Copy of Tutoring Journal 485 Paige Gwyin
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School
Des Moines Area Community College *
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Course
538
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
13
Uploaded by KidFreedomOyster34
Tutoring Journal
EDU 485/585
Student and Tutor Information
Motivation Survey
Assessment Information
Instructional Focus and
Considerations
Please complete the following information. Please print a hard copy of this document to turn in when you complete your tutoring hours.
Include the data that you learned from the student’s perceptions about reading and writing. You can include pertinent interests that may be valuable as you plan your tutoring sessions. Provide information from any assessments that you have administered. Include the name of the assessment, big idea of reading assessed, and the results of the assessment. Use this data to develop your goals. Based on the initial information that you have gathered, design two goals that will be addressed during your tutoring sessions. These should be around the big areas of reading (phonemic awareness, decoding, comprehension, phonics and/or writing.)Your goals should be written as SMART Goals. Your goals should link to Iowa Core Standards. Tutor:
Paige Gwyin Writing:
The student writes because it’s required in class. He does not hate it, but it is not his favorite thing about school. When he does write, he likes to write about his weekends, opinions, or life experiences. He is more confident writing short stories over long assignments.
Reading:
The student reads when required, but it is not something chosen to do for fun. The student likes to read a variety of styles of books including fiction and nonfiction books. The student likes to read how-to books or books “easy” for
him as he describes it.
●
Quick Phonic Screener
- The student showed a need
for instruction with multi syllable words. (
Quick Phonics Screener
)
●
QPS
: also using the sub test 3 – task 1 and 2 as used with sped teacher.
●
Writing Attitude Survey
– The Student enjoys writing and would like to spend more time writing.
●
He prefers to write informational pieces over personal pieces. (Kear et al., 2000)
●
EasyCBM
- The students reading rate for third grade passages is 124 WPM and 51 WPM on the reading list.
(
EasyCBM
, 2021)
Goal 1:
(Foundational Skills) QPS Quick Phonics Screener
Goal 2:
(Comprehension) Repeated readings with comprehension Goal 3:
(Writing) Write an opinion paper
Grade Level of Student Being Tutored:
Third
Session Planning Guide
Date of Lesson
Instructional Focus and
Goal
You must address both
of your goals in each
session.
Session Lesson Plan
(These are the links and
supporting documents
connected to your
lesson plan)
Formative Assessment
Data
Instructional Decision
Making
This should include the goal, your Iowa Core Standard and I can statement.
What materials will you use? What research based
strategies will you use? Don't forget to include things like anchor charts. Please include the APA citation of the source(s) you are using for each session.
How are you going to show evidence of student learning?
What did you learn from the assessment? How are you going to use this to plan for the next session? What questions do you have about the data and planning for instruction? Use the data analysis protocol
to help you interpret your data.
10-26-22
DLEA (google slides)
W.3.2 Write Information/explanatory tests to examine a topic and convey ideas and information clearly
A.
Introduce a topic and group information together; include illustrations when useful to aiding comprehension.
B.
Develop the topic with facts, definitions, and details.
C.
Use linking words and phrasing (e.g.,
also another, and, more, but) to connect ideas within categories of information.
Provide a closing DLEA Lesson Plan
Need writing paper, camera, pencil, earring materials (student provided)
Rereading Familiar Text
●
The student will reread the guided reading book I Didn’t Do It! from
the previous session. The student will read the book allowed by the
teacher.
The teacher will praise the student for using decoding
skills to sound out new vocabulary words: sprinkler, responsible
The teacher will ask the students, “How might the story be told if Mrs. Jenkins were the narrator The student will be formatively assessed to see the range of vocabulary, as well as their ability to describe each step in the experience. The teacher will assess the students to read the printed text with accuracy and a consistent rate.
The teacher will formatively assess the student's ability to add detail based on the final revisions made to the dictated story.
The teacher will be able to observe how the student can describe an event that
the student is familiar with.
This will help indicate The student enjoyed this lesson. The idea of creating the writing assignment based on something she enjoys was
fun.The fact that it was more informational than narrative appealed to the student’s writing preferences. The student demonstrated a clear understanding and ability to define the meaning of vocabulary words necessary to understand during the creation process. This helped enhance the message and accuracy of the story. A next step could have been to have the student add a glossary
at the back of the story
statement or section.
instead of the little boy?” The student will be able to identify that Mrs. Jenkins would be able to provide a detailed story of what she saw happen, while the boy
is telling the story about how Darren, his imaginary friend, made the mess
Word Work: ●
The teacher will ask the
student about making leather earrings, an activity the student does regularly with their
mom. ●
The teacher will create a list of key vocabulary words as the student has shared the process
for creating the earrings. The list may include words such as scraps, perforated, appropriate, and embellish.
