
The teacher could say after the student responds, “She thought in pictures. When I read, I sometimes forget I am reading words and I see a movie in my head. Has that happened to you when you’ve read a book? What happens when you read? Do you see what you’re reading about?”
The teacher will say, “Let’s learn how Temple used pictures to help her with her thoughts.”
During Reading:
Student and teacher will do a shared reading of The Girl Who Thought in Pictures: The Story of Dr. Temple Grandin aloud. The teacher will first model the strategy of using air punctuation and have the student follow after the first couple of pages. The teacher will also ask questions throughout the book to check for comprehension.
The teacher will point out the words in all capital letters. The teacher will ask, “why do you think the author made these words stick out in the text?”
After Reading:
The teacher will ask questions about the text to assess comprehension.
Example Questions for Comprehension
Who is this story about? What can you tell me about them?
How would you describe the main character in two to three words?
Do you like this story? Why or why not?
How do you think the main character felt at the beginning of the story? What about at the end?
What is the main idea of this story?
What sentence or phrase in the story did you not understand? Let’s explore it together so we know what it means.
Closure:
The teacher will ask, “Why is it important to read with expression?”
The teacher will ask, “Why is it important that we pay attention to punctuation when we read?”
Tuesday and Thursday from 12:00-12:30
“Would you like to go to New York one day?”
“What do you know about New York?”
Writing Strategy Instruction
Strategy Focus:
“When reading information texts, you can try sounding like a teacher instead of like a storyteller. Read as if you’re teaching interesting facts. Raise your voice at questions (Serravallo, 2015).”
I will model a few pages with “air punctuation.” Each punctuation mark will have its one motion to go with it. I have included a few examples down below.
Period: To first show an example, say period after the sentence. After trying it out a couple of times, say it silently in your head.
Dash: You will move your hand from one side to the other forming a dash in the air.
Comma: You will cup your hand and make a curving motion in the air to form your comma.
Exclamation: You will throw a hand in the air like you are shouting.
Question: You will tilt your head and lift an air up and shrug to pose the question.
Tuesday from 12:00-12:30 pm
Before Reading:
The teacher will say, “Today we will read a book called My New York by Kathy Jakobsen.”
The teacher will say, “I am going to read this book to you, and I want you to be thinking about the information the author is trying to tell us. We will continue to work on the strategy that we used on Monday.”
The teacher will ask the student what motion we do for each punctuation mark so the student can get some practice in before reading.
During Reading:
The teacher will read My New York aloud and the teacher will ask questions throughout the book with reading new words and asking questions to check for comprehension.
The teacher will ask the student to point to what the author is describing on the pages the teacher is reading. Example: On page one the author mentions the New York Public Library, the student will be asked to point to where the library is located on the page.
After Reading:
The teacher will say, “We are going to fill out this chart to help us write an informational paragraph! We are going to just fill out the chart today and then write our paragraph tomorrow.”
The teacher will help guide the student through the “Informative Writing” activity using the Dry-Erase Activity Blotter.
Thursday from 12:00-12:30 pm
The teacher will say, “We are going to use our chart to help us write a paragraph that will inform future readers about the book we read yesterday. Remember, we need to include the topic and main idea of the story using our three supporting details we discovered.”
The student will write the informative writing paragraph on a piece of paper.
The teacher will say, “Now that you have your paragraph written down, I want you to reread what you wrote. As you are re-reading, I want you to look for any words you think you might have misspelled. When you find those words, I want you to circle them.”
The student will find the misspelled words and circle them.
The teacher will say, “Now that we know what words were spelled wrong, let’s correct the spelling.”
The teacher will have the student write out the misspelled words on a different piece of paper and give the student a sticky note with the same words spelled correctly.
The teacher will have the student spell the words correctly next to how they had the word spelled originally.
Closure:
The teacher will ask, “Why is it important to double check our writing by re-reading?”
REFERENCES
Jakobsen, K. (2003). My New York. New York: Little, Brown, and Company.
