wp.vcu.eduwp.vcu.edu/.../uploads/sites/1421/2012/04/Tutoring-Not… · Web viewJack is a good listener and can answer questions to the content read orally to him. There are times

Running head: TUTORING NOTEBOOK

Tutoring Notebook

Meera. R. Mehtaji

Virginia Commonwealth University

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Assessment

Background Information

Jack is a fourth grade, male student, studying in a Richmond Public School. He was born on

20th April 2002. He was 9 years 4 months and 29 days on the day of the QR-5 reading

assessment. Jack has been identified as a student with a learning disability. He has significant

difficulty in reading and has an IEP to help him achieve his academic goals. Jack will not be

given his state SOL for reading; instead he will be completing his Virginia Grade Level

Assessment (VGLA). As the tester is a volunteer, she does not have access to his past records

and cumulative files.

Jack is a good listener and can answer questions to the content read orally to him. There are

times when Jack can only read certain parts of the comprehension texts, but he uses contextual

clues to answer comprehension questions. His class teacher, Ms. H, is extremely intrigued by his

ability and often remarks, “I don’t know how he does it, but he just manages to put it all

together.”

Behavioral Observations

Jack is an obedient student and willing to follow instruction. He will attend to the task on

hand and follow instructions to complete his work. He finds reading very laborious and gets

frustrated easily. During the first session with the tester, Jack completed his work and was

receptive to corrections. He enjoys drawing and likes watching ‘Transformers’. After completing

his journal writing every day, he spends his free time drawing in class.

The QRI-5 was administered post-lunch. It was a long day and Jack had already had one

reading class in the morning. He was tired, but he did not complain during the testing period. He

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wanted the tester to read a long story after the testing was over. This show that he greatly enjoys

listening to content read out to him.

Results

Reading

The tester gave Jack the Primer 2 wordlist, on the QRI-5. He could read 16 of the 20

words automatically, while he identified two words and got two incorrect. The total number of

correct words read was 18 out of 20, this put him in the independent level.

The next word list the tester gave him was the Level one. On this word list he got only 7

correct, he had to identify all the words and was at the frustration level.

To get a better base line the tester gave Jack the Primer 3 word list. He could read 6 out of 20

words automatically, while he identified 4 words and got 10 incorrect. The total number of

correct words read was 10 out of 20, this put him at the frustration level. This demonstrates that

Jack has a limited sight word vocabulary in his repertoire.

The word list established that Jack was at the Primer level of reading. The tester gave him

one Narrative and one Expository comprehension passage. The Narrative comprehension

passage was titled ‘Spring and Fall’. Jack was not fluent in his reading, it was slow and laborious

and he decoded one word at a time. He took him 1minute and 45 seconds to complete the

passage. He read 42 words per minute correctly. He had nine miscues in his reading. His errors

included substitutions and one omission. There were two errors self-corrected. The miscue

analysis puts his reading to the frustration level.

Jack knew fall and spring are seasons, but could not differentiate between them. Thus he did

not have a clear concept of ‘spring and fall’. He could recall only 6 of the 28 ideas. As all the

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questions were explicit he answered 4 out of 5 answers correctly. The results put him at the

Instructional level. This exhibited what his classroom teacher said about him, as he used a lot of

contextual clues to answer the comprehension questions.

The Expository comprehension passage that Jack read was “Who lives near lakes?” In this

passage, too, his fluency was affected, his reading was laborious and choppy. It took him 2

minutes and 10 seconds to read the passage. He read 21 words per minute correctly. He had 18

miscues in his reading. His errors were mostly omissions as he could not decode them.

Jack could explain what animals live near lakes, or why people live near lakes. He could

recall 9 out 18 ideas. He answered two explicit and one implicit question correctly out of the

three in each category. The results put Jack at the Frustration level of reading comprehension.

Jack had more difficulty reading Expository material, as there were many more new words in

the passage. His narrative reading was also choppy and he could not decode all of the words. As

he had some idea about the passage he was better able to answer explicit questions in both the

passages and could answer only one implicit question of the question.

Spelling

Jack was tested with spelling from ‘Words their Way’. Jack was given the primary word list.

He got only 3 words correct out of the 26 words in the list. This demonstrates that Jack has

difficulties with both Phonological Awareness as well as Phonics. He could not identify

beginning and ending sounds, he had difficulties with blends and no clue of word families as

well. He could not use syllabication to break up and identify every part of the word. This also

affects his vocabulary and comprehension when he is reading a passage, as it affects his

decoding skills.

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Writing

The tester assessed a sample of his journal to evaluate him on his writing skills. The

sentences were short and had limited vocabulary. There were grammatical as well as spelling

mistakes in his writing. His written work also does not have a flow and he jumps from one idea

to another, thus the writing lacks cohesion.