●
The teacher will ask the
student what each of the words means, adding the definitions to
the sheet of paper with the vocabulary words. Read aloud as outlined in lesson – New material read – fire boat – part of 9/11 text set
some understanding into the student's ability to describe the meaning at each step in the process and describe each step with enough detail for the reader to understand the process.
defining the key vocabulary words. The student needs additional support thinking beyond the text and adding more details independently. The student required a great deal of prompting to add more specific information
10-28-22
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
●
Administer the Words Their Way Primary Spelling Inventory and
Elementary Spelling Administering the spelling inventories and BRI assessments provide insight into where to start The spelling inventories supported that the student has appropriate skills for her grade level. The
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a.
Identify and know the meaning of the most common prefixes and derivational suffixes.
b.
Decode words with common Latin suffixes.
c.
Decode multisyllable words.
d.
Read grade-
appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a.
Read on-level text with
purpose and understanding.
b.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Inventory (Bear et al., 2020)
●
Administer BRI Word lists and begin passage readings and comprehension questions (Johns et al., 2017)
●
Reading Attitude Survey
●
Writing Attitude Survey
instruction with the student. student needs instruction beginning with common long vowels and other vowels
in the WITHIN WORDS PATTERN stage.
The BRI indicated the student’s independent reading level would be at 4th grade level. Instructional level would be 6th grade material. I intend to administer a CBM assessment to assess the student’s fluency.
11-2-22
Foundational skill: Phonemic awareness
(Foundational Skills): (Foundational Skills): QPS
Quick Phonics Screener. The student will understand how to apply phonics and word analysis
skills when they read their dictated texts.
Standard Aligned with Goal: At the end of the lesson, the student will Reading of the national geographic excerpt from last time we met –
Review graphic organizer – discuss hero’s graphic org.
Administer Quick Phonics Screener. (initial test) Worked on subtest 3 part Track progress of the skills
we work on through sheets
as well
Check in on where he is developmentally with spelling to find out level or where at – CVCE & CVVC words Subtest 3 – 7/10 on words read 6/10 on words in the sentences.
My goal is to gather further data about the student’s ability to use short and long vowels when spelling second-grade level words, for
understand how to apply phonics and word analysis
skills when they read their dictated texts.
PHONICS Skills addressed: CVCC CVCE words. Fast bridge word list set 3 QPS: Sub test 3
(RF.3.3) Know and apply grade-level phonics and word analysis skills in decoding words.
Identify and know the meaning of the most common prefixes and derivational suffixes.
Decode words with common Latin suffixes.
Decode multisyllable words.
Read grade-appropriate irregularly spelled words. (RF.3.3) (DOK 1)
a. cvce cvvc words
Word sort of cvcce and cvvc words for practice read aloud The Man in the Red Bandana. – Read the poem printed off about heroes – What is a hero activity sheet, fill in with various attributes in bubble made on sheet.
Identify key ideas from the poem that informed us about a hero or heroic actions
using data check to see if instruction needs scaffolded example wait, shine, coach, and fright. Throughout the “I’m Out” activity, the student demonstrated the ability to read the words and designated the vowel pattern for each word. 11/4
Phonics
Vocab
Fluency Administer Quick Phonics Screener. (initial test) Worked on subtest 3 part a. cvce cvvc words
Word sort of cvcce and cvvc words for practice
Goal 1
(Foundational Skills): QPS Quick Phonics Screener. The student will understand how to apply I used the double drop or nothing word work task from
one of the videos this week (he loved it)
Paced out some activities to target where we can go from the ESI
(Utilize from wk2)
Administer phonics BRI
Form lists for the BRI
Appropriate leveled SW list
Administer sight word lists and test and complete data Passages – read and complete data
The student read passage 1
with no miscues and at an independent reading level. The student answered all questions correctly, indicating comprehension of the passage and supporting the independent level
phonics and word analysis
skills when they read their dictated texts.
Standard Aligned with Goal: At the end of the lesson, the student will understand how to apply phonics and word analysis
skills when they read their dictated texts.
STANDARD:
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content
, choosing flexibly from a range of strategies. a
.
Determine the meaning of the new word formed
when a known affix is added to a known word (e.g., agreeable
/
disagr
e
eable
, comfortable
/
uncom
fortable
, care
/
careless
, heat
/
preheat
).
screener for data purposes
CORE Phonics survey (benchmark)
Targeted fluency Administer the QPS – (Quick Phonics Screener)
Developmental spelling assessment – (check level)
Determine the independent instructional level and frustration level by giving the BRI
Scope and sequence
The teacher will record words student struggles with on the first read The teacher will introduce the vocabulary activity Vocabulary Concentration
(Bear, Invernizzi, Templeton, &
Johnston, 2020, p. 284).
