Assessment and Correction of Reading Difficulties

PK-12 Practicum
Case Study
Daily Lesson Plans
Conference Report
Comparison Report

Daily Lesson Plans

Erica Buedding
2946 Robinhood Dr
La Crosse, WI 54601
608-669-4979
buedding.erica@cashton.k12.wi.us

CASE STUDY
Name: Anna
Birthdate: 12/13/2009
Age: 5

School: Spence Elementary

Grade: Entering Grade 1
Date of Report: 8/6/15

REASON FOR REFERRAL

(Anna was recommended by an elementary teacher
who had both of Annas older siblings and thought it
would be important to get Anna early assistance so
she can be successful like her siblings)
A. Enrichment
_____
B. Reading Difficulties
_____
Below Grade Level Reading Ability
Word Attack Problems
Sight Word Problems
Comprehension Problems

C.

_____
__x__
__x__
_____

Writing Problems

(Annas mother)
A.

B.
_N/A___

Difficulty in Communicating thru Writing _____

Inappropriate Grammatical Knowledge _____
Inappropriate Spelling Knowledge
_____

C.

D.

Listening Comprehension Problems

_____

E.

Time on Task Problems

_____

F.

Study Strategy Problems

_____

G. Poor Attitude Toward

Reading/Writing

_____

H.

_____

Poor Attitude Toward School

CASE HISTORY

Lack of Interest in
Reading/Writing
_____
Comments:
Anna is an early reader. She is still developing her
word attack and sight word abilities but is otherwise a
bright and happy young girl who enjoys school and is a
very easy student to work with.

Birth Data:
Apparently Normal:
Other:

__X__

Developmental History:
Apparently Normal:
Other:

___X__

Medical History:
Apparently Normal:

__X__

Eyesight Problems:
Specifically:

_____

Hearing Problems
Specifically:

_____

On Medications:
Specifically:

_____

I.

Other Physical Impairments ____

Comments:
Anna is a very healthy and normal young girl. Mom and
dad are very health conscious and are passing this on to
Anna--lots of healthy foods and a very active lifestyle.

EDUCATIONAL HISTORY
Above Grade Level Achievements/Grades

__N/A__

Attitude Towards School Generally:

A) Good _x_ B) Average ___ C) Poor ___
Comments: When asked, Anna said school was her
favorite place to be.

On Grade Level Achievements/Grades

___YES_
Specifically: Annas writing abilities are on grade level.
Attitude Self Towards School:
Below Grade Level Achievements/Grades ______
A) Good ___ B) Average ___ C) Poor ___
Specifically: Anna is working on decoding and automaticity with words Comments: Anna is looking forward to school
starting again. She is confident in her self and has
many friends at school.
Retained a Grade
___no_
Subjects Likes: Reading, Writing, Art
Attended More Than One School
___no_
Subjects Dislikes: Math

FAMILY HISTORY
(Anna and Mom)
Lives With: Mom, Dad, brother, and sister
Number of Siblings (M/F) and Ages: M- Age 11, F-Age 9
Relationship to Care Givers:
Apparently Normal:
__Y___
Comments: Anna is very close with her mom and dad and they are a very stable family. Anna spends lots of time
with both mom and dad. Mom works part time so she can spend lots of time with the kids. She is respectful to both
her parents.
Relationship to Siblings:
Apparently Normal:
__Y___
Comments: Anna enjoys playing with both her brother and sister. All three of them love to play outside together
during the summer. When asked which sibling she got along better with, Anna said it was equal.

BEHAVIOR DURING TESTING AND

LIMITATIONS OF RESULTS
Apparently Normal

Yes

Showed Evidence of Anxiety

No

Difficulty Understanding English

No

Refused to Cooperate

No

Possible Vision Problems

No

Possible Hearing Problems

No

Any Difficulties with Test That Would Effect Reliability/Validity of Test Results

No

Comments: Anna was a sweet, willing bright student who always tried her best during our time together and was always very
respectful. She has a great sense of humor and enjoys making learning fun.

ASSESSMENT RESULTS
Assessment Used: QRI-5
Word List
Independent: Pre-Primer 1
Instructional: Pre-Primer 2/3
Frustrational: Primer
Narrative
Independent: Pre-Primer 1
Instructional: Pre-Primer 2/3
Frustrational: Primer
Expository
Independent: Pre-Primer 1
Instructional: Pre-Primer 2
Frustrational: Pre-Primer 3
Other Formal/Informal Reading Tests
San Diego Quick Assessment
Independent: Pre-Primer
Instructional: Primer
Frustrational: Grade 1
Teacher Made Tests
Writing / Spelling: Stage: Letter Name- Alphabetic
Spelling
Anna writes and spells with the alphabetic principle and
recognizes consonant sounds, short vowel sounds, and
a few consonant blends and digraphs.
Attitude/Interests: Anna took an informal reading
inventory to get a sense of her interests and impressions
about reading. She is a very active child who enjoys
being outside. Anna has a positive relationship with
reading and learning and views school as a postitive
environment.
Concepts of Print (Marie Clay- Concepts of Print
Assessment 12/13
Comments: When it came to the concepts of print
assessment, the only point that Anna missed was
elaborating on what the period was for. We will work on
punctuation. She is very familiar with where to read and
book orientation, and letter-sound relationships.

PHONEMIC AWARENESS / PHONICS

RESULTS
Early Names Test
Initial Consonants: +
Ending Consonants: Consonant Blend: Consonant Digraphs: Short Vowel: +
Long Vowel: +
Vowel Digraph: Rimes: Comments: Anna struggled with this assessment.
Therefore, rather than using the typical scoring chart, I
used it to help identify which areas were strengths and
which areas were weaknesses for Anna. One of Annas
strengths is sounding out words or parts of words and
then self-correcting or determining what the word might
be based off of what word it sounds close to. Since these
were nonsense names, Anna did not have the ability to
self-correct like she typically does. Therefore, I am not
surprised that Anna correctly identified beginning
consonants but struggled more with the consonant and
vowel digraphs. It would be interesting to see how Anna
would do if we selected names that are familiar to Anna.

INTERPRETATION OF INFORMATION
COLLECTED
A.

General Capacity (+ / -)

High Listening Level Compared to Reading Level

Low Listening Level Compared to Reading Level

INTERPRETATION OF INFORMATION
COLLECTED CONTINUED

+
-

B. Prognosis for Reading Improvement (X)

Rapid _____
Average X
Slow _____
Comments: Anna made great strides in moving towards
chunking words and identifying blends while reading.
However, she is still an early reader and will need to
continue laying the foundation. With Annas attitude and
effort, I could see her having rapid improvement once she
gets more of the basics committed to memory.
C. Reading Achievement
Instructional Reading Level:
Upper Pre-Primer (Level D)

G. Learning Style: Anna is both a tactile and a visual

learner. She enjoys learning with manipulatives like
flashcards and word sorts. She enjoys visuals to aid her
learning. For example, Anna grasped the concept of the
magic e by repeatedly drawing an arrow from the e to
the letter that says its name.
H.

Apparently Normal
Wears Glasses
Tracking Concerns
Hearing
Apparently Normal

Attitude Toward Competence in Reading (X)

Good X
Average _____ Poor _____
D. Word Analysis Skills
APPLICATION (+ Strength; - Weakness +/- Developing)
Initial Consonants
Ending Consonants
Consonant Blend
Consonant Digraphs
Short Vowel
Long Vowel
Vowel Digraph
Rimes
Initial Consonant Blends
Controlled Vowels
Schwa

E. Comprehension (+ Strength;
Developing)
Retelling
Explicit Questions
Implicit Questions
Familiar Text
Expository Text
Narrative Text

+
+
+/+/+
+
+
-

+/+
+/+
+

F. General Achievement/Grades
Strengths- Anna has impressive recall when she is
exposed to learning 3 times or more.
Weaknesses- N/A
Helpful Attitudes- Anna is not afraid to take risks in her
learning and she is willing to ask questions when needed.

yes
no
no
yes

Comments: 1 sentence

RECOMMENDATIONS
A.

Word Analysis Skills

a. Consonant blends
b. Identifying similar rimes and altering the
initial consonant
c. Vowel digraphs and diphthongs

B.

Comprehension Strategies/Skills
a. Retell (that includes beginning of story)
b. Expository text
c. Making predictions with words and not
just pictures

C.

