EDU 345 SFA Tutoring Final Exam

Spring, 2016
Brittany Collet

Introduction of Tutee
Strengths:
Antonio is a sassy first grader, who took me by surprise with how intelligent he was. He
breezed through the Part 1 assessment with flying colors. As I was going through the assessment
with him, I noticed that when it came to Phonemic Awareness he was extremely proficient. To
illustrate, he can hear and say initial sounds that are spoken to him. He also can blend sounds that
are presented orally together to say a word. Lastly, he can break down a word presented orally
and then he is able to say each sound separately. In addition to this Antonio is proficient in the
objectives of identifying letter names, letter sounds, and he can write letters for specific sounds
in the Letter Skills part of the assessment.
Since, Antonio mastered Part 1 of the assessment, we then promptly moved onto Part 2.
In this part of the assessment, I could see that he really knew his Word Skills, especially when it
came to him reading words using blending. He was also able to recognize the majority of his
CVC sight words.
Weaknesses:
Antonio had a difficult time recalling essential sight words. He did fairly well in Set 1
and 2, but when we tried to begin the other sets he became very flustered because he had a hard
time remembering the sight words of Sets 3, 4, and 5. Therefore, I didnt want Antonio to get
even more discouraged, so we decided as a team to move on to the next part of the assessment.
The second objective in the Word Skills section was another weakness for Antonio because he
struggled trying to spell a word by breaking it into separate sounds. For example, when I asked

him to spell the word queen, he interpreted the sounds to spell the word like kreen. In this
section he was only able to spell 6 out of the 27 words.
Goals:
I was extremely excited to work with Antonio because I knew that he was excited to work
with me too. However, I think that he was mostly really looking forward to the abundant amount
of stickers and pencils that he was about to receive from being my tutee. With that being said, I
was extremely excited that he was eager to work with me because I wanted him to be able to
know his essential sight words and word skills. Therefore, my goal for the next ten weeks was to
have Antonio master his sight words and word skills because I knew that if I worked with him
enough he was definitely capable of flying through Assessment Part 2. I also wanted to make
sure that as I was tutoring Antonio, I made sure that I was making personal goals for myself and
Antonio so I can better help Antonio reach academic success and he feels proud of himself.
Pre-assessment and Formative Results
Pre-assessment
In Part 1 of the assessment, Antonio mastered all three objectives for Phonemic
Awareness (PA). These objectives included: hearing and saying initial sounds in a spoken word;
blending sounds presented orally together to say a word; and breaks down a word presented
orally and says each sound separately. Next, Antonio mastered the concept about print (CP). He
was able to point to the title, understands that the title tells something about the story, holds the
book correctly for reading, finds the first page, knows that there are spaces between words, and
reads to get the message from print rather than pictures. Lastly, Antonio mastered the all three

objectives for Letter Skills (LS). As a result, since Antonio mastered PA-1 and read all sounds in
LS-1 set 1, he was able to move onto Part 2.
In Part 2, I first started assessing Antonio on his Sight Words (SW). For objective SW-1,
he missed 4 words in Set 1, 4 words in Set 2, and 6 words in Set 3. Since, Antonio missed 6
words in Set 3, I had to stop at this point in the section of the assessment. Soon after, we moved
onto the Word Skill (WS-1) portion of the assessment. Antonio missed 2 words in Set 1 and 2.
He was able to read 30 of the 45 words listed in this section. Lastly, in Word Skill (WS-2),
Antonio was able to spell 6 out of the 27 words given. The words that he was able to spell
include: sip, mat, top, cat, fox, and ship. Because Antonio did not master sets 1 and 2 in WS-1
with 80% accuracy, we stayed at Part 2.
Under those circumstances, I established the goal that Antonio will master his sight words
and word skills by the end of the ten weeks. Antonio needs one-on-one practice and teaching in
order to conquer this goal. I know that by the end, he will be capable of flying through
Assessment Part 2.
Re-assessment/formative
When I reassessed Antonio, he mastered the majority of the words that he struggled with
during the pre-assessment. He was able to read 67 of the 76 words in SW-1; 40 of the 45 words
in WS-1; and he was able to spell 14 of the 27 words listed. Since he mastered the Sets 1 and 2 in
WS-1 with 80% accuracy, he was ready to move onto Part 3. Unfortunately, Part 3 of the
assessment was not Antonios strong suit. In each objective of the assessment, he really struggled
with sounding out the words, which caused him to become frustrated with himself. To illustrate,
in objective WS-3, Antonio could only read 2 words in Set 1 and 1 word in Set 2. I could tell that

this he was getting frustrated at this part. I promptly moved onto objective WS-4, but he could
only read 2 words in Set 1, 1 word in Set 2, and 0 words in Set 3. In objective WS-5, he was only
able to read 1 word in all of the 3 Sets. After, going through these Word Skills, I realized that he
needs a lot of practice in order to master these skills.
In the Tracking (T) portion, he was mastered this part for he was able to read from left to
right, reads with one-to-one correspondence, and reads without losing his place. For the next
part of the assessment, I asked him to read aloud a book for me. When it came to Fluency (F), he
was an accurate reader. He was able to read 32 words correct, with 4 mistakes. In the
Comprehension (C), he was able to correct word errors, and uses sound blending to read
unknown words. Overall, he mastered 3 out of the 7 comprehension skills in this section. Lastly,
in the Writing (W1), he could write single words and phrases in response to a question.
Summative Assessment Results
The end results of this assessment revealed to me that Antonio excelled with be able to identify
letter sounds and can blend sounds together. During the reassessment, Antonio improved with his sight
word recognition and was beginning to master spelling his sight words. For this reason, I revised my
initial goal of trying to get Antonio to know his basic sight words. Now, my goal for Antonio was to get
him to be able to say his sight words fast as he was reading, and for him to improve on his spelling
capability. Antonio also knew his basic print concepts, such as reading from left to right and knowing
where the title is. However, as I was going through Part 3 of the assessment, it was clear that he struggled
with reading words that have base words, and he also had difficulty reading multisyllable words that
contain regular and irregular vowel sounds. He also struggled with reading a text fluently because he had
to continuously stop to sound out the majority of the words.

Final Recommendation for Tutee

Based on my final summative assessment data, the next steps that I would take with
Antonio is to have him continue working on being able to recognize words instantly and saying the
words fast. If Antonio were to master this skill, then he would hopefully have an easier time reading
fluently. For as of right now, he is still trying to sound out each word in a text. In this case, I would also
have him read aloud to me as much as possible. Overall, I believe that Antonio will eventually develop
into a wonderful reader, but at this time he still needs one-on-one tutoring in order to acquire the skills
needed to be a good reader. This being said, I think Antonio will reach grade level with the one-to-

one assistance.
Two Significant Ideas That You Learned In This Experience
Through this experience, I have gained a great deal of knowledge about how to be an effective
teacher. To illustrate, I have learned the virtue of patience and how to discipline, which were two
characteristics that I definitely needed to improve on before student teaching. I have also been able to
connect concepts that I have learned from several of my education classes through tutoring. For instance,
when I took Phonics, I honestly did not see the importance of why I was taking that class. However, I
realized how important it is that students have a foundation of phonics skills. Lastly, I came to realize
how significant it is that a teacher gets to know their students. As I was tutoring this semester, it was
brought to my attention that one of my tutees was having some issues with his mother. After, my tutee
told me this, I understood why he was always so chatting with me for I was probably one of the only
people that would take the time to listen to him. This was a significant idea that I learned because it taught
me not to judge my students, especially since I dont know whats going on in their personal lives.