Impactful K-8 Tutoring Project Report Insights and Strategies

Tutoring Project Report Jamie Holly School of Education, UMassGlobal EDMU 524, Teach Math in K-8 Classrooms Instr. Scott McCurdy Apr 19, 2023

Tutoring Project Report Background on Tutee The student that I selected to do my tutoring project report on is TD*. TD is a six-year-old boy in the seventh grade at a junior high school in a medium-sized midwest town. TD was born in California. TD lives with her mother and her older brother. Her Dad passed away in a motorcycle accident approximately 3 years ago. Her parents both graduated from high school. Her mother has two jobs to keep a roof over their heads. Her brother receives Specialized Academic Instruction (SAI) and is in a program for behaviors. TD is receiving counseling on campus to help heal from her dad’s passing. Even though she is at school daily, some days she seems distant due to home life. TD’s mother encourages her children to be successful in school. Tutee’s Interests According to TD’s teacher interview, some of her favorite things to do in seventh grade are reading, dancing, making friends, and watching videos. She enjoys learning about science and wants to learn more. TD enjoys reading simple books she can read like Pete the Cat by Kimberly Dean. Tutee’s Academic Language Abilities The student’s academic language abilities in relation to this academic content area is second-grade level. The academic gap is five grade levels and receiving Specialized Academic Instruction (SAI). She took an iReady assessment three times this year. Her first assessment was grade Kindergarten on 8/17/2022. Her second

assessment was second grade on 12/13/2022. Her third assessment was not finished at the time of tutoring but will be conducted in two weeks. Student’s content knowledge and skills The iReady assessment states she understands Number and Operations at kindergarten state standards. The iReady assessment states she understands Algebra and Algebraic Thinking at first grade. The iReady assessment states she understands Measurement and Data Kindergarten level. The iReady assessment states she understands Geometry in Kindergarten level. The baseline for her current IEP goal is: TD can solve word problems involving comparison situations with the greater quantity unknown in all positions with 17% accuracy. Her IEP goal is what I based off my lesson plans for tutoring. Her IEP goal was: By January 13, 2024, when given 5 addition or subtraction problems within 10, TD will be able to solve the problem with 50% accuracy in 2 out of 5 trials as measured by teacher charted data. Implementation of Your Instructional Plan Instructional Plan (Action Plan) My instructional plan was created to focus on certain aspects that I learned about TD’s background the teacher provided and IEP goal, incorporating activities that focused on specific learning goals that we were going to focus on. The baseline for her current IEP goal is: TD can solve word problems involving comparison situations with the greater quantity unknown in all positions with 17% accuracy. Her IEP goal was: By

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January 13, 2024, when given 5 addition or subtraction problems within 10, TD will be able to solve the problem with 50% accuracy in 2 out of 5 trials as measured by teacher charted data. The common core state standards are CCSS.MATH.CONTENT.3.OA.A1 "Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem." CCSS.MATH.CONTENT.3.OA.A.2: "Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each." Curricular Choices & Instructional Strategies The lesson plans for TD were based on areas I think she needed to work on. In order to provide an engaging and quality learning lesson plan for each lesson I gave to the tutee, I aimed to incorporate objects or ideas that were provided through her math samples, and background information. When tutors include tutees' interests in the lesson plan they have a higher chance the tutee will pay more attention. They were also designed to cater to her likes to keep him engaged throughout the lessons. I also chose to create explicit lesson plans knowing that we only had three lessons to specifically address her goal. There were a variety of instructional strategies I included throughout the three lesson plans.

In order to address the learning goals of focusing on math skills in the span of only a few weeks, I chose to create explicit lesson plans that specifically address each of these concepts. The curriculum materials included Bunches and Bunches of Bunnies by Louise Mathews, One Hundred Angry Ants by Elinor J Pinczes and Bonnie MacKain, personal white boards or scratch paper, dry erase markers, erasers, white paper (or a program such as Pixie that the students can use for publishing), markers, crayons, or colored pencils (if using paper) for the first two lesson plans. For example, we would read a book, then practice that concept and clarify understanding of it, then practice that concept together in the form of various activities, and then from that activity, TD would perform a task relating to the activity and concept learned. The activities TD would perform allowed me to assess her understanding of all concepts in focus. Instructions during the lesson could be monitored and altered to meet TD’s needs throughout the weeks. Analysis and Reflection Challenge and Successes One challenge arisen during tutoring sessions was this project was time related, and having to schedule when to meet with the tutee of their schedule, her family's schedule, my schedule and the school year coming to an end. One success is TD has increased her from her baseline of 17% accuracy to 23% accuracy. TD was open and fully paid attention to the tutoring lesson plans. Next Steps