Writing Skills/Strategies
a. b vs. d
b. s (always backwards)
c. encourage the use of pencil tip and
finger spacing.

- Weakness +/-

Comments: Anna often starts her retell from the middle

of the text and does not include exposition details. Anna
needs work on expository text because it often lacks the
predictable story line that Anna uses to aid her
comprehension and fluency.

Inappropriate Attitudes- N/A

Specialized Areas (yes / no)

Vision

D. Learning Style Modality

Anna is a well-rounded learner. First, she thrives in
learning situations that are both kinesthetic and social.
Anna is engaged when she can use manipulates and talk
about her learning with peers and teachers. Anna enjoys
repetition in her learning. She is encouraged by repeated
exposures to content and skills and this helps to improve
her confidence as a learner and reader.
E. Wide Range Reading
Predictable narratives, books about animals, books about
princesses/fairy tales, books with engaging visual
supports

Comments: 2-3 sentences

OVERALL SUMMARY STATEMENT

Before tutoring, Anna was a very early reader. At the end of kindergarten, Anna had started working
on very simplistic texts and creating her own books with inventive spelling. She was comfortable reading a
text that had a familiar word familysuch as at and read texts by being both familiar with the story and
word families through many repeated reads. Anna primarily relied on initial letter sounds and the images on
the page to read each page. She lacked the strategies and ability to decode and segment unknown words
without the aide of illustrations or images to clue her in.
After our time together, Anna has shown the most growth in her ability to read a variety of texts.
Anna is able to have success with cold reads. Previously, she was only reading texts that adults or siblings
had read to her repetitively. Anna has strategies to attack unknown words. Anna using illustrations when
they are available, but is able to sound out unknown words when visual aides are not helpful or completely
absent. Anna has the ability to sound out unknown words that she has been previously exposed to with great
success. For example, she could sound out each individual sound in jump and have success. What Anna is
still working on is sounding out and combining sounds in words that might not be as familiar to her. Anna
has begun to sound out in chunks for a few commonly occurring blends. She is able to recognize the /ch/
and the /sh/ without prompting. With prompting, Anna can identify other blends like /br/ and /pl/. Anna will
continue growing in this area by sounding out blends and chunks of words rather than each individual letter.
Anna has been exposed to expository text and has begun to read to gain information. Before, tutoring, Anna
was only comfortable reading predictable narrative texts. Now, she is developing the skills to read to gain
information. Anna is on track to be a successful first grade reader.

Erica Buedding
2946 Robinhood Dr
La Crosse, Wi 54601
buedding.erica@cashton.k12.wi.us

Examiner: Erica Buedding

Comparison Report for: Anna

Assessment
Pre-Assessment
Scores

Post-
Assessment
Scores
Dates
6/22/15
8/4/15
Administered: 6/23/15
8/5/15
6/24/15
8/6/15

QRI 5
Independent: None Independent:
Form:
Instructional: Pre-
Pre-Primer 1
Narrative
Primer 1
Instructional:
Listening
Frustration: Pre-
Pre-Primer 2/3
Expository Primer 2/3
Frustration:
Primer

San Diego
Quick
Assessment

Independent: None
Instructional: Pre-
Primer
Frustration: Primer

Independent:
Pre-Primer
Instructional:
Primer
Frustration:
Grade 1

QRI-5 Word
Lists

Independent: None
Instructional: Pre-
Primer 1
Frustration: Pre-
Primer 2/3

Independent:
Pre-Primer 1
Instructional:
Pre-Primer 2/3
Frustration:
Primer

Observations /
Analysis

The major differences

between the Pre-Primer 1 and
Pre-Primer 2/3 levels is that
the text in 2/3 is no longer
repetitive on every page and
the 2/3 passages have no
illustrations to rely on to make
meaning. Anna typically uses
visually a lot to make meaning,
so having the focus to sound
out unknown words is Annas
biggest struggle at this new
instructional level.

Anna made great strides with
this assessment. The
repetition of encountering
these words in print allowed
Anna to have noticeable
improvement. As Anna works
towards Grade 1, she will need
to continue learning about
blends and digraphs in order
to be successful.
Anna scored 100% on the pre-
primer word list in our post
assessment. Similar to the San
Diego assessment, Anna had
multiple encounters with
these words in print that made
these words familiar through
repetition.

Parent Report
Student Name: Anna

Age:

Author of Report: Erica Buedding

Date:

Tests Administered: QRI-5, San Diego Quick Assessment

8/6/15

School: Spence Elementary

st

BACKGROUND OF STUDENT: Anna is a 5 year old girl, entering 1 grade at Spence Elementary. She is an early
reader who is working on developing confidence in her abilities to read independently. She is in general education
for all parts of the day. Anna lives with mom, dad, and her two older siblings. Annas mother and father are both
employed and Anna has a very stable home life. Anna loved the chance to get to work on reading. Anna told me
that her favorite place in the whole world is school. She likes to read together and aloud, but is still working on her
confidence when reading on her own. She likes to stay active, play tag and be outside. When asked what her
favorite subject was in school, she replied with coloring and art. Anna is a very sweet, bright young girl who will
continue to be a joy for her teachers to work with.
TEST RESULTS:
QRI 5
Form:
Narrative
Listening

Independent: None
Instructional: Pre-
Primer 1
Frustration: Pre-Primer
2/3

Independent: Pre-
Primer 1
Instructional: Pre-
Primer 2/3
Frustration: Primer

Expository

San Diego

Independent: None

Quick
Assessment

Instructional: Pre-
Primer

Frustration: Primer

Independent: Pre-
Primer
Instructional:
Primer
Frustration: Grade
1

QRI-5 Word Lists

Independent: None

Instructional: Pre-
Primer 1

Frustration: Pre-Primer
2/3

Independent: Pre-
Primer 1
Instructional: Pre-
Primer 2/3
Frustration: Primer

The major differences between the

Pre-Primer 1 and Pre-Primer 2/3
levels is that the text in 2/3 is no
longer repetitive on every page and
the 2/3 passages have no
illustrations to rely on to make
meaning. Anna typically uses visuals
to make meaning, so having the
focus and attention to sound out
unknown words is Annas biggest
struggle at this new instructional
level.
Anna made great strides with this
assessment. The repetition of
encountering these words in print
allowed Anna to have noticeable
improvement. As Anna works
towards Grade 1, she will need to
continue learning about blends and
digraphs in order to be successful.
Anna scored 100% on the pre-primer
word list in our post assessment.
Similar to the San Diego assessment,
Anna had multiple encounters with
these words in print that made these
words familiar through repetition.

ANALYSIS: Based off of the testing results, Anna appears to be an average entering-grade 1 student. Anna enjoys
learning and is not afraid to take risks. Moving forward, Anna will need to continue working on her decoding skills
in order to rely less on picture cues and more on the strategies that she has in her toolbox. Anna still struggles
yet with irregular blends and digraphs, but this is right on level with her age and developmental level. She often
relies on the predictability of narrative text to help her determine unknown words. Therefore, Anna strength lies
more heavily with narrative text versus expository text.

RECOMMENDATIONS: My recommendations for Anna and any teacher that works with Anna is to provide Anna
lots of repetition in her learning. Anna seems to be able to remember a concept fairly easily if there are 3 or more
exposures to the learning. Anna also enjoys writing. Anna should be given ample opportunities to write about what
she reads in order to continue establishing a strong working relationship between reading and writing. The next
step for Anna is to move towards decoding words in chunks and word parts instead of sounding out each
individual letter sound.

Student Name: Anna

Grade: Entering Grade 1

Testing Sessions

Date / Time

Test(s) Given

Comments

Monday, June 22
2:00-2:30

Interest Inventory, San Diego

Quick Assessment, Concepts of
Print Assessment, Spelling
Inventory

Anna loves the chance to work on Reading. From the interest inventory, Anna told me that
her favorite place in the whole world is school. She likes to read together and aloud, but is
not yet confident reading on her own. She likes to stay active, play tag and be outside. The
San Diego Quick Assessment showed Anna is at the instructional level for pre-primer. I also
had Anna try the primer level words and she only had three errors. We will start at upper
level pre-primer texts. With support and prompting, Anna seems close to moving onto the
primer level. Additionally, Anna was able to spell 6/10 pre-primer words correctly. Her
spelling errors seem to always come with the middle sound. She is able to easily identify
initial sounds in words and assign the correct letter to the sound. Anna scored 12/13 points
on the concepts of print assessment. The point she missed was correctly explaining what the
period was for.

