EDRDG 430

Progress Report
Teachers College
Ball State University
Muncie, IN 47306
Name: Sally
Tutor: Kelly Rose

Grade: 1st
Supervisor: Mrs. Leitze

I.

Background Factors
Over the past few weeks, I have gotten to know Sally and
her reading and writing abilities as well as her personality and her
interests. Sally enjoys Sally enjoys reading, especially books by
Dr. Seuss. When Sally has a choice to read any book, she always
chooses a Dr. Seuss book. Sally also likes to read fiction and
fantasy books. She also enjoys art. Sally likes to read books, and
gets excited when we read a book that she has not seen before.
Sally does best when she has a lot of positive feedback. She likes
to be reminded she is doing well and is more willing to keep
working during a struggling piece if she is receiving more positive
feedback for what she is able to read well. Sally is always ready to
get started during the day, but when she gets worn out, she is not
afraid to say she does not want to do an activity. Sally is very
talkative throughout the entire lesson. She likes to interrupt the
instructor to tell a story that about something similar she has
read, or to talk about her day. Sally likes to talk about her friends
and family. Sally always finds me and starts a conversation with
me to let me know what she has done throughout the day. I have
learned that the best way to keep Sally on track while we work is
to consistently direct Sally back to the lesson by asking, have
you finished? Or by asking, what are you supposed to be
working on? and Sallys attention will be directed back to her
instructional activity.
II.

Assessment Results
A. Pre-Tests Administered
a. Running Recordsi. Level C The Moon Can Look Different
ii. Level C Its a Birthday Party
iii. Level B Big and Little
b. Core Vocabulary Screening
i. Reading Vocabulary from book (10-7-15)
c. Individual Reading Assessment
i. Running Record

B. Reading Levels
Instructional Reading level: Level B Accuracy Rate 91% Self-correction Rate
1:4
Frustration Reading Level: Level C Accuracy Rate 70% Self-correction Rate
1:5.5
Frustration Reading level: Level C Accuracy Rate 74% Self-correction Rate
1:7.5
Apparent Reading Strategies
Sallys reading strategies are clear throughout her reading. For words that look
familiar Sally will attempt to sound out the words to the best of her ability.
Sally will then make an attempt at the word and move on, unless the teacher or
someone else helps to correct her mistakes. She will continue if she knows she
is right or wrong, but if corrected Sally will start the sentence over. For words
that do not look familiar, Sally looks to the teacher for help without attempting
to sound out the word. Sally will read any book that is a Dr. Seuss book or a
book the teacher says is funny or really good.
Sally is inconsistent when it comes to making self-corrections. When she reads
through the text and mixes up a word, or mispronounces a word, she may
pause, but then moves on without correcting her mistakes. On most two out of
three occasions, the teacher has to point out the mistake to her. For example if a
sentence read The slide is little. Sally may read this as The slid is little
without knowing this does not sound correct and the teacher would have to say
slide to correct her.
During oral reading, Sally does not use the correct diction according to the
punctuation. She reads each sentence word by word with no enunciation on
words or phrases.
Sally is good at phonetically sounding out words. When prompted to try to read
a word on her own, she is able to look at the letters and blend them together to
sound them out sound by sound.
C. Apparent Writing StrategiesSally is good at predicting words for fill in the blank questions. She is also
able to write full sentences. She has trouble writing more than once
sentence at a time. For more information, the teacher must direct her to
write an additional sentence with another piece of information about the
text. Sally does not use compound sentences and only writes one idea down
at a time. For example when writing three sentences to tell what happened
in a book Sally wrote, D.W. did gymnastics. Thay did cartwheels. And
backwrs cartwheels.

In regards to mechanics, Sallys spelling is based on how the words sounds

out, how they she spells Thay. She also asks how to spell most words
without trying to write them on her own. Sally also writes her letter s
backwards. She also misses blends when she is spelling. When spelling the
word want she spelled it wut and when spelling rang Sally spelled it
rag.
III.