Jacks’ writing is laborious and not very uniform; there are capital letters in the middle of

the sentences. He only punctuation he uses is the period at the end of the sentence, there are no

other punctuations in his writing.

Instructional Recommendations

Jack needs intense remediation in reading. It is recommended that Jack is taught reading

using the following strategies.

Phonic strategy

Letter - sound relation

Blending and Separating sound

Using Analogies to decode

Jack is able to comprehend the bigger picture but fails to glean relevant information from

passages to answer specific questions. He needs to be taught methods to tackle

comprehension questions, using some of these strategies.

Summarization

Listing the main idea

Story maps

All these activities will help Jack improve his reading skills.

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TUTORING LESSON PLAN

Date: 10/24/11

Session #: 1

Start time: 10:30 am End time: 11:00 am

Tutoring Notes/Observations

Lesson Objectives

(By the end of the lesson, what do you want the student to be able to DO?)

At the end of the 30 minute lesson the student will be able to track his reading and decode atleast two new words with the help from the teacher.At the end of the 30 minute lesson the student will be able to read with 60% fluency modeling the teacher’s fluency.

Materials Needed 1. A stopwatch that displays seconds2. A pencil3. Student form for CBM4. Teacher form for CBM5. Graph6. The story book, “The snowy day by Ezra

Jack Keats.”Assessment

(Running record, CBM)

CBM- Passage Reading Fluency(one minute reading of “The Bear and the Rabbit” – level 1 QRI narrative passage)Administer the passage, score it, student and tutor graph his score on the CBM

Procedures and Skill(s) Targeted

(e.g., word recognition, decoding, fluency, vocabulary, comprehension)

Include a brief

Skills Targeted: - Fluency and Oral Comprehension

1. The teacher presents the student with the book, “The snowy day by Ezra Jack Keats.”

2. The teacher reads the title and asks the student, “What does it mean? What do you think this book is about?”

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description each activity and the amount it will likely take.

3. The teacher read the first page, the student read the first page.

4. The teacher reads each page and the student reads the page back tracking his lines and modeling.

5. The teacher stops to check for new vocabulary words, and explain the meanings of these words.

6. The teacher pauses to ask prediction questions and they check if their predictions were correct.

7. The teacher and the student read the entire book.

Review and/or Closure

1. The teacher asks the student to pick two words that were new to him and explain the meaning of these words using his own words.

2. The teacher concludes by asking the student if he likes snow and what would he do on a snowy day.

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Lesson Reflection Log 1

Date: 10/24/11

Insights about my student’s learning, progress, or needs:

Jack was familiar with the book; his grandmother read it to him. He was aware that it is a hallmark book and that it was good reading material.Jack was reluctant to read, he likes being read to. He insisted that the teacher read two pages and then he would follow. He could comprehend the text and knew the meaning to all the vocabulary words. This can be attributed to the fact that he had read the book. He was able to track the works.Jack needs new reading material that he has not come across.

Insights about teaching reading:

Teaching reading requires the teacher to know the student well as in order to choose appropriate reading material.

Other notes, observations, or questions:

Jack cannot decode blends and digraphs. He assumes the next word using some contextual clues.

Ideas for the next session:(what would work well, what might you do differently)

Introduce decode when modeling to read.

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Date: 10/31/11

Session #: 2

Start time: 11:30 am End time: 12:00 pm


Lesson Objectives


At the end of the 30 minute lesson the student will answer 2 out of 4 questions based on the passage.At the end of the 30 minute lesson the student will be able to read with 60% fluency modeling the teachers fluency.

Materials Needed 1. A stopwatch that displays seconds2. A pencil3. Student form for CBM4. Teacher form for CBM5. Graph6. The passage, “Frog or toad”,7. Question and answer worksheet.

Assessment(Running record, CBM)

CBM- Passage Reading Fluency(one minute reading of “The Bear and the Rabbit” – level 1 QRI narrative passage)Administer the passage, score it, student and tutor graph his score on the CBM and compares it to the last weeks



Include a brief

Skills Targeted: - Decoding, Fluency and Comprehension

1. The teacher reads the title of the passage and asks the student if he know what a frog or a toad is?

2. The teacher reads the first paragraph. She uses syllabification to decode new and unfamiliar words and explains

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their meaning.3. The student re-reads what the teacher

had read. They stop at the new words and the teacher helps the student to syllabify unfamiliar words.

4. The teacher reads the second paragraph and the student rereads it.

5. They follow the same procedure till the end of the passage.


1. The teacher asks the student to answer the questions at the end of the passage. The teacher assists the student in going back to the passage and reading to help the student retrieve his answers.