Tuesday, June 23
2:00-2:30

QRI Pre-Primer 1, Pre-Primer

2/3 Word Lists
Reading A-Z fluency passage-
At the Playground

Anna scored 15/17 on the Pre-Primer 1 word list. She said for instead of of and skipped
was. With the first error, it is clear that if I stopped Anna and asked her to sound out the
word, she would have said of. We will try out some sight words and see if Anna just
skipped was or if we need to work on identifying more of those irregular sight words. Next,
Anna attempted At the Playground fluency passage. For the first read, Anna was only able
to get 18 WPM and the informal running record put Anna at a frustrational level for Level D.
We will continue to use this passage and work on fluency. I asked Anna to reread after our
timed read was up and she already had greatly improved her accuracy and fluency on the
second read.

Wednesday, June 24
4:00-4:30

QRI-5 Pre-Primer Level- I Can

(narrative)
Early Names Test

Anna received 10/12 on the concept questions and a 4/5 on the comprehension questions.
This score is a little higher than Annas initial word list scores would place her at. However, it
is clear that Anna still relies more heavily on picture cues versus decoding cues within the
text. This QRI passage had clear visuals to help Anna determine unknown words. Anna will
need reminders to use her decoding skills to attack unknown words instead of guess based
off of the pictures. Anna is at the instructional level for Pre-Primer 1. Next, Anna attempted
the Early Names Test. Anna struggled with this assessment.

Tuesday, August 4,
2:45-3:15

San Diego Quick Assessment,

(and spell), QRI-5 word lists
Pre-Primer 1 and Pre-Primer
2/3

First, Anna completed the San Diego Quick Assessment. This time, she only missed two
words in the primer level, so she tested at the instructional level for primer. She only missed
one word on the pre-primer list. I also asked Anna to write and spell the pre-primer and the
primer list. Anna spelled 7/10 of the pre primer words correctly and 5/10 of the primer

words. Next, Anna worked on reading Pre-Primer 1 and Pre-Primer 2/3 word lists. She got
100% of the pre-primer words and 15/20 of the Pre-Primer 2/3 list. We ended the last 5
minutes of our session by reading a story aloud since I didnt want to try and squeeze any
more assessing into our session.

Wednesday, August 5
2:45-3:15

QRI-5 I see and

Spring and Fall

First, we began with I See which was at the Pre-Primer 1 level. This is what her initial
instructional level started out as. Anna scored a 9/9 on the concept questions and had 2
miscues while reading. This technically put her at the instructional level, but one of the
miscues that she had was substituting leaf for plant. So, this was not a meaning changing
miscue and she received 100% on the comprehension questions. To be sure, we assessed at
the Pre-Primer 2/3 Level. We read Spring and Fall. Anna received a 7/9 on the concept
questions. Anna had 4 miscues with this text, which put her at the instructional level. This
text seems to be a more accurate picture of her instructional level since she scored a 4/5/ on
the comprehension questions rather than 100% like she typically does at the Pre-Primer 1
level.

Thursday, August 6
12:30-1:00

Reading A-Z fluency passage-

At the Playground
QRI-5 Expository Text Pre-
Primer 2- People at Work
Early Names Test

Anna reread the At the Playground Fluency passage. She improved to 25 WPM. We ended
our time together with having Anna write a story about our tutoring time together. Writing
and creating books is by far Annas favorite activity. Her ability to sound out the words she
wanted to spell had visually improved since we first started. She was able to hear all 3
sounds in many words rather than often just the hard sounds like a kt or ct for cat like
she initially might have done.
Next, Anna read the People at Work expository passage. Since Anna has grown in her
reading abilities, we assessed at the expository level. There was not a Pre-Primer 1
expository passage to utilize as a pre test. However, the fact that Anna is ready to start
reading expository text shows growth in itself. Anna scored an 8/9 on the concept questions
and had 5 miscues with this text. This puts this text as instructional but on the border of
becoming frustrational. Anna is not familiar with the format of expository text and is used to
being able to rely heavily on a predictable narrative story structure.
We attempted the Early Names Test a second time. One of Annas strengths has proven to
be sounding out words or parts of words and then self-correcting or determining what the
word might be based off of what word it sounds close to. Since these were nonsense names,
Anna did not have the ability to self-correct like she typically does. Therefore, I am not
surprised that Anna correctly identified beginning consonants but struggled more with the
consonant and vowel digraphs. It would be interesting to see how Anna would do if we
selected names that are familiar to Anna. She was able to identify short and long vowels if
they were not irregular and improved in her ability to self correct on 4 more names
compared to the pre-test.

Tutoring Session #1
Thursday, June 25, 2015 2:45-3:15

Materials

Reading A-Z Identifying
Rhyming Words Form 2,
stickers







Cinderella by Barbara
McClintock

Purpose
Objectives

Procedure / Activity

Word study
Students will identify rhyming pairs and
eliminate words that do not belong.

The student read each set of

three words aloud and then
was asked to determine
which word did not rhyme
with the others. The student
then was asked to place a
sticker over the word that
did not belong.

Comprehension
Narrative / Expository

I will read aloud the text to

Anna. Anna will make
predictions as we read and
compare and contrast the
text we read with the story
of Cinderella she has heard
before.
Student will read 1 minute
timed passage at Level D.

Evaluation of student
Anna received a score of 8/10 on this
activity. The errors she did made came with
the words sit, sat, and pit Anna initially
said pit did not belong. I prompted her to
read them aloud again and then she was
able to self correct. We discussed which
part of the word makes a rhyme and she
was clear on the fact that the beginning of
the word did not matter.
Anna was able to use picture cues to make
accurate predictions. She also identified
three major similarities and differences
between the text we read and the
Cinderella movie she had seen.

Fluency
Running Record

Student will read fluently with expression.
88%
At the Playgound


35 WPM




Reflection: Anna has a great attitude when it comes to learning. We will continue to work on her confidence when sounding out unknown words and practice
strategies to make her identification of blends more instant so she does not continue to need to sound out each individual letter.

Tutoring Session #2
Tuesday, July 7, 2015 2:45-3:15

Materials

Digraphs and Blends cue
cards from
TeachersPayTeachers

Pencil
Clipboard






Reading A to Z

Innovative Kids fluency books

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study
Anna will be able to identify the initial
blends in words based off of picture cues.

Anna will identify what image is

pictured on 30 flashcards. On the back
of the flashcard, I will record the first
two sounds that Anna hears in the
word.

Anna was able to correctly

identify the sounds in the majority
of the words. The words she
required assistance in identifying
the blends included the dr in
dragonfly, the squ in squash, and
the wh in whale. Anna kept
thinking the dr sound was the j
sound.

Comprehension
Narrative / Expository
Anna will be able to read and comprehend
expository text independently.

Anna read the nonfiction book titled,

Animal Coverings

Fluency
Anna will read Fat Cat Rat Naps and
Hot Dog with fluent and expressive
speech.

After reading, Anna completed a

main idea and detail chart to
support the main idea: Animals
have different kinds of coverings.
She was able to provide 2
examples of animals from the
story with different types of
coverings. She was able to draw
some of the details and record
key words for others.
Anna was excited to read to these
Running Record
three stories to me, as she had taken
98%- I completed a running
th
them home over the 4 of July holiday record on Hot Dog. Anna shows
to practice her fluency. Her job was to that rehearsed reads and
practice reading them with
predictable text structures greatly
expression. Anna did a great job with
increase the accuracy with which
all three texts. The story lines are
she reads. We will work on
predictable and have lots of
strategies to maintain accuracy on
repetition, so it was a perfect
first and second reads.
opportunity for her to practice fluency

on a text she is confident with.

Reflection: Anna continues to improve with the predictable CVC word texts we have been working with. These texts are building her confidence and allowing
her to sound out regular CVC words and work on her decoding skills. We will need to continue working on blends and sounds like wh and dr and squ

Tutoring Session #3
Wednesday, July 8, 2015 2:45-3:15

Materials
Digraphs and Blends cue
cards from
TeachersPayTeachers







QRI-5 text and copies

TPT Roll and Read

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study
Anna will match picture cards with the
corresponding initial blend.