The teacher will have index cards with the vocabulary words written on them (Terrorist attack, Hijack, Threat, Twin tower, Pentagon, symbol) and index cards that have the definitions for the words on them. The words come from the book National Geographic Kids, September 11
th
. The teacher will mix the vocabulary words and definitions up, then lay them face down on the The student read BRI passage 2 with three miscues, 2 significant miscues, indicating an independent/instructional reading level. The student
answered all questions correctly, indicating comprehension of the passage and supporting an independent level
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table. 11/9
Vocab lesson plan Goal 1:
Progress monitoring Assessment: QPS The student will understand how to apply phonics and word analysis
skills when they read their dictated texts.
Data Collected:
CVCE & CVVC words read aloud - STANDARD:
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content
, choosing flexibly from a range of strategies. a
.
Determine the meaning of the new word formed when a known affix
is added to a known word (e.g., agreeable
/
disagree
able
, comfortable
/
uncom
fortable
, care
/
careless
, heat
/
preheat
).
QPS – focus on advanced affixes Utilized the words their way book Word work game - The teacher will introduce the game The teacher will prepare the game board and have sentences prepared for the
game ahead of time. On the whiteboard, the teacher will write three columns: e-Drop, Double, No Change. Words included are:
Hopping
Sunning
Shopped
Hoping
Diving
Glided
The teacher will introduce the game Double Scoop (Bear, Invernizzi, Templeton, & Johnston, 2020, p. 288) to review and master consonant doubling and e-drop when adding inflectional endings. The teacher and student will play Double Scoop together.
Each turn, one player reads the sentence on a game card, repeating the underlined word. The opposite player writes the underlined word under the column it belongs to. If the
player writes it under the correct column, the player rolls the dice and moves their game piece. Players then switch roles. Play continues until someone reaches the end of the game piece.
The teacher and student will play two rounds of Double Scoop.
Sentences written with words Anecdotal notes List of words struggled with -
Practiced words Decoded worked to get all words as we worked on phonemic awareness. 11/11
Comprehension Complex text
qft
What is the goal and standard?
GOAL:
The student will be able to recall facts from
a nonfiction text to The teacher will introduce the book Awesome, Disgusting, Unusual Facts About Animals
by Eric Braun. The teacher will have a piece
of copy paper and markers to write facts down as they read through the story.
Progress monitoring Assessment: QPS The student will understand how to apply phonics and word analysis skills when
demonstrate understanding of the text.
STANDARD: RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Goal 2
(Comprehension): Repeated readings with comprehension. The student will be able to reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
1.
Read on-level text with purpose and understanding.
The teacher will introduce the Gather Up Facts strategy from The Reading Strategies Book (Serravallo, 2015, p. 88)
. The strategy helps the reader recall what they have read so far because, in nonfiction texts, the facts come at you fast. 1:1 conversation using text evidence The teacher will record words student struggles with on the first read and monitor their decoding strategies before helping
.
they read their dictated texts.
Data Collected:
CVCE & CVVC words read aloud - Reread a text with accuracy.
Data Collected:
32 wpm on passage given at reading level. Progress monitoring Assessment
: Informative writing. 11/15
comprehension
Goal 2
(Comprehension): Repeated readings with comprehension. The student will be able to reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text with purpose and understanding.
Ask questions - go back in text find answers within R.a.f.t graphic organizer Book talk discussion Questions Qft answer sheet
TTW read aloud The Man in the Red Bandana
. – TTW:
Introduce the book The Man in the Red Bandana by Tom Rinaldi. By showing cover Comprehension was 6/6, but at level K the student dropped to a comprehension rate of 3/6.
level K is the student’s instructional level.
The student will share questions they have about September 11
th
and the learning from the last few tutoring sessions and work
we have done. What have
GOAL:
The student will be able to recall facts from
a nonfiction text to demonstrate understanding of the text.
STANDARD: RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
TTW ask stud what do you notice? TTW
: Show a video representing who Welles Crowther was and what happened.
TTW: Begin read aloud of The Man in the Red Bandanna
.
Questions: Pg. 3
- How does Welles feel about the gift he has been given? Pg. 6
– Have you ever had
an object that you have kept for years? How do you feel about that item?
Pg. 9
– Welles becomes a volunteer firefighter. How do you think this job is going to help Welles become a hero? Pg. 11
– What jobs would you consider being “heroic?” Is Welles in a job
that people would consider
a heroic job? Does this mean he is not capable of being a hero? Pg. 17
– What does Welles decide to do after the second explosion hits?