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Date: 10/31/11


Jack lacks motivation when he is asked to read. He enjoyed working on his comprehension questions, in which he used memory and avoided referring to the passage to check for answers. He uses his listening skills to retain information and answer questions and avoids reading the passage again.


Jack benefitted form the syllabification instruction. He attempted to attempt reading following the teachers’ instruction.


Jack was able to complete all the question based on the comprehension. His sentences were short, without attention to punctuation.


Jack can read better when it is modeled for him, having him follow this practice will help him improve his reading. Though it will take a long time for him to master this process and gain fluency in reading.Jack need help with prosody, using poetry would be a good option.

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Date: 11/2/11

Session #: 3



Lesson Objectives


At the end of the 30 minute lesson the student will be able to read with 65% fluency modeling the teacher’s fluency.

Materials Needed 1. A stopwatch that displays seconds2. A pencil3. Student form for CBM4. Teacher form for CBM5. Graph6. The poetry, “How to delay your bedtime”


CBM- Passage Reading Fluency(one minute reading of “The surprise” – level 1 QRI narrative passage)Administer the passage, score it, student and tutor graph his score on the CBM



Include a brief

Skills Targeted: - Fluency1. The teacher presents the student with

the poem, “The surprise”2. The teacher reads the title and asks the

student, “If he likes to stay up late at night”

3. The teacher reads the whole poem to the student.

4. The teacher discusses the meaning of

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the poem with the student.5. The student chooses a character in the

poem and the teacher is the other character in the poem.

6. The teacher and the student take turns reading their part of the poem and read the poem.

7. They read the poem again, this time reversing their roles, so that the student reads the teachers part and the teacher reads the students part


1. The teacher asks the student if it is a good idea to delay your bedtime.

2. What would you do if you wanted to delay you bedtime?

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Date: 11/2/11


Jack was excited when the teacher read the poem to him, but when he had to read it he was intimidated by the length of the poem.


Repeated reading helped Jack with his rate and accuracy, but could not pick up on the prosody. Prosody is more subtle and needs practice.


Jack needs his content to be small otherwise he feels intimidated. He also commented that passages were more fun.


Jack was able to read, the narrator, and the child/ dad’s part well. He needed little support. He was using his figure to track and attempted to identify the beginning bled of the words he could not decode. He still uses his auditory skills to retain information and then repeat it.

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Date: 11/18/11

Session #: 4



Lesson Objectives


At the end of the 30 minute lesson the student will complete the comprehension questions and the vocabulary activity with 80% accuracy.At the end of the 30 minute lesson the student will be able to read with 70 % fluency modeling the teachers fluency and using decoding skills.

Materials Needed 1. A stopwatch that displays seconds2. A pencil3. Student form for CBM4. Teacher form for CBM5. Graph6. The passage, “I am who I am”7. Question and answer worksheet






1. The teacher reads the title of the passage and asks the student if he knows the meaning of the title?

2. The teacher reads the first paragraph. She uses syllabification to decode new

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Include a brief description each activity and the amount it will likely take.

and unfamiliar words and explains their meanings.

3. The student re-reads what the teacher has read. They stop at the new words the teacher helps the student to syllabify unfamiliar words.

4. The teacher reads the second paragraph and the student rereads it.

5. They follow the same procedure till the end of the passage.


1. The teacher asks the student to answer the question at the end of the passage, The teacher assists the student in going back to the passage and reading to help the student retrieve his answers.

2. The student has to also complete the vocabulary activity.

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Date: 11/11/11


Jack was excited when the teacher read the poem to him, but when he had to read it he was intimidated by the length of the poem.


Repeated reading helped Jack with his rate and accuracy, but could not pick up on the prosody. Prosody is a more subtle and needs practice.


Jack needs his content to be small otherwise he feels intimidated. He also commented that passages were more fun.


Jack was able to read, the narrator, and the child/ dad’s part well. He needed little support. He was using his figure to track and attempted to identify the beginning bled of the words he could not decode. He still uses his auditory skills to retain information and then repeat it.

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Date: 11/18/11

Session #: 5



Lesson Objectives


At the end of the 30 minute lesson the student will be able to read with 70% fluency modeling the teachers’ fluency and using decoding skills.

Materials Needed 1. A stopwatch that displays seconds2. A pencil3. Student form for CBM4. Teacher form for CBM5. Graph6. The book “Emma Kate” by Patricia

PolaccoAssessment





Include a brief

Skills Targeted: - Decoding, Fluency and Oral Comprehension

1. The teacher shows the student the picture on the cover and asks the student to make a prediction about the story.

2. The teacher reads the title of the story and asks the student to make a

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prediction on the story.3. The student reads the fist part of the

story. The teacher assists the student with difficult words.