Today, Anna and I played memory

with the blend and digraph cue
cards we have been working with.
We took turns trying to find pairs
that had a picture and initial
sound blend or digraph that
matched.

Anna has mastered the blends within

this set. Next, we will move onto
identifying medial and final sounds, as
well as practicing spelling with the
blends and digraphs she knows.

Anna read the Pre-Primer 2

passage from the QRI Just Like
Mom. She will respond to the
concept questions, provide a
retell, and answer the
comprehension questions.

Running Record
82% This text scored as frustrational
for Anna. This was a text that she
scored 67% on for the concept
questions, which was a bit lower than
her previous QRI passage. Since I was
not assisting Anna and prompting her
to decode, she skipped entire half
lines because she wasnt sure how to
begin decoding. During the look back
time I asked Anna if she could reread
the line that she skipped. When I
asked her to sound out the words, she
was able to do so. We will work on
independently accessing these
strategies.
Anna was able to read most of the
sentences, but is still reading each
individual letter and sounding them
out. Although she can identify blends
and digraphs quickly in isolation, we
will working on having these skills

Comprehension
Narrative / Expository

Fluency
Anna will read simple sentences and
practice reading fluently, while using
punctuation for inflection.

Anna completed Roll and Read-

simple sentences
She rolled the dice and then
selected a column to read from
based off of the number she
rolled. Anna thrives off of

interactive activities like this and

she likes a challenge of trying to
read them all correctly and
checking off boxes as she did so.

transfer over to real life text. Anna

also does not look at end punctuation
until it is too late. We will work on this
in isolation in our next session.

Reflection:
Anna is still relying heavily on picture cues to comprehend. The majority of the comprehension questions I had to score as implicit because she gained access to
the information through look backs at the pictures. Anna thrives off of hands on activities where we can work on a blanket and she can move around,
manipulate objects, work with cards, etc. Our goal for next session is to work more on reading blends in context and practicing varying our expression
according to punctuation.

Tutoring Session #4
Thursday, July 9, 2015 2:45-3:15
Materials

Purpose
Objectives

Procedure / Activity

Which blend? Worksheet

Word study
Anna will identify and write the missing
two or three letter blends and digraphs

Anna will look at the image and fill in the

missing two or three letter blend that is
missing from each item.

Reading A-Z Leveled Text
Busy at School Level C







Fluency Sentence Strips

Comprehension
Narrative / Expository
Anna will read text independently and
compare/contrast text to self.

Anna read the text aloud to me. She then

completed a venn diagram on a
whiteboard. She made text to self
comparisons by stating how the activities
the children completed in the story are
similar and different to the activities Anna
and her classmates complete at school.

Fluency
Anna read 5 separate sentence strips aloud
Anna will recognize the change in her voice that contained sight words, CVC and CCVC
when reading periods and question marks. words with varied end punctuation.

Evaluation of student
The one sound that Anna
missed on two occasions is
the same sound we have
worked on previously. Anna
is still hearing the /dr/ sound
as /j/. We worked on moving
our mouths to make the /dr/
sound and Anna identified
the two words with blends
that were initially incorrect
and made her corrections.
Anna read Busy at School
with 94% accuracy according
to my informal running
record.

Anna was able to read the

words with correct
punctuation inflection by the
end of the activity with
automaticity. We will work
on transferring this fluency
to our repeated reads next
session.


Reflection: Anna did well with the punctuation fluency activity in isolation, but we will need to continue focusing on this aspect of fluency in the context of
actual reading of text. She is still developing decoding skills, so often this inflection doesnt come until Anna repeats reading the sentence.

Tutoring Session #5
Friday, July 10, 2015 2:45-3:15

Materials
Flora and the Flamingo
Wordless Picture book







Mariposa and the Fairy
Princess

Reading with Help Level

Fluency Voice Jar and
expression cards

Max and His Fish book

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study

Anna will use picture cues on

each pages to tell her own story
and record the sentences on
each page of her handmade
book.

Comprehension
Narrative / Expository
Anna will read while working on
recognizing sight words and sounding out
unfamiliar words without teacher
assistance.

Anna read the Barbie text on her

own, but when she did not know
a word, I popped in and read the
words.

Fluency
Anna will read her rehearsed text using
different expressions for each page.

At the beginning of each page,

Anna will pull an expression card
from the jar. After identifying
the expression featured on the
card, Anna will read the page
using appropriate voice.
Examples of voices include:
disappointed, proud, scared,
sad, excited, etc.

Overall, Anna does a great job using

pictures to make meaning. In a few
instances Anna would have a string of 2
or 3 pages that would have connected
ideas. Other times, Anna looked at each
page in isolation and came up with
ideas that were not related to the
previous page.
Running Record
80%- This text was the first we have
read that the names of the characters
were unusual. This seemed to throw
Anna for a loop. Even though the
names were repeated throughout, she
struggled each time and this
overflowed into her confidence to
attack words that she usually knows.
(The name errors were only counted
once in the running record and teacher
assist words were counted as errors.)
Anna LOVED this activity. She is very
expressive and she really got into her
facial expressions and even starting
using gestures and dropped her book a
couple times.

Reflection:
Anna continues to be a joy to work with. This girl loves learning and is not afraid to take risks. Anna still is lacking in the ability to apply the strategies we work
on independently. We will continue to work on this and discuss strategies for what to do when you come across names that are unfamiliar but dont really
affect meaning making abilities.

Tutoring Session #6
Tuesday, July 21, 2015 2:45-3:15

Materials

Purpose
Objectives

Procedure / Activity

Evaluation of student

Pencil and Paper

Word study
Anna will use invented spelling and her
knowledge of letter sounds to write a story
about her summer vacation.

Anna described her three favorite activities

from her summer vacation and I drew a
picture for each. Then I passed the
notebook to Anna and she wrote a
sentence to describe each page.

Duck on a Bike

Comprehension
Narrative / Expository

Anna listened to Duck on a Bike today for

comprehension. After each page, I had
Anna make a prediction about what would
appear on the next page.

Anna LOVED the chance to

write about her experience.
She worked very hard to
write her words well and
sound out each one. The
only sound Anna made a
mistake on was the medial
sound in fun. She substituted
an o for the u.
It only took Anna 2 pages to
figure out the pattern of
this predictable text. She was
able to determine the gist of
what the text would say
based off of seeing the
animals picture on each
page.
Running Record
89%- This text was close to
being frustrational for Anna.
I really attribute this to
having a week off from
reading and this being a cold
read for Anna coming off of
vacation.

Fluency
Anna will read Tiny Goes Back to School
Tiny Goes Back to School
Anna will read instructional level text while aloud, skipping words that she does not
Level 1Emergent Reader
maintaining fluency and comprehension. know.






Reflection: Anna just returned from a week long vacation. Even though we only missed out on three sessions, it was amazing how much ground we lost. Anna
forgot about all the blends and digraphs we had worked on previously and went back to sounding out each individual letter. (For example, cheese was /k/
/huh/ /eh/ /eh/ /s/ /ee/) We had to go back to our digraph and blend game and try out our read again. It went much better after our review. Having lost just
one week of time with Anna at such a young age really solidified for me how important reading at home is and just how much gets lost in the summer slide.

Tutoring Session #7
Wednesday, July 22, 2015 2:15-2:45

Materials

Bossy e worksheet

Purpose
Objectives
Word study
Anna will read CVC words and then add the
bossy e to make a word with a long
vowel.

Chimpanzees
Reading A-Z Informational
Text printable

Comprehension
Narrative / Expository

Reread- Tiny Goes Back to

School

Fluency
Anna will complete a second read of Tiny
Goes Back to School.

Procedure / Activity
Anna will look at the CVC word in the left
column. Write the letter e, then rewrite
the new word that will make the long
vowel sound. Lastly, she will draw a visual
of the new word she created.