Emphasis of Instruction
A. Goals
a. The student will be able to read a short story with fluency.
b. The student will be able to answer 4/5 questions about a passage/story,
which they have read.
B. Methods
a. The student will be able to read a short story with fluency.
i. Sally will use a variety of strategies throughout her time working
with the tutor to increase her ability to read fluently. She will read
books multiple times throughout one days session. Also, Sally
will read a short story each day to improve her reading fluency.
The tutor will keep track of Sallys progress of this fluency by
keeping a running record while she reads and also by timing her
to see if her speed increases. Another strategy that will be used is
choral reading with the other students in her group. This will
require Sally to listen to the reading done by the tutor. Then to
read with the rest of the group as a whole. She will be able to hear
what a good reading is by listening and practicing her reading
with others.
b. The student will be able to answer 85 percent of questions about a
passage/story, which they have read.
i. For this goal, Sally will do multiple different reading strategies to
read for comprehension. To begin the tutor will a read aloud, and
have Sally answer questions about the reading. Sometimes she
will be required to answer them orally, other times she will be
required to answer them in a written format. Sally will work on
strategies to identify the beginning, middle, and end of the story
to help her comprehend when things happened in the story. She
will be provided with a variety of books and short stories for her
to verbally explain what happened and to also show her ability to
write what happened within the story. The tutor will use a check
list to see of Sally is able to retell a story by stating characters,
plot, setting, problem, and solution. She will also be able to use a
graphic organizer to help her identify the different parts of the
story to help retell.
c. Materials

Book Title

Author

Approx. Reading
Level

Materials

My Brother is
Autistic
Scooby-Doo Ghost
School

Jennifer MooreMallinos
Robin Wasserman

Green Eggs and Ham

Mooses Loose Tooth
D.W. Flips
The Three Friends
And the Apples
A Bug, a Bear, and a
Boy At Home
Clifford and the Bears
Curious George Goes
to a Costume Party
The Berenstain Bears
and the Blame Game
The Ghost in the
Classroom
Rex and Lilly
Playtime
Rex and Lilly Family
Time
Rex and Lilly School
Time
Who, Who, Who
Junie B. Jones and the
Stupid Smelly Bus
Pete the Cat Petes
Big Lunch
Chicka Chicka Boom
boom
Splat the Cat The
Rain is a Pain
Slowly Slowly
Slowly, Said the Sloth
At the Playground
IV.

First Grade

Book sort activity

Level 1

Dr. Seuss
Beginner
Jacqueline A. Clarke Second grade
Marc Brown
First Grade
Tomie dePaola
First Grade

Book sort activity

And Tutor read
aloud
Book Sort
Book Sort
Tutor read aloud
Partner read

David McPhail

First Grade

Partner read

Norman Bridwell
Margret and H.A.
Reys
Stan & Jan
Berenstain
Gerda Wagener

First Grade
Second Grade

Partner read
Tutor read aloud

Fourth Grade

Tutor read aloud

Second Grade

Tutor read aloud

Laurie Krasny
Brown
Laurie Krasny
Brown
Laurie Krasny
Brown
Cheryl Ryan

First Grade

Student Read

First Grade

Student Read

First Grade

Student Read

First Grade

Barbara Park

Second Grade

Student Read
Comprehension
Quiz
Tutor read aloud

James Dean

First Grade

Student read

Bill Martin Jr. and

John Archambault
Rob Scotton

First Grade

Tutor read aloud

First Grade

Student read

Eric Carl

First Grade

Tutor Read aloud

Reading A-Z

First Grade

Student Read
Comprehension
Quiz

Student Progress Summary

A. Description of Tutoring Sessions
Sixteen tutoring sessions were held. The sessions were held at Storer
Elementary School Library from two-thirty through three-thirty. Each hour

session was held on Mondays and Wednesdays. Each day, we start with a
tutor read aloud. Each day the tutor either starts a new read aloud, or
continues a chapter book, which the tutor asks questions throughout and
has the student recall information to increase student comprehension. Then
the student begins working on student learning strategies. These strategies
include phonics, vocabulary, use of fluency, and comprehension. Day to
day differs in which strategy we work on, but continue to build on each
strategy throughout each week. An activity that the student has participated
in each day is answering questions for comprehension during and after each
reading
V.

