EDU 345 SFA Tutoring Final Exam (Summative Report)

Spring Semester 2019

Maryceline Josephson
 Kyle is a kind and cheerful young first grader. When I gave him the pre-assessment, he

was very quiet; however, throughout the twelve weeks together he began to open up. In the

beginning he would not speak to me; however, towards the end of our sessions together, I

would have to remind him to focus on his work. He was missing both of his front teeth, this can

play a big effect into the sounds that that I may have heard from him. As far as I know, he does

not have a learning disability or an IEP. Throughout our time together, I have noticed a

transformation in his academic abilities and his ability to communicate effectively with me.

Pre-assessment, Formative and Summative Results

Pre-Assessment Data

Section Activity Results

PA PA-1 He had almost mastered this section. If he would have gotten one
more word correct, he would have mastered this section.
PA PA-2 Kyle surprised me when he had mastered this section perfectly. He
had gotten every single question correct and answered them clearly
and at a good rate.
PA PA-3 This section had confused me because Kyle did not get any of these
answers correct. I had observed that he was able to tell me the
words based off of the sounds that I had said; however, he was
unable to separate the word into different sounds
CP CP He had mastered almost every part of this section except he was
unable to tell me what the title of the story could tell him about the
story.
LS LS-1 He had mastered the first set of LS-1; however, after that set, he
struggled. He knew that both “c” and “k” make the “k” sound, but
he did not know that there was a “ck”
LS LS-2 When he wrote the letters, he switched up the “d” and “b” and
wrote the letters “s” “q” “c” “j” backwards.
LS LS-3 The student knew the names for most of the letters; however, I
knew that he needed extra work
 Formative Assessment 1
Section Objective Activity Growth
PA 1 Hears and Says initial PA-1 B (4 minutes) While doing this
sounds in spoken lesson, I was surprised
words that Kyle got every
sound correct. I would
show him the card and
he would quickly tell
me the answer.
Throughout this
lesson, he did not get a
single sound incorrect.
PA 2 Blend sounds PA-2 A (4 minutes) Kyle did a good job
presented orally with this lesson.
together to say a word Sometimes, however,
he would say the
answer too quickly
before I was finished
stretching the sounds.
He did this because he
was too excited to
wait. Overall, he still
did a great job and I
think he really enjoyed
this lesson.
PA 2 Blend sounds PA-2 B (4 minutes) Kyle did an excellent
presented orally job with the first set of
together to say a word words that we did this
activity with; however,
as the words got
harder, he had a more
difficult time stretching
out the word and
clapping along with the
sounds. For example,
the word “smile”
instead of segmenting
it /s/ /m/ /i/ /l/ he
would segment it /sm/
/i/ /l/. I would discuss
with him what the
actual way of
segmenting was and
after, we would try
again and he would get
it right.
 LS 1 Identifying letter LS-1 B (7 minutes) The letter cards with
sounds pictures was an activity
that Kyle loved. He had
lots of fun figuring out
which letter made
which sound. Overall
he did a fantastic job
and only struggled to
remember what sound
“W” made. After we
talked about what
sound “W” made, I
would have him focus
on a couple other
letters and then go
back to “W”. Typically,
after we discussed
what the sound was
and went back to it, he
would get it correct.

Formative Assessment 2

Section Objective Activity Growth

PA 3 Breaks down a word PA 3-A (4 minutes) The student loved this
presented orally and activity. I started the
says each sound lessons with easier
separately words in order that he
could understand what
he needed to do. I
would make sure that
the student understood
the directions before I
started. Throughout the
lessons I would have
more difficult words
towards the end of the
two-week period that
contained blends. Even
if he did not get it right
the first time, I would
stop and work through
it until he understood.
PA 3 Breaks down a word Pa 3-B (4 minutes) This activity was more
presented orally and challenging than playing
says each sound Break-It-Down for the
separately student. It was difficult
for him to tap while
saying each individual
sound, especially with
words like “skip” or
“nets”. Those are words
that we worked on for a
longer period of time. I
would discuss with him
how “skip” has four
individual sounds.
PA 3 Breaks down a word PA 3-C (4 minutes) Kyle loved this activity. I
presented orally and believe that this was
says each sound because he was able to
separately use his hands to clap
out the different
sounds. This was
enjoyable to him
because it was different
than what we have
been doing. His work
was consistent
throughout our sessions
together.
LS 2 Writes the letter(s) for LS 2-A (7 mins) During the
specific sounds reassessment I noticed
that Kyle would write
his “c” “b” “d” and “j”
backwards. I wanted to
undertake this
hindrance in his ability
to write at once. I made
sure that he would
trace the letters that
are on the flash cards
and we would review.
After reviewing, I would
have Kyle rewrite the
letters down after I said
the sound of the letter.
 Final Recommendation for Tutee

Based on all of the data that was collected, I believe that the tutee should be assessed

one more time; however, I completely believe that he was ready for the second tutoring plan.

Towards the end of our session, I had noticed a great change in his ability to sound out words

and to identify letters and their sounds. One of the steps I would have taken would be to keep

an eye on his letters. Throughout our sessions he would flip “c” “d” “b” and “s”. He would not

do this consistently; however, it would not be an issue if I would have continued to keep an eye

on this. I still do not believe that he needs testing for dyslexia because he is in first grade, and it

can be common for young students to flip those letters.

Two Significant Ideas That You Learned In This Experience

One of the most significant ideas that I have learned during this experience is how to

recognize what a student is struggling in and how to help them. It can be very difficult to notice

what the student’s needs are and how to best help the student in need. I learned how to look

at a student’s needs and how to affectively help the student improve. The second aspect that I

have learned was how to affectively teach a student one-on-one. Throughout my college career

I have not had enough experience with tutoring one-on-one with a student and I feel more

prepared to go out and not only teach a group of students but to also affectively help an

individual student in need. It gave me the opportunity to truly sit down with a student and

figure out how to help him with whatever he needed help with. I appreciated this opportunity

and will use this experience in my future teaching career.

 Throughout the semester, we have had many opportunities to read research articles

about different topics that have helped me. One of the articles focused on homelessness. This

was extremely important because there will be a time in my future classroom that I will most

likely have students who are homeless. The article that I read gave advice on how teachers can

help students and families that are homeless and what steps to take. Although this did not

apply specifically to my tutoring project, it was very helpful to my future career.

The second article that I wanted to address was the one that I had read on students who

have trauma. Similar to the other article, it did not have a specific application to my tutee;

however, there will be many students who have suffered some kind of trauma and it is

important that, as a future teacher, I am fully prepared on how to help these students in need.

Every person has gone through some sort of trauma in their lives, teachers ought to truly get to

know their students so they can best help them to receive the best education that they can

have.