Evaluation of student

It took Anna until about the

fifth word to recognize the
pattern and determine which
sound made the switch from
short sound to long sound.
By the end of the activity
Anna knew that the bossy
e made the vowel say its
name. At times, Anna
misspelled the new word
and this was a matter of
Anna worked to sound out
the new word, rather than
just simply add the e to the
existing CVC word.
Anna and I participated in a shared reading. After reading, Anna
The non-bolded words Anna read on her
completed comprehension
own, and the bolded words we read
questions and was asked to
together because they were more
go back in the text and
challenging.
underline and circle certain
elements. For elements she
was unable to find initially,
we began rereading together
and she was able to
recognize the elements right
away.
Anna read the text aloud to me. This was
Anna was nervous to try this
her second read of Tiny Goes to School.
book again since it was a bit
frustrating for her last time.
Her second read of the text
was much more fluent and a
nd
running record of her 2

read brought her up to 93%.

We talked about how her
brain was more awake
today since she has been
back from vacation for a
little while now, and she
agreed.

Reflection:

Anna definitely enjoys repeated reads of predictable text. This is the only text that Anna really goes into with confidence. She is still unsure about the decoding
tools she has in her toolbox even though they are there and developing. I think I will make her a bookmark to keep with her that has visual cues to show her
steps to take if she comes across an unknown word.

Tutoring Session #8
Thursday, July 23, 2015 2:15-2:45

Materials

Purpose
Objectives

Beginning Digraphs
worksheet

Word study
Anna will say the name of the picture and
fill in the missing letters that make the
beginning sound.

Odd Duck by Cecil
Castelucci

Comprehension
Narrative / Expository

Reflection:

Fluency

Procedure / Activity

Evaluation of student

First, Anna identified what each picture

was. Next, she said the first sound she
heard aloud, then she wrote the letters in
the blanks.

Anna struggled with two

digraphs: ch and ph. Anna
was writing the medial
sounds instead of the initial
sounds for these two
digraphs. We focused on our
mouths and what sound our
lips and tongue were making
first.
I read Odd Duck aloud to Anna and she
We only got through half of
made a prediction from the pictures each
Odd Duck so we will finish
time and I asked her comprehension
this at our next session.
questions throughout. Most of the

questions being implicit. How do you think Anna loves this book and
Theo is feeling about Chad? Why do you
thinks its hilarious.
think she is surprised by his house? etc.
For fluency, we completed 3 repeated
reads of her phonics predictable text
books: Fat Cat,
Hot Dog, and Pig Wig.

Running Record
I completed a running record
on Pig Wig, since this is the
newest phonics text Anna
has read. While reading,
Anna was using self
correction often. She would
notice that she missed a
word or the word was
incorrect and go back and
reread the whole sentence
again from the beginning.
95%

Anna is making great progress through our phonics books. These texts add a new element to each page, while repeating the original phrase. A fat cat. | A fat
tan cat. | A fat tan cat sat. The miscues that Anna made within this text came when she was reading too quickly and needed to track with her eyes and
finger each word as she said it. Anna was able to recognize the majority of the miscues and self-correct.

Tutoring Session #9
Friday, July 24, 2015 2:15-2:45

Materials

Purpose
Objectives

Procedure / Activity

Evaluation of student

Individual whiteboard and

marker

Word study
Anna will select missing blends to complete
the word families written on the
whiteboard.

For word work, I wrote a variety of endings

on the white board with 2-3 blanks for
missing letters at the beginning of each
word. We started with at, -it, -ig, and then
moved to some more challenging endings
that are used in the story Odd D
uck like ck, -sh, and -ing

Odd Duck

Comprehension
First, we finished Odd Duck that we had
Narrative / Expository
left unfinished at our last session.
Anna will listen as Odd Duck is read aloud
and focus on making predictions.

Anna really enjoys writing.

She always asks if we can
make a story. So, she loved
the chance to use the
whiteboard again. She was
able to come up with many
examples for each and
needed help once to
distinguish between the \g\
and the \d\ sound. She often
gets these confused.
Anna remembered right
away what was going on in
the story and when she
couldnt remember a detail
she asked if she could quickly
look through the pictures. At
the conclusion of the story
we discussed what lesson
Theo had learned from Chad.


Running Record
98%

Pig Jig
Fluency
Anna read Pig Jig aloud. This was her

Anna will read Pig Jig aloud, focusing on
second reading of Pig Jig.

accuracy and rate.

Reflection:
Anna is developing decoding skills, but her eyes always wander to the illustrations when she is stumped by a word. Unless, I prompt her to sound it out or look
for chunks she knows, sometimes she just guesses based off of the illustrations. This is something I will put in Annas parent reportto encourage her to use
the strategies and her brain to sound out those unknown words.

Student Name: Wyatt Olson

Grade: Entering Grade 8

Testing Sessions

Date / Time

Test(s) Given

Comments

7/6 3:00-3:30

Interest Inventory, Learning Style

Inventory, San Diego Quick Assessment

Wyatt and I started with a middle school interest inventory. Going into this, I
knew Wyatt was a non-reader, and it has always been very difficult to find any text
that he was interested in trying. I was hoping this inventory would provide us with
some good information to go off of and that Wyatt might discover himself what he
might be interested in trying. Wyatt is very interested in farming, agriculture, and
he enjoys some sports, but says he dislikes sports fiction. Based off of this, it is clear
that Wyatt prefers nonfiction to fiction. He did enjoy Gary Paulsen fiction when he
had to read that for school. Wyatt is a visual learner and he has to try things first for
them to make sense. According to the San Diego Quick Assessment, Wyatt is at the
th
5 grade level.

7/7 3:00-3:30

QRI-5 Word Lists (4 -6 ), QRI-5

th

We began with fourth grade word list. Wyatt was independent at the fourth grade
th
level, instructional with 17/20 correct at the 5 grade level, and frustrational level
th
with 13/20 correct at the 6 grade level. Wyatt seems to get overwhelmed with
words he doesnt encounter in everyday text and when he is unsure, he just rushes
through. We started the QRI-5 today with the QRI: Level 5 narrative passage,
Martin Luther King, Jr. Wyatt scored 10/12 on the concept questions and seemed
to be familiar with who MLK was from studying it in school. We decided to start
reading the text tomorrow so that we didnt stop and start the text.

7/8 9:00-9:30

Continuation of the QRI-5- MLK passage

(Level 5)

After completing the MLK QRI, it was clear that Wyatt struggles with fluency, which
could be playing a big part in his ability to comprehend. Wyatt scored at an
instructional level for this text90%. Wyatt has perfect comprehension when he
listens to reading, so it is just working on his fluency and strategies to check for
understanding while reading independently where we will need to focus most. With
look backs, Wyatt was able to answer 6/8 comprehension questions. Without look
backs, Wyatts comprehension dropped down to 4/8.

7/31/15
9:30-10:00

San Diego Quick Assessment

QRI-5 Word Lists (Grades 5-upper
middle school)

According to the San Diego Quick Assessment, Wyatt is at the instructional 6 grade
th
level. He had two errors on the 6 grade list: necessity and apparatus
th
We kept going onto the 7 grade list just to see where he was at and Wyatt also had
2 errors on that list: enumerate and impetuous. So, this puts Wyatt somewhere in
th
th
between the 6 and 7 grade instructional level.

th

th


With the word lists posttest, Wyatt got 17/20 correct on the sixth grade list. We
tried the upper middle school list as well and Wyatt got 14/20 correct. So, since this
upper middle school list is almost frustrational for him, he also ends up somewhere
th
th
between 6 and 7 grade with this assessment.
8/3/15
1:00-1:30

QRI-5-Level 6- Abraham Lincoln

We started the QRI-5 today with the QRI: Level 6 narrative passage, Pele. After
going through the concept questions, it became clear that Wyatt did not have much
background knowledge about Pele or the sport of soccer since this is not something
that is available in Cashton. Since Wyatt had a decent level of background
knowledge going into our pretest, I decided to switch over to the Abraham Lincoln
passage. Wyatt scored 9/12 on the concept questions and seemed to have a general
idea of who Abraham Lincoln was, but is unclear on the details of the Civil War. This
seemed to be a similar level of background knowledge with this text compared to
our pretest, so we decided to go with this one. We decided to start reading the text
tomorrow so that we didnt stop and start the text.