Mosca, J. F., & Rieley, D. (2018). The girl who thought in pictures: The story of Dr. Temple Grandin. New York: Scholastic.
Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.
Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: Heinemann.
Week Three:
Date: October 5th and October 6th, 2020 from 12:00-12:30 p.m.
Teacher Candidate Name: Yasmine Fields
What will your lesson cover? My lesson will cover long vowel sounds (oa, ai, and igh) and other vowel sounds (ar, ow, or) by doing a word sort and identifying words with those vowels in the passages the student will read.
Rationale: The student that I am tutoring struggles with spelling. We completed a spelling assessment and he spelled 4/25 words correctly. I think that incorporating a word study each day would be beneficial to his education, along with continuing to work on comprehension. The student struggled with long vowels, other vowels, inflected endings, syllable junctures, unaccented final syllables, harder suffixes, and bases or roots. For this week, we will work on long and other vowels.
Central Focus: The student will complete a word sort. On Monday, he will sort long vowels (oa, ai, and igh). On Tuesday, the student will sort other vowels (ar, ow, and or).
Standards:
4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
4.W.6.2c Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) in writing single and multisyllable words.
Learning Objectives:
The student will read aloud text with 80% accuracy and expression.
The student will answer questions that shows comprehension of the story.
The student will use spelling patterns in words for a word study.
Assessments: Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed - checks for understanding counts.
Informal - Checks for understanding throughout read aloud
Formal - Word sort
Long vowels (oa, ai, igh)
Other vowels (ar, ow, or)
Instructional Resources and Materials & HOW they’ll be distributed (i.e. shared screen, sent ahead of time, etc.):
For students: (handouts, previous assignments, websites, platforms, apps, etc.)
word sort activities
“Helicopters” passage (level N – independent reading level)
“Holland, Michigan” passage (level N) – independent reading level)
For the teacher: (outline, notes, answer keys, overheads, video, lists of questions, etc.)
Answer keys to word sort
Lesson plan
List of comprehension questions
Introduction:
The teacher will ask, “What did we learn about last week? How can we continue to grow as a reader using that strategy?”
Comprehension Strategy Instruction
Strategy Focus: The student will work on spelling patterns this week with long vowels (oa, ai, igh) and other vowels (ar, ow, or) using a word sort. The student will then identify examples of the long vowels and other vowels by highlighting a word with those vowels in the passages he reads. Before Reading:
The teacher will say, “today we are going to read a passage called Helicopters (Monday) or Holland, Michigan (Tuesday).
The teacher will ask, “what do you think this book will be about?”
During Reading: The student will read the passage aloud and the teacher will assist when needed by doing things such as providing help with reading new words and asking questions to check for comprehension.
What were you think about as you are reading this? Were you asking yourself questions? Were you pausing to think about what you just read? Were you seeing pictures?
After Reading: The teacher will ask the following questions.
What is this story about?
Do you like this story? Why or why not?
What is the main idea of this story?
What new words did you read?
Monday
What word did you find that had the vowel oa?
What word did you find that had the vowel ai?
What word did you find that had the vowel igh?
Tuesday
What word did you find that had the vowel ar?
What word did you find that had the vowel ow?
What word did you find that had the vowel or?
Word Study The student will be given the words with the long vowels (oa, ai, igh) on Monday and the other vowels (ar, ow, or) on Tuesday and will be asked if he notices anything about the words. Then, the student will be asked to sort them according to the vowel.
Closure: The teacher will ask, “Do you think this activity will help you in the future with spelling? Why do you think it is important to study words and their vowels?”
REFERENCES
Assessment Resources. (n.d.). Retrieved October 05, 2020, from https://www.fountasandpinnell.com/assessment/
Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.
Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: Heinemann.
Week Four:
Date: October 27th and October 29th, 2020 from 12:00-12:30 p.m.
Teacher Candidate Name: Yasmine Fields
What will your lesson cover? My lesson will cover comprehension by asking comprehension questions and by working on asking questions before, during, and after reading.