Recommendations
A. Reading Recommendations
Recommendation 1: Comprehension
Fable Edition: This is an application that allows students to practice
reading for comprehension. With this application, Sally can practice
reading a short passage, and then answer questions after to see if she is
understands the material being read. A technique to encourage Sally to
keep making progress understanding what she has read is allowing her
to use the pictures to help her answer questions, and also by going on a
picture walk through the book to help her get an idea of the book before
any reading begins. Throughout the semester Sallys progress tracked
and monitored. On November 9th, Sally did a comprehension quiz,
which contained 5 questions from the reading A-Z program. In this quiz
Sally was able to answer 4/5 questions correct compared to at the
beginning of her tutoring sessions, she was only able to answer 2/5
questions correctly. Sally showed progress with her reading level also
by being able to read on October 21st, a Reading A-Z passage, at a level
be at independent. She read Near the Pond with an accuracy rate at 96%
and a self-correction rate of 1:3. On December 1st, Sally read Monkeys
Have Many Feelings, a level C reading passage. She read this passage
with an accuracy rate of 92% to put her at instructional level for level C
Where she had originally started at level B instructional level.
Recommendation 2: Fluency
One minute Reader: This is an application that allows students to
practice reading age appropriate reading passages to practice reading
fluency. A technique to work on reading fluency is to have the student
use a finger to follow along where they are to see how much progress
they are making. Another strategy to practice reading fluency is to have
someone model reading first and then have the student read the same
part that was read to them. Encourage the student to use the same
expression and tone the first reader used and then follow up by having
them repeat the reading again and try to read more like the way you
talk. When Sally began to read with fluency and expression, she started
out by being monitored and recorded. In these notes, Sally mentioned
expression and yelling what you read mean the same thing. By the end

of the semester, Sally and the tutor both recorded her progress by using
a fluency chart. Sally charted how she felt she did reading with fluency,
and the tutor, charted the progress she felt Sally was making. On a scale
of 0-16, Sally monitored her self to start at a 10 and by the second
reading she rated herself with a 16, making all perfect corrections,
using expression, and having the ability to read like she was writing.
The tutor monitored Sally to start with a 5. Noted that Sally made
errors in reading, yelled everything that was read, and spoke choppy.
By the end of the semester, Sally noted that speaking fluently meant to
speak like she was talking. When the tutor monitored her progress she
noticed a significant growth by the end of the semester, Sally was
speaking more like she was talking and thinking about what the
character was feeling to know what type of expression she was going to
use. When a passage did not show any type of expression, she put her
on personality into the passage. On the reading fluency scale used for
monitoring progress, the tutor noted Sally was at a 12 by the end of the
semester, she still struggled with a few words, but was now using
expression and was reading like she was talking, except for when she
came across those words she struggled with.
VI. Evaluations
A. Student Self-Evaluation
Reading Questions
Sally shared she became better at sounding out words and reading big
words that she otherwise did not know. She also said she became a better
reader when it comes to understanding what she is reading, mainly when a
story is read to her. Sally said she still has trouble understanding what she
reads, when she reads silently. When asked this question, Sally told me to help
her read new stories she can sound out the word. Another way that she can find
out what a word says is by looking at the pictures to help her understand. Sally
said when we started our tutoring time, she only kind of liked to read, but now
she really enjoys reading books.
B. Teacher Self-Evaluation
Throughout the semester, I have learned a lot about the foundations of
reading. I have learned that a child must first learn the phonemic awareness
skills, which do not include any form of print, before being introduced to print
concepts of phonics. I have learned that sometimes students have to learn the
basics, even at an older age, where they are being pushed along to barely meet
grade level. The foundations of the reading process must be met first before
being able to master new more complex skills. To keep students interested and
learning, new skills must be used to meet ever students needs. Some students
are more hands on, and require skills that allow them to use their creativity,
while other students have learned solely from reading and repetition. One of
the most helpful materials I found throughout the semester was Reading A-Z.

This program has many different types of materials from short books to short
passages. It also has quizzes and activities, which I found helpful. Throughout
the semester, I have used quizzes, verbal questions, read alouds, and memory
games to see if the students were mastering their skills. I used these to see
where the students were at and it impacted how I would start the next lesson. I
used the assessments to see if the students were understanding and in need to
move on or if I needed to reteach a lesson in a different way. We also used
repetition and games and worksheets that showed the students work and
mastery of reading skills. Throughout the semester I have learned that students
learn to read best by having a literacy rich environment. I have found this from
class and reading our textbook. I have also noticed in the tutoring environment,
the school has embraced the print rich environment to encourage the students
to read and learn everywhere they are. I have learned that I am always learning
and growing in my skills to teach and become a better learner myself.
Throughout the semester, I have learned that I am able to adjust my lessons as
needed to work for the students abilities and needs. I have grown to know that
I need to switch the lessons I teach in a variety of formats to reach the needs of
all the students. I have also grown to know that when I teach students, I am
sure to do tiered lessons so that all students are receiving the instruction needed
to succeed.