8/4/15
9:00-9:30

QRI-5- Level 6-Abraham Lincoln

After completing the Abraham Lincoln QRI, Wyatt hit the goal, events, and
resolution in the retell, but failed to mention anything about the
setting/background. Wyatt had 9 miscues with this text, 4 of which came when he
skipped a line of text. (96% total accuracy) Without look backs, Wyatt answered 5/8
questions correctly. With look backs, Wyatt answered 6/8 questions correctly. The
questions that Wyatt got wrong even with look backs were implicit questions. How
did Abraham Lincolns prediction, A house divided against itself cannot stand,
come true? And What was Abraham Lincolns main goal? So, although Wyatt was
close to being independent with his total accuracy, this text is still instructional for
him because although his fluency has improved, his ability to comprehend implicit
meaning is still developing.

Tutoring Session #1
Thursday, July 9, 2015 9:00-9:30

Materials

Purpose
Objectives

Root Word Puzzle

NewsELA article: Farmers
feeding the worlds billions
through ag tech

Poem- Fire and Ice by
Robert Frost

Word study
Wyatt will match common root words with
their meaning and example sentences.

Procedure / Activity

Evaluation of student

Wyatt and I read the different root words

together and then I asked Wyatt to try to
think of example words he might have
heard with the particular roots. Then,
Wyatt worked on putting the puzzle
together.

I would say that Wyatt was

familiar with about 50% of
the roots. With the words
Wyatt needed assistance
with, he said he had heard of
the root once we talked
through them together.
Wyatt said he didnt typically
use roots as a strategy for
reading and we talked about
situations that this skill
would be helpful for.

Comprehension
Narrative / Expository
Wyatt will read the article aloud while
stopping to annotate his thinking.

Wyatt read the article aloud. I asked him to

stop and tell me what he was thinking after
each paragraph to make sure he became
aware of his metacognition while reading.

Fluency
Wyatt will read the poem aloud, using
appropriate rate and expression.

Wyatt will read the poem aloud and I will

perform a running record.

Wyatt loved this article

because it was about
agriculture. He had many
questions about the type of
equipment and technology
while we were reading since
he has lots of background
knowledge about this topic.
He answered the
comprehension questions
with 100% accuracy. This
th
text was at a 860 L (6
grade)
Running Record
92%

Reflection: Wyatt seemed hesitant about our tutoring situation at first. Once we got going, though, he loosened up a bit more and seemed to be more
willing to put forth some effort for our time together. It will be important to continue to choose articles and texts that appeal to Wyatts interests so that
he is able to stay engaged throughout this process. Wyatt read the poem with 92% accuracy, but his fluency was a bit forced and it will be important for us
to continue to work on reading naturally so that we can in turn improve Wyatts comprehension.

Tutoring Session #2
Friday, July 10, 2015 9:00-9:30

Materials
Tracker vocabulary ch 1 and
2
ruddy (3)
texture (5)
manure (13)
ritual (16)





Tracker by Gary Paulsen
1010L (This is a little bit
above Wyatts lexile, but he
has lots of prior knowledge
about the topic, so I am
confident he will be able to
handle the text complexity.







Tracker by Gary Paulsen

Purpose
Objectives

Procedure / Activity

Word study
Wyatt will preview difficult vocabulary that
will appear in chapters 1 and 2 of Tracker.

Wyatt and I started by just discussing and

building background knowledge about each
of the words. For words that Wyatt had no
prior experience with (ruddy), I provided
Wyatt with an example and then asked
Wyatt if he could think of an example that
uses ruddy to check his understanding.

Wyatt appreciates the

chance to discuss words
aloud and he is a very social
person so he picks up and
remembers new words
quickly when he has a
chance to talk about them
rather then look them up or
write about them.

We will read chapters 1 and 2 today. We

will pause to annotate and discuss every 2
pages.

After every 2 pages, Wyatt

and I stopped to discuss. We
had our bookmark handy
that we use during the
school year with our coding
options and we each shared
out a connection, question,
and prediction. Wyatt is very
familiar with this strategy so
he thrived off of the routine
nature of what I was asking
him to do.

Wyatt read the last page of chapter 2 aloud

to me and I completed a running record.

Running Record
90%

Comprehension
Narrative / Expository
Wyatt will read Tracker silently.

Fluency
Wyatt will read the final page of chapter 2
aloud with adequate rate, volume, and
expression.

Evaluation of student





Reflection:

Wyatt really enjoys Tracker so far. Survival is definitely a theme that is able to get Wyatt at least moderately interested in reading. He has programmed
himself to believe he is a non-reader. We will hopefully be able to open his mind up a little bit more to reading by the end of our time together. In order to
allow for more time in our sessions, Wyatt will be reading the chapters at home and come ready to work and discuss the material. Wyatt will read chapters 3
and 4 before our next meeting and come ready to discuss.


Tutoring Session #3
Monday, July 13, 2015 9:00-9:30

Materials
Ch 3-4
silage (21)
granary (22)
thrum (29)
tallow (30)

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study
Wyatt will choose 3 words from the
chapters that he thought were challenging
or important.

With the 3 words that Wyatt chose, he will

complete a word detective
card.

Wyatt showed that he was

able to determine important
words from the chapters and
also expressed that he liked
the chance to create a visual
to represent the words. This
is consistent with the
learning style inventory he
took during our first session.


Outdoorlife.com

Every Little Part Fluency

Passage from Reading A-Z

Comprehension
Narrative / Expository
Wyatt will answer comprehension
questions about Tracker Ch 3 and 4

Wyatt will read a hunting article of choice
and teach me about it when he is
finished reading.

Fluency
Wyatt will perform a one minute timed
cold read of the passage, Every Little

First, Wyatt and I discussed the assigned
Tracker reading. We discussed the
following questions: What are John's
grandfather's feelings about hunting? Why
does the family do it?

Next, I let Wyatt browse the selection of
the latest hunting articles on
outdoorlife.com. He chose an article titled,
Bowhunting Tactics: Why Field Edges are
Perfect for an Opening Day Ambush---
something I know absolutely about. I let
Wyatt read the article and asked him to
give me a summary and teach me about it.
He loved the chance to show that he knows
way more about something than I did.
Wyatt read the passage aloud while I timed
him and completed a running record.

Wyatt did a great job with

the comprehension
questions so far. He seems
to be inferring what the
grandfathers feelings are
about hunting and is making
connections to how people
in his own family feel.

Wyatt has thrilled with the
chance to read on the ipad
and thought it was much
cooler. I will figure out
ways to incorporate more
technology into our lessons.
Running Record
92% Accuracy

Level Z
Part.
130 WPM The target rate

for this passage is 160 WPM

We will try this passage

again later in our sessions.

Reflection:
The greatest takeaway from my time with Wyatt was that he loves to use technology. Reading was slightly cooler when he go to use the ipadand when there
was some element of choice for him. I will try to incorporate similar strategies in our future sessions. Wyatt will read chapter 5 for homework.

Tutoring Session #4
Wednesday, July 15, 2015 9:00-9:30

Materials


Ch 5-6
assailed (36)
privy (40)
brutal (47)
delibrate (48)













Internet

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study
Wyatt will define unknown words using
context.

I made Wyatt a worksheet with fill in the

blank sentences with context clues for the
five words.

Wyatt recognized the word

brutal and deliberate but
was unfamiliar with the
other vocabulary. We
worked on describing the
terms in our own words to
understand them more
clearly.

Comprehension
Narrative / Expository

Wyatt and I took turns reading chapter 6

together. At the end of the chapter we
checked for Wyatts understanding of
character development. He described Clay,
John, and Agatha and drew a visual
representation of each.

Informal Running Record

(Last two pages of chapter 6)
93% overall accuracy

Fluency
Wyatt will read complete 3 repeated reads
of song lyrics to practice fluency.

For fluency today, I had Wyatt look up lyrics

to his favorite song. He loves country so we
found one that was appropriate that he
enjoyed. He read the lyrics 3 times, working

By the 3 read, Wyatt

improved his rate by 10 wpm
and was reading with great
expression.

rd


on reading more fluently each time.



Reflection:
I was surprised by how fluent Wyatt sounded when he read the song he chose, and he was too. Wyatt expressed that he actually didnt mind reading when it
was something he already knew. We will continue working on strategies to that cold reads are not so stressful and Wyatt can learn to enjoy more types of
reading. Wyatt will read chapters 7 and 8 o f Tracker for homework.