Rationale: My student is improving with fluency with the strategies that we use. I want to take time to work on question asking with him. I think that by having him ask questions about the text before, during, and after reading will help understand the text better.
Central Focus: My central focus is question asking. On Tuesday we will read a text titled Light-Years and a text titled Moons on Thursday. For each text, the student will work on asking questions before, during, and after reading.
Standards:
4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
4.SL.2.2 Explore ideas under discussion by drawing on readings and other information.
Learning Objectives:
The student will read aloud text with 80% accuracy and expression.
The student will answer questions that shows comprehension of the story.
Assessments: Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed - checks for understanding counts.
Informal - Checks for understanding throughout read aloud & sticky note questions of the text before, during, and after reading
Instructional Resources and Materials & HOW they’ll be distributed (i.e. shared screen, sent ahead of time, etc.):
For students: (handouts, previous assignments, websites, platforms, apps, etc.)
word sort activities
“Light-Years” passage (level N – independent reading level)
“Moons” passage (level N) – independent reading level)
Chromebook
For the teacher: (outline, notes, answer keys, overheads, video, lists of questions, etc.)
Lesson plan
List of comprehension questions
Introduction:
The teacher will say, “Today we are going to be reading some passages about outer space! Do you remember the astronauts we read about in reading throughout this year? Would you go to space if you had the opportunity? Why or why not?”
The student will watch this video titled “Moon 101” from National Geographic on Tuesday and this video titled “Spaced Out: Crash Course Kids #25.1.”
Comprehension Strategy Instruction
Strategy Focus: Comprehension - Asking Questions
Before Reading:
The teacher will say, “Today we are going to read a passage called Moons (Tuesday) or Light-Years (Thursday).
The teacher will ask, “What do you think this book will be about?”
The teacher will say, “We are going to be focusing on question asking for tutoring this week. It is important to always be asking questions before, during, and after reading a text!”
The teacher will say, “After watching the National Geographic video and knowing the title of the text we are reading, I want you to type two questions you have about the moon by using the comment feature on Google Docs.”
During Reading: The student will read the passage aloud and the teacher will assist when needed by doing things such as providing help with reading new words and asking questions to check for comprehension.
The teacher will say, “As you are reading, I want you to see if any of your questions get answered when you read. I also want you to ask two more questions while you are reading. Take time to pause and type them out as a comment on Google Docs.”
After Reading:
The teacher will say, “Now that you have finished reading the text, I want you to ask some final questions about what you just read.”
The teacher will ask, “While you were reading, did any of your questions get answered? Do you think that asking questions helps us become better readers? Why do you think that asking questions helps us understand what we read?”
The teacher will ask the following questions.
What is this story about?
Do you like this story? Why or why not?
What is the main idea of this story?
What new words did you read?
Closure: The teacher will ask, “Do you think this activity will help you in the future with reading? Why do you think that it will help? What else can we do to help us become better readers?”
REFERENCES
Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.
Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: Heinemann.
Week Five:
Date: November 5th and November 6th, 2020 from 12:00-12:30 p.m.
Teacher Candidate Name: Yasmine Fields
What will your lesson cover? My lesson will cover comprehension by asking comprehension questions and by working on visualizing the text we read about. My lesson will also cover fluency.
Rationale: My student is improving with fluency with the strategies that we use. I want to take time to work on visualizing with him. I think that by having him visualize the text it will help him understand the text better.
Central Focus: My central focus is visualizing and fluency. On Thursday we will read a text titled Rainbows and a text titled Trees on Friday. For each text, the student will draw a picture that represents what the text is telling us. We will continue to work on fluency by rereading the text so it sounds like we’ve always known it.
Standards:
4.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
4.RL.2.1 Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.
Learning Objectives:
The student will read aloud text with 80% accuracy and expression.
The student will answer questions that shows comprehension of the story.
The student will refer to details and examples in the text when visually representing the text.
The student will refer to details and examples in the text when explaining their visual representation of the text.