If I were going to recommend the next step for TD in her tutoring process, I would recommend that she continues to work on her math skills. Practicing these skills developed in our lesson plans every day will help her to improve. I think TD can ultimately benefit from having a full time tutor that works with her at least twice a week for an hour to enhance her reading math skills. Assessment and Instruction After finishing this tutoring project, as well as having the experience of tutoring in EDMU 525, I have learned a great deal about the importance of getting to know each student on an individual level, understanding their background, their interest, and their learning style. I have learned it is important to learn about the students' sociocultural dimensions, linguistic dimensions, cognitive dimensions and academic dimension. Learning a students’ sociocultural dimension is important to get a better understanding of the family’s goals, beliefs and values to provide educators/tutors with valuable information into the behavior and learning patterns. Learning a students’ linguistic dimensions is very helpful to planning literacy lesson plans that support the student’s comprehension and engagement in academic tasks.

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Instructional Plans, Student Samples, and Log: Tutoring Lesson Plan Sheet (Complete one sheet for each tutoring session) Tutoring session (circle the number) 1 2 3 4 Date of Tutoring Session: 3/28/2023 Name of Tutee: TD Math Common Core State Standard(s) Addressed in the Lesson: CCSS.MATH.CONTENT.3.OA.A.1:” "Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each." CCSS.MATH.CONTENT.3.OA.A.2: "Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each." Objective of the Lesson: After finishing the lesson, the tutee will be able to understand the relationship between repeated addition and multiplication and apply it to their work. Lesson Plan: 1. Instruction–“I do…” Introduction: 1. Begin this lesson by telling the tutee that they will be learning about how addition (specifically, repeated addition) and multiplication are related. 2. Show them your copy of Bunches and Bunches of Bunnies and explain that you would like them to look for patterns as you read the story to the class. Instruction:

- Begin a discussion by asking the tutee what patterns they noticed in Bunches and Bunches of Bunnies. - Great discussion questions include: What patterns did you see in the book? Do you see how the bunnies are grouped on this page? An array is an ordered arrangement—how can we change these groups into arrays? - During this discussion, draw an example of a bunny array on the board, to help tutee visualize what you’re discussing. Then, ask students how they would write each array as a repeated addition sentence. Example: - XXXX or XX XXXX XX XX XX Example answers: 4 + 4 = 8 or 2 + 2 + 2 + 2 = 8 - Once they’ve answered the question about addition sentences, challenge the tutee to use the same groupings to write multiplication sentences. Example answers: 2 x 4 = 8 or 4 x 2 = 8 2. Guided Practice-“We do…” - Have the tutee show you how to draw an array for 10 bunnies, either on their personal white board or scratch paper. - Additionally, have the tutee write a repeated addition sentence and multiplication sentence for each array. - Once the tutee has completed this task, check the tutee’s array and equations for understanding of the concept. 3. Independent Practice-“You do…” - Tell the tutee that they will be creating his or her own page for Bunches and Bunches of Bunnies. - On the front side, have the tutee draw a picture array and a repeated addition sentence. - On the back, have each student write a multiplication sentence for the same array. Encourage them to have fun with it!

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Tutoring Lesson Plan Sheet (Complete one sheet for each tutoring session) Tutoring session (circle the number) 1 2 3 4 Date of Tutoring Session: 3/28/2023 Name of Tutee: TD Math Common Core State Standard(s) Addressed in the Lesson: CCSS.MATH.CONTENT.3.OA.A.1:” "Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each." CCSS.MATH.CONTENT.3.OA.A.2: "Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each." Objective of the Lesson: After finishing the lesson, the tutee will be able to understand the relationship between repeated addition and multiplication and apply it to their work. Lesson Plan: 1. Instruction–“I do…” Begin this lesson by telling the student that they will be learning about how addition (specifically, repeated addition) and multiplication are related. Show them your copy of One Hundred Hungry Ants and explain that you would like them to look for patterns as you read the story to the class. · Begin a discussion by asking the student what patterns they noticed in One Hundred Hungry Ants. · What patterns did you see in the book? Do you see how the ants on this page? An array is an ordered arrangement—how can we change these groups into arrays?