Tutoring Session #5
Friday, July 17, 2015 9:00-9:30
Materials

Purpose
Objectives

Procedure / Activity

Ch 7-8

matted (52)
bounds (56)
intermittently (58)
persist (59)






Tracker book


S-W-B-S-T worksheet

Word study

Wyatt will match the words weve learned
so far to their definition.

For word work, Wyatt completed a quizlet

with the vocabulary we have been working
on so far. Afterwards, we discussed the
words from chapter 7 and 8 that Wyatt
marked as unfamiliar and discussed the
four I for sure wanted to touch on. These
will get added to the quizlet.

Wyatt enjoyed practicing

with the quizlet. He likes to
play the scatter game the
most. He is going to work on
the games before our next
meeting and see if he can
beat his time from today.

Comprehension
Narrative / Expository
Wyatt will summarize chapters 7 and 8
using Somebody Wanted But So Then

Wyatt will complete a worksheet for

chapter 7 and one for chapter 8 using the
Somebody Wanted But so Then format.

News ELA article:

Fluency
Wyatt will read two paragraphs of
expository text using appropriate rate and
expression.

Wyatt read the first two paragraphs aloud.

(I completed my running record then).

After we discussed what the article was

Wyatt did a great job with

chapter 7 because it fit the
format of the worksheet
really well. For chapter 8,
you had to think more
abstractly about the big
picture, so he needed a little
assistance getting that one
completed.
Running Record
95%
Lexile: 1110
Miscues:

A study says we have

Evaluation of student

become food snobs who

throw out good produce

saying so far, he finished reading the rest of accompanying

the article aloud.
tinge

fussiness
Lastly, Wyatt reread the first two chapters
aloud to see if he could read it a little more
smoothly.

Reflection:
When it comes to summarizing, Wyatt will continue to work on picking out essential ideas and leaving out details that might be cool or interesting, but that
are not essential to the plot. He struggles with placing events in the large scheme of the plot versus just chapter by chapter. One sentence summary activities
like the one we practiced today will be important to keep incorporating. (Especially want to try this out with expository text. For homework, Wyatt will
continue reading in Tracker up to chapter 11. I gave him the vocabulary words for chapters 9-10 to look for as hes reading. He will come with what he thinks
the words might mean based off context.






Tutoring Session #6
Monday, July 20, 2015 10:00-10:30

Materials

Ch 9-10
"mortal danger (67)
taint (69)
quivering (77)

Purpose
Objectives

Procedure / Activity

Word study
First, Wyatt went through his post-it notes
Wyatt will cross-reference his own
and described what he thought the words
definitions with a dictionary to deepen
might mean.
understanding of the important vocabulary.

Evaluation of student
Wyatt was right on with
mortal danger (he says
that comes from video game
prior knowledge), and
quivering. We looked up
taint in the dictionary and
Wyatt was able to add to his
definition to make it
complete.

News ELA Article: L710

Cool-looking type of Mars
glass may hold clues to
life-forms on the planet

Comprehension
Narrative / Expository
Wyatt will summarize the article using
Somebody Wanted But So Then

S-W-B-S-T worksheet

Wyatt will read the article silently and then

complete the S-W-B-S-T worksheet.

As Wyatt decided what to include, we
talked about why the author might have
written the article? What does he want us
to take away?
This helped Wyatt narrow in on what he
wanted to include.

Fluency
Wyatt completed 2 repeated reads of Fire
Fire and Ice by Robert Frost Wyatt will complete repeated reads of Fire and Ice.

and Ice and improve his expression and

rate in relation to punctuation and end of

line breaks.

I bumped Wyatt down to

710 Lexile because we were
working on the complicated
task of summarizing a
science article. This made
the task much more
manageable for Wyatt. I
filled in the but section for
him so give him a little
direction since there were a
couple ways you could have
filled this out for the
particular article.

Running Record 99%
accuracy (this text should be
independent for Wyatt since
we bumped it down to work
on summarizing)
Wyatts second read of Fire
and Ice flowed much more
nicely and he is gaining
confidence with poetry.

Reflection: Wyatt did a great job with the summarizing activity with the science text. I think he gets the gist of the task now and we can try this out with a text
that is at his instructional level. Reading the text at a little bit lower lexile seems like it worked out to be a good choice because I think Wyatt finally got a
handle on the thought process that goes behind summarizing today. Wyatt is going to finish up the last two chapters of Tracker for homework.


Tutoring Session #7
Thursday, July 23, 2015 1:00-1:30

Materials

Purpose
Objectives

Procedure / Activity

Evaluation of student



Ch 11-12
halo (81)
heaving (83)
lamely (88)

(Tracker text)
It says, I say, and so
worksheet






Jabberwacky by Lewis
Carol

Reflection:

Word study
Wyatt will match the words weve learned
so far to their definition.

For word work, Wyatt completed a quizlet

with the vocabulary we have been working
on so far.

Comprehension
Narrative / Expository

I selected 4 quotes/passages from the final

two chapters of the text for Wyatt to make
inferences from using the I say and and
so boxes within a three column table.

We finished by talking about the book as a
whole, what Wyatt thought about it, if hed
like to read more Gary Paulsen books, etc.
This is a poem with many nonsense words.
It was a great one to use because it forced
Wyatt to do some decoding and not worry
about making some mistakes.

Fluency
Wyatt will read the nonsense word poem
aloud and practice identifying unknown
words while maintaining fluency.

This quizlet had all the

vocabulary words from the
second half of the book, so it
was a bit more challenging
than the first time Wyatt
played. He had a hard time
with some of our earlier
chapter words, but tried it a
second time right away once
he remembered them. He
thrives off the competitive
nature of the site and does
not realize that he is learning
and practicing as he goes.
Wyatt did a great job with
this activity. He actually had
a lot of what I know about
this topic to fill in for the I
say portion and so he was
able to draw conclusions
rather naturally.
Once Wyatt realized he
shouldnt take the poem too
seriously and just have fun
with the words, his fluency
really improved. His running
record for today is a little bit
irrelevant since these are
nonsense words but it does
show that Wyatt still has
some difficulty with multi-
syllable unknown words.
Running Record
88%

Wyatt really enjoyed jabberwocky. At first he thought it was ridiculous that I would make him read something like that, but then he realized that it was
actually pretty difficult and stepped up to the challenge. It helped to improve his confidence that even thought they are nonsense words; he still has the ability
to figure out how to say them. This also led to a discussion about what type of word the nonsense words must be based on where they appeared in the
sentence, structure wise. He was able to determine which might be action words and which might be names of people or places.


Tutoring Session #8
Friday, July 24, 2015 9:00-9:30

Materials

Purpose
Objectives

Procedure / Activity

Evaluation of student

Printables for all root word
work found at this link:
http://www.englishworkshee
tsland.com/grade5/14greekl
atin.html






Tween Tribune Article:

Virtual Reality Becoming a
Greater Part of Reality
L930

Word study
Wyatt will identify important root words
and use them to determine the meaning of
unknown words.

Wyatt read the sentences and focused on

the word with the underlined root or affix.
Using the sentence, we determined the
meaning of the root in order to come up
with other examples with the same origins.

Comprehension
Narrative / Expository

Wyatt will read the article and complete
and inferring questions.

Wyatt read the first two paragraphs aloud

for running record and then read the rest
of the article silently. I had him annotate in
the margins so we could go back and
discuss.

After reading he answered the question,
What barriers prevent everyone from
experiencing virtual reality virtually
everywhere?

Fluency

First, I read the passage aloud to Wyatt so

he could listen to a fluent reader.

Wyatt was familiar with

anti un and re but was not
familiar with aero, -sub,
and deb-

He enjoyed figuring out the
why behind certain words
and it was neat to see the
light bulb come on when he
would think of examples that
applied to the root.
Running Record
92%

Wyatt first was thinking
literally and said not
everyone can get Internet on
their phone or has good
Internet. Then we started to
talk about other areas
around the world and his
thinking about why it
wouldnt work deepened a
bit more.
Wyatt did a nice job with this
passage. It was by far the

Fluency passage: I am still

1. Wyatt will focus on reading at

the greatest
by Muhammad Ali

an appropriate pace, reading

words and punctuation
accurately, and reading with
appropriate expression.