Why is the bandanna important?
Pg. 25 – How did his volunteer firefighter skills we learned and or wonder so far from the stories we have read? The student may wonder why this happened. What happened after? Did they rebuild the buildings? How
has security changed? Has flying changed?
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help him in this situation? Pg. 27
– What do you think makes Welles a hero?
Teacher finishes book
11/16
Fluency
Comprehension Goal 2
(Comprehension): Repeated readings with comprehension. The student will be able to reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
1.
Read on-level text with purpose and understanding.
Targeted fluency - Fluency – worked prosody and repeated readings, worked towards better automaticity L
ooking back in the book for text evidence I want you to answer these questions.
What information in the story tells us about the tragic event? What do you think it means when the author said, “The smoke rolled through the streets”?
What changes occurred due
to the events of September 11
th
?
Word study activity Discussion as worked on comprehension Read together
6 min fluency - graph
Word study notebook
6 min fluency practice Student enjoyed reading through the sight word list and was eager to continue
reading more words.
Using word work to build on word knowledge is important in my opinion when wanting to build fluent readers. Fluent readers need to be confident, read with automaticity, prosody, understand what is read
Goal 2:
Progress monitoring Assessment: Repeated readings with comprehension. The student
will be able to reread a text
with accuracy.
Data Collected:
32 wpm on passage given at reading level 11/17
Understand what is read for comprehension
Goal 2
(Comprehension): Repeated readings with comprehension. The student will be able to reread a text with accuracy.
(RF.3.4)
Read with sufficient accuracy and fluency to support comprehension.
Understand what is read for comprehension purposes Word work sort and game I worked to Identify 1-2 instructional strategies to implement Monitor progress and 6 min fluency practices Repeated readings Listening to reading Teacher record us reading
together to listen to - work on prosody My student is on the right track. - will get there before the end of the school year
From discussions prior he likes to read on his own time/when he feels like it. - Dreads reading aloud. - Lacks reading confidence in front of peers Loves dog man books
1.
Read on-level text with purpose and understanding.
discuss goals
6 min fluency Repeated readings Worked on reading passages and comprehension practices
11/21 Fluency Worked on the same fluency goals as above - Repeated readings & graphed data as we have gone on The teacher will listen as the student reads aloud. The teacher will use fluency and self-monitoring
prompts as the student reads. The points the teacher will
use these prompts are when the student reads. The heavier passages and
when the student begin to rush or not stop for punctuation. Take a breath when you see a comma.
Make your voice go down when you see a period, then stop. Does that make sense?
How does that fit with what
you just read?
The teacher will record words student struggles with on the first read and monitor their decoding strategies before helping.
The initial running record was completed at a level J. The student had an accuracy rate of 98% and a rate of 85 WPM. The final running record was completed at a level K, as instructional material was at a level K this week. The student had an accuracy rate of 97% and a reading rate of 56 WPM. At level J (initial assessment), 11/22
Writing Fluency Goal 3
(Writing): Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Administer writing assessment - Writing prompt – opinion writing – introduce new prompt and example - Free write activity - Word work game - Free write timer activity Analyze writing assessment given – look to see structure, opinion, facts, text evidence
The teacher will formatively assess the student’s ability to make
predictions based on pictures from the text. The teacher will also Free write about what interests are
- further instruction on grammar and word choice - confidence to share writing
Introduce a topic and group related information together, including illustrations when useful to
aiding comprehension. assess the student’s ability to make reasonable revisions to their predictions. The teacher will also record words the student struggles with on the first read and monitor their decoding strategies
before helping.
11/28 Writing Free write activity Goal 3
(Writing): Informative writing/shared writing. The student will know how to tell a story using descriptive details within their story. Collaborate in a shared writing experience to convey information.
W.3.2.a
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together, including illustrations when useful to
aiding comprehension. Free write Look at cwpm Check in to see how writing is going with graphic organizer T
he teacher will formatively assess the student’s ability to make
predictions using text evidence.
The teacher will also assess ability to make reasonable revisions to their predictions. Grew in reading confidence
Scores increased Could encode at greater rate than befor when lookin ast CWPM
11/30
Last session - Wrap up No goal focused on - hours completed before this session - got together and did some free reading and writing and shared the
progress.
Free read (book of choice)
- Fluency passage task - Self-monitoring strategies
- Fluency work/passages to use when done Read aloud to each other Share the letters written to
Graphed data Progress monitoring and fast data Grew in reading confidence
Scores increased Wants to read more Excited to share what he has read
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each other Self reflect on session