Assessments: Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed - checks for understanding counts.
Informal - Checks for understanding throughout read aloud & visual representation depicts what the text says
Instructional Resources and Materials & HOW they’ll be distributed (i.e. shared screen, sent ahead of time, etc.):
For students: (handouts, previous assignments, websites, platforms, apps, etc.)
Paper
Crayons/colored pencils/markers
Pencil
“The Rainbow” passage (independent reading level N)
“Trees” passage (independent reading level N)
For the teacher: (outline, notes, answer keys, overheads, video, lists of questions, etc.)
Lesson plan
List of comprehension questions
Copy of passage (for running record)
Introduction:
The teacher will say, “Today we are going to be reading some passages about things you can find in the outdoors. Do you like to be outdoors? If so, what do you like to do outside?”
The student will watch this video titled “5 Unusual Rainbows – Amazing Weather” from Met Office – Learn About Weather on Tuesday and this video titled “The World’s Tallest Tree! Science for Kids” from SciShow Kids.
Comprehension Strategy Instruction
Strategy Focus: Comprehension - Visualizing & Fluency – Read It Like You’ve Always Known It Before Reading:
The teacher will say, “Today we are going to read a passage called Rainbows (Tuesday) or Trees (Thursday).
The teacher will ask, “What do you think this passage will be about? What do you know about rainbows/trees?”
The teacher will say, “We are going to be focusing on visualizing for tutoring this week. It is important to always be thinking of what the text is telling us. One way we can do this is by thinking of images in our head while we read. Let’s go ahead and read the text.”
The teacher will say, “You may come across a word or words that you do not know. Use your strategies to stop and figure the words out. Sometimes, when we stop to figure out the word, we forget what we read about? Does think happen to you? It happens to me too. Something that helps me is to go back reread it after I figure out the word like I have always known it!”
The teacher will say, “So, whenever we come across a word that we do not know, we need to figure the word out and then reread the sentence. We also need to be thinking about what images the texts allow us to see.”
During Reading: The student will read the passage aloud and the teacher will assist when needed by doing things such as providing help with reading new words and asking questions to check for comprehension.
The teacher will say, “As you are reading, I want you to try and think of an image of what you are reading about.”
After Reading:
The teacher will say, “Did you think of an image while you were reading? What did you see? I want you to draw the image you saw in your head. If you did not see an image, I want you to think of one that represents what the text told us.”
The teacher will ask the following questions.
What is this story about?
Did you learn anything new about rainbows?
Do you like this story? Why or why not?
What is the main idea of this story?
What new words did you read?
Closure: The teacher will ask, “Do you think this activity will help you in the future with reading? Why do you think that it will help? What else can we do to help us become better readers?”
Thursday’s Passage:
The Rainbow
“I see it! I see it!” everyone was shouting.
Carlos shaded his eyes with his hand. He looked up in the sky. He could not find the rainbow that everyone else could see. Carlos knew about rainbows. He’d learned about them at school. He knew that they appeared when the sky cleared after a rain. He knew that when the sun’s light hit water drops in the air, it made a rainbow.
Carlos went inside. A few minutes later, he rushed back out. He was holding a spray bottle filled with water. He squirted water in the air and smiled. He had made a rainbow of his own!”
Friday’s Passage:
Trees
Trees can be small or large. They can be unusual (sc) -unusally, too. Some trees can be as tall as a 36(sc)-story building (sc). Others may be as short as a one-story building (sc) - builder.
Pine trees live where it is cool. They may live in mountains. They (repeat) often look like triangles (sc – strangles).
Palm trees (repeat) live where it is warm. They may live on beaches. They look like poles with long leaves at the top.
Some trees have wide leaves. Some trees have narrow leaves. Oak trees have bumpy leaves. Elm trees have pointy (sc- poanty) leaves.
Trees can be as different as people.
REFERENCES
Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.
Serravallo, J. (2017). The writing strategies book: Your everything guide to developing skilled writers. Portsmouth, NH: Heinemann.