4. The teacher stops and asks questions to check for questions.

5. They check to see if the prediction was correct and make new predictions about the story.

6. The student reads the entire story with the teacher assists the student with difficult words.


1. The teacher asks if he liked the story.

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Date: 11/21/11


Jack enjoyed reading the story. He was accurate with his predictions. Jack made attempts to use decoding skills that were taught to him.


The book had few sentences on the page and there were larger pictorial presentation. He found it interesting.


Jack enjoyed reading this book.


The story reading worked well and more passages work well with Jack.

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Date: 11/21/11

Session #: 6



Lesson Objectives


At the end of the 30 minute lesson the student will be able to read with 70% fluency modeling the teachers’ fluency and using decoding skills.At the end of the 30 minutes lesson the student will be able to accurately identify the main idea of the passage.

Materials Needed 7. A stopwatch that displays seconds8. A pencil9. Student form for CBM10. Teacher form for CBM11. Graph12. The passage, “Main idea” and “Junk Art”

worksheet.Assessment


CBM- Passage Reading Fluency(One minute reading of “The pig learns to read.” – level Primer QRI narrative passage)Administer the passage, score it, student and tutor graph his score on the CBM



Include a brief


8. The teacher introduces the passage to the student.

9. The student reads the passage with help from the teacher.

10. The teacher explains new vocabulary words and discuses the key points of

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the passage.11. The teacher ask the student of identify

the main idea of the passage and answer the worksheet question.

12. The student gets two short paragraphs to read, the teacher helps the student to read the paragraph.

13. The student picks the main idea for each paragraph.


3. The student has to read on paragraph and identify the main idea independently.

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Date: 11/21/11


Jack was reluctant to read and insisted that the teacher read fist. He read the passage with a lot of help from the teacher. He used the decoding syllabification strategy taught to him effectively.


Jack was easily able to identify the main idea. The passage was short.


Jack needed a lot of encouragement form the teacher. He wanted to know why he had to do the assignment.


The short passage worked well with Jack. Passage reading will be a good tool to continue as the passages are short and can be completed over one session. It is also less intimidating for Jack.

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Date: 11/28/11

Session #: 7



Lesson Objectives


At the end of the 30 minute lesson the student will be able to read with 75% fluency using decoding skills and minimal prompt from the teacher.At the end of the 30 minutes lesson the student will be able to answer comprehension questions based on passage

Materials Needed 13. A stopwatch that displays seconds14. A pencil15. Student form for CBM16. Teacher form for CBM17. Graph18. The passage, Ben’s loose tooth and

worksheet.Assessment


CBM- Passage Reading Fluency(One minute reading of “The pig learns to read.” – level Primer QRI narrative passage)Administer the passage, score it, student and tutor graph his score on the CBM



Include a brief


14. The teacher introduces the title.15. The student reads the passage.16. The teacher reviews the new

vocabulary words and helps the student to read the through the passage.

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17. The student reads the 75% of the passage independently.


4. The student answers the passage questions.

5. The teacher asks the student, “What would you do if you had a loose tooth?”

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Date: 11/28/11


Jack was able to use his decoding skills to read the passage. He is not able to successfully identify the beginning blend of the word.


Jack needs consistent remediation in reading. The gaps in the sessions affect his reading fluency as well as the progress.


Jack read the first half of the passage and then wanted the teacher to read the other half.


Jack attempts getting help from the teacher. He needs a lot of motivation.

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Conclusion

Tutoring Jack was a beautiful experience. He was an obedient student who needed a lot

of motivational talk and support. At the end of every session the teacher would give him,

“outstanding student”. He had to collect six of them and he could exchange them for a coloring

set. This incentive program motivated him to achieve his CBM goal. He was able to affectively

pick up the syllabication strategy and the teacher observed that he used to use it in his classroom

activities also. The lack of continuous lessons hampered his progress. As the teacher was only a

volunteer, it was difficult to have continuous consecutive lessons.

Jack would certainly benefit from continuous reading remediation program. He has good

comprehension skill; he needs to focus on fluency and decoding. The teacher would have spent

more time developing his reading using modeling as the basic tool. The teacher would have used

strategies like:

Read aloud

Reads theater

Whisper phones

Poetry

Peer reading

Jack needs a lot of support when he read and he is aware that he is not a very good read. He

needs help in getting over this feeling, as it hampers his motivation to read. It was obvious

that Jack was getting a lot of support from home, his mother and his grandmother both read

to him. The class teacher can coordinate with his parents to provide the reading support that

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Jack needs at home. The teacher is sure that with support the student will be able to reach his

goals effectively.

Documents

wp.vcu.eduwp.vcu.edu/.../uploads/sites/1421/2012/04/Tutoring-Not… · Web viewJack is a good listener and can answer questions to the content read orally to him. There are times