- Great discussion questions include: What patterns did you see in the book? Do you see how the ants are grouped on this page? An array is an ordered arrangement—how can we change these groups into arrays? - During this discussion, draw an example of ants array on the board, to help tutee visualize what you’re discussing. Then, ask students how they would write each array as a repeated addition sentence. Example: - XXXXX or XX XXXXX XX XX XX Example answers: 5 + 5 = 10 or 2 + 2 + 2 + 2 +2 = 10 - Once they’ve answered the question about addition sentences, challenge the tutee to use the same groupings to write multiplication sentences. Example answers: 2 x 5 = 10 or 5 x 2 = 10 2. Guided Practice-“We do…” - Have the student show you how to draw an array for 10 ants, either on their personal white board or scratch paper. - Additionally, have the student write a repeated addition sentence and multiplication sentence for each array. Once the student has completed this task, check each student’s array and equations for understanding of the concept. 3. Independent Practice-“You do…” - Tell the class that each student will be creating his or her own page for One Hundred Hungry Ants. - On the front side, have each student draw a picture array and a repeated addition sentence. - On the back, have each student write a multiplication sentence for the same array. Encourage them to have fun with it! (If students are comfortable with multiplication.)

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Tutoring Lesson Plan Sheet (Complete one sheet for each tutoring session) Tutoring session (circle the number) 1 2 3 4 Date of Tutoring Session: 4/4/2023 Name of Tutee: TD Math Common Core State Standard(s) Addressed in the Lesson: CCSS.MATH.CONTENT.3.OA.A.2: "Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each." CCSS.MATH.CONTENT.3.OA.B.5: "Apply properties of operations as strategies to multiply and divide." Objective of the Lesson: Tutee will be able to use long division. Lesson Plan: 1. Instruction–“I do…” Introduction: - Invite the tutee to bring their math journals and a pencil to the class meeting area. Tell them to place their supplies on the floor next to them. - Tell the tutee that today they're going to learn a strategy for solving long division problems. Write the word Division on the board. - Let the tutee know that division is an operation that tells us the number of groups that can be made out of another number. - On the board, set up a division problem, such as 17/5. Solve the problem so that you are left with the answer 3 with a remainder of 2. Label each number with its corresponding name. 17 should be the dividend, 5 is the divisor, 3 is the quotient and 2 is the remainder. - Define these terms for your tutee as follows:

o Dividend: In a division problem, the number that is to be divided is called the dividend. o Divisor: In a division problem, the number that divides the dividend is called the divisor. o Quotient: Upon division, the number obtained other than the remainder is called the quotient. o Remainder: The remainder is the number that is left over after dividing. Teacher modeling: - Direct the tutees’ attention to the board. - Write a division problem, such as 83 divided by 7, on the board. - Tell the tutee that the first thing we want to do is create a help box to help us in solving this division - problem. - Create a chart that lists the products of 7x1, 7x2...7x10. Demonstrate solving this problem for tutee. You should reach the answer 11 with a remainder of 6. 2. Guided Practice-“We do…” - Put another problem on the board similar to the one just completed. - Tell the tutee to pick up their supplies and write the problem down. - Ask the tutee to share the steps needed to complete this problem based on the problem just completed. - Give the tutee time to solve the problems. - Ask the tutee to dictate to you how they solved the problem. Write their responses on the board. Review the problem with the class to check for accuracy. Make sure everyone has the problem written down as a reference for completing their assignment during independent work time. 3. Independent Practice-“You do…” - Send the tutee back to their seats. - Pass out the Solving Long Division Problems worksheet. - Walk around the room to assist tutee as needed.

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TUTORING SESSION LOG EDMU 524: Teaching and Learning Mathematics in K-8 Classrooms Student T.D. Grade: 7 Classroom Teacher Ms. Holly School Black Diamond Middle School Date Length of session Location Activities/ Session # Supporting teacher initials 3/21/2023 45 minutes Black Diamond Middle School Bunches and Bunches of Bunnies Session 1 AL 3/28/2023 45 minutes Black Diamond Middle School One Hundred Hungry Ants Session 2 AL 4/4/2023 45 minutes Black Diamond Middle School long division Session 3 AL

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