Week 6:
Date: November 10th and November 12th, 2020 from 12:00-12:30 p.m.
Teacher Candidate Name: Yasmine Fields
What will your lesson cover? My lesson will cover fluency assessments to assess the student’s progress in fluency.
Rationale: My student has been working on fluency and comprehension strategies throughout this semester. We have typically been meeting on Tuesdays and Thursdays to have tutoring sessions to improve with reading. At the beginning we assessed fluency, and we are going to reassess this week to find the students’ instructional, teacher instruction, and frustration levels. I have found two running records from Reading A-Z. There is a chart that correlates Reading A-Z’s levels and Fountas and Pinnell’s levels. As of right now, my student’s independent reading level is level N. Therefore, I want to test a level O on Tuesday and a level P on Thursday. According to Reading A-Z’s correlation chart, the equivalence of those levels for their running records are S and T.
Central Focus: My central focus is assessment with running records to assess fluency progress.
Learning Objectives:
The student will read aloud text with 80% accuracy and expression.
The student will answer questions that shows comprehension of the text.
Assessments: Informal and formal assessments used to monitor student learning, including type(s) of assessment and what is being assessed - checks for understanding counts.
Formal - Running Record for Level O & P
Instructional Resources and Materials & HOW they’ll be distributed (i.e. shared screen, sent ahead of time, etc.):
For students: (handouts, previous assignments, websites, platforms, apps, etc.)
Flash Mobs! passage & questions
A Night in the Trees passage & questions
For the teacher: (outline, notes, answer keys, overheads, video, lists of questions, etc.)
Lesson Plan
Running Record Form
The teacher will do a running record with the student for level O on Tuesday (virtual – I cannot return until the 11th, with the 12th being the next day), and level P on Thursday (in person, yay!). After the student reads the passage, they will answer the comprehension questions. For the end of the tutoring session on Tuesday, we will watch a video about we just read – Flash Mobs! For the end of the tutoring session on Thursday, we will talk about what we have learned from our tutoring sessions! The teacher will ask, “What are some things that you have learned from our tutoring sessions? What are some things that you would like to continue working on? Write down three personal successes from our tutoring sessions.”
Closure:
During this time, I will thank the student for participating in these tutoring sessions with me! I will also be giving him a small gift with a thank you note.
Flash Mobs!
A flash mob is a quick burst. A mob is a crowd of people. A flash mob, then, is a group of people who perform together only briefly. Since people started using the term around 2003, the flash mob has become a fun fad all over the world.
The organizer of a flash mob will usually use the Internet to spread the word about where and when to meet and what participants will do. Then the group arrives at the same public place at a certain time. At a signal, the performance suddenly begins. The flash mob might dance or freeze in place or sing a song together. Surprise is important to the success of a flash mob; these performances are most striking when they are least expected. However, spectators are usually welcome to join in the activity, and many do.
When the performance ends, participants return to life as it was before, as if the flash mob event never happened.
A Night in the Trees
Hector lagged behind the others on the hike. He felt a little worried and nervous about camping overnight with the youth group from the community center. Sleeping outside sounded uncomfortable. Still, his friend Alexander had insisted the trip would be fun, so here he was.
Alexander ran back down the path to find him. “Wait until you see where we’re sleeping!” Alexander said.
Hector was astonished when he saw the tree house. It was a remarkable wooden structure, build between two trees. The main, horizontal platform appeared to be elevated twelve feet above the ground. It had a roof overhead and railings along the sides for safety. Hector thought it looked like a giant popsicle.
On the ground, the group grilled hamburgers and vegetables over a campfire. As darkness fell, Hector climbed the ladder to the tree house. He fell asleep listening to a chorus of crickets. In the morning, a bird sang on a sunlit branch just a few feet from his nose. Hector thought he now felt like that bird, happy enough to start singing.
The teacher will ask the following questions.
What are some things that you have learned from our tutoring sessions?
What are some things that you would like to continue working on?
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