Then, we went over the vocabulary and the

pronunciation of each of the following
words:
conclusively
insidious
diminished
instilled
compromised
triumphed
increased
Wyatt then read the passage aloud and
focused on accuracy and expression.

most difficult of the passages

weve used for fluency. He
will take the passage with
him and practice repeated
reads so he can focus more
on appropriate pace.

Reflection:
It was clear from todays session that Wyatt does not currently have root word or word part knowledge in his toolkit for determining the meaning of unknown
vocabulary. Hopefully with more practice, Wyatt will be able to apply some of these strategies when he encounters unfamiliar words.








Tutoring Session #9
Thursday, July 30, 2015 10:00-10:30

Materials

Purpose
Objectives

Procedure / Activity

Evaluation of student

Word study
Wyatt will use kinesthetic gestures to
practice moving common Greek and Latin
roots to memory.

First, I introduced the root. Then, Wyatt

brainstormed examples of words that
might contain the roots. Thirdly, we
deduced the meaning and Wyatt filled this
information into his table. Lastly we
practiced a gesture to help Wyatt
remember the meaning. For example, the
root voc (call) has the gesture of bringing

Wyatt really enjoyed this

activity. We was very
creative and came up with
his own gestures that were
unique to his experience so
that he would remember the
roots well. He said he
actually might remember


(Teacher copy pictured
above)- Wyatt received a
copy with just the bolded
root words filled in.

News ELA Article:
A more svelte Oreo will
tempt the
cookie's traditionalists.







The Story of Doctor Dolittle
by Hugh Lofting
L1000

your hand to the side of your mouth like

you are shouting out.

After we finished the table we practiced
the roots by quizzing each other by
showing a gesture and trying to come up
with the root.

this. This is saying a lot

th
coming from an 8 grade
boy!

Wyatts comprehension questions for after

reading:
What is the main idea?
Which of the following are two main ideas
of the article?
Which sentence from the article BEST
supports the chart "Oreo's global cookie
domination"?
Which word below MOST accurately
describes the chart "Oreo's global cookie
dominance"?

Wyatt got on the

comprehension questions.
He chose an incorrect detail
for one of the main ideas for
number 3. We discussed the
possibilities and talked
through the thought process
of eliminating answers when
the question is asking for
more than one right answer.

Comprehension
Narrative / Expository
Wyatt will read the passage silently and
monitor his reading as he goes for
comprehension.

Fluency

Wyatt will read the passage aloud,

focusing on reading at an appropriate
pace, reading words and punctuation
accurately, and reading with
appropriate expression.

First, Wyatt reread the Muhammad Ali

passage from our last meeting.

Secondly, we followed the same routine as
last time with our new passage. I read the
passage aloud first, and then Wyatt read
aloud focusing on accuracy and expression.
I completed my informal running record
using this passage for today.

Wyatts reading of the

Muhammad Ali passage was
read at a much more fluent
pace and he only missed one
punctuation mark cue.
Running Record of Dolittle
passage:
95%- miscues= personage,
Puddleby, Polynesia


Reflection:
Wyatt has by far shown the most improvement with his fluency. He used to hate the idea of going back and rereading text, but now he seems to understand
the connection between reading something fluently (even if it takes a couple times) and the level of understanding he has.

Erica Buedding
Practicum Reflection
I.

Overview of Tutoring Process

The key to the tutoring process was establishing a working routine. This allowed for a simplified
planning process for me as the teacher, as well as a predictable routine for my students. A good
tutoring program follows a predictable schedule for the students because then they can focus on
the learning rather than focus on what might be up next. My tutoring schedule never had any
surprises for the students and we incorporated the same three categories of learning each time.
{1. Word Work 2. Comprehension 3. Fluency } We didnt spend the same amount of time on the
categories each day, but we did follow the same order. In order to get the most out of our tutoring
sessions and to know the needs of my students, we spent the first three days together completing
some preliminary assessments. These assessments provided my baseline data and guided the
direction of my instruction for the nine tutoring sessions that followed. We concluded our time
together with three final days of post-assessment. It was important to keep all tests and the
conditions of each test the same from pre to post test in order to provide the most accurate
growth results. Some examples of the assessments I used include the QRI- 5 (expository and
narrative texts), San Diego Quick Assessment, Early Names Test, Names Test, as well as
informal assessments that were created by me throughout the process.

II.

Implications for Teaching

After completing this process, I have grown in a few ways as a teacher. First, I have come to
understand the value of taking up a reasonable amount of instructional time in order to compete
valuable assessments. I used to always feel like assessments were taking up so much of my time
in the classroom and that I was wasting precious instruction time. The type of assessments I used
throughout this process and the tangible results that I was able to compare have made me realize
that assessment really can be valuable if the teacher selects the assessments and if adequate
time is taken to 1. Analyze the pre assessment to guide instruction and 2. Actually take as much
time to post test in order to look for growth and next steps for instruction. Secondly, my teaching
will be impacted by the QRI-5 assessment itself. I had been looking for a reliable, easy
assessment to use to figure out what my struggling readers really need. I felt like I had a pretty
good idea just based off of observation and the formative assessments within the classroom, but
with the QRI-5 I will have very tangible and specific data that can drive my instruction. I also think
it will be very simple to use as I communicate with parents. Lastly, I was reminded that no specific
program or test makes an intervention or assessment system successful. Rather, it is the
personal relationship that is built between teacher and student. Throughout this process I have
gotten to know two awesome kids and along with that, their families. These relationships are key
to making any program or instruction work.

III.

Implications for Students

The implications for my students tie directly to the implications for me as a teacher. As I have
come to understand the value of assessment, so too will my students. Students will value what
the teacher values and put their best effort forth when they know what they are doing is important.
By expressing to my students why the assessments that we are doing are important and how
they can directly benefit from them, I see a greater probability for success with my students. My
students will be able to take more ownership with their learning because they will have specific
information about their strengths and weaknesses as readers.

EDUC 683 Practicum Evaluation Rubric

Name:

Descriptor

Proficient (2)

Basic (1)

Minimal (0)

Direction
s

Followed all directions thoroughly.

Complete cover page, report
written and presented in a
professional manner.

Majority of directions followed.

Complete cover page; report
writing and presentation could
have been more professionally
completed.

Followed few directions. Cover

page missing or incomplete. Did
not include a complete report.
Lacked professional presentation
and quality of writing.

Background
Information
on Students
(x8)

Submitted all of the following in

detail: students first name, date
of birth, grade in school, reason
for referral, case history, school
history, student attitude, and
family history.

Submitted all of the following but

lacked thorough reporting:
students first name, date of birth,
grade in school, reason for
referral, case history, school
history, student attitude, and
family history.

Submitted some of the following,

need more detail: students first
name, date of birth, grade in
school, reason for referral, case
history, school history, student
attitude, and family history.

Assessment
of Students
(x8)

Listed specific pre and post tests;

reason for choosing the
assessment, dates administered
and results. Noted student
attitude/behavior during testing.
Thoroughly discussed reading
diagnosis. The specific plan and
goals for the student were based
on assessment results.

Lacked clarity or thoroughness in

some of the following: List of
specific pre and post tests and
reason for choosing the
assessment, dates administered
and results. Some notation of
student attitude/behavior during
testing. Most of the plans and
goals for the student were based
on the assessment results.

Lacked clarity or thoroughness in most

or all of the following: List of specific
pre and post tests and reason for
choosing the assessment, dates
administered and results. Minimal or
no notation of student
attitude/behavior during testing. Very
few plans and goals for the student
were based on the assessment results.

Daily
Lesson
Plans
(x18)

Included all of the following: well

prepared, professionally developed
daily lesson plans. Recorded date
and time of each session with
objectives, instructional activities,
evaluation and reflection. Each
session followed a consistent format.
Each session included word study,
fluency, and comprehension
activities. Utilized running records
daily. Included a daily reflection.
Used a balance of narrative and
expository texts. Short reflection
included daily.

Included most of the following: well

prepared, professionally developed
daily lesson plans. Recorded date
and time of each session with
objectives, instructional activities,
evaluation and reflection. Each
session followed a consistent format.
Each session included word study,
fluency, and comprehension
activities. Included a daily reflection.
Utilized running records. Used a
balance of narrative and expository
texts. Some daily reflections.

Included some of the following: well

prepared, professionally developed
daily lesson plans. Recorded date and
time of each session on a recording
sheet with objectives, instructional
activities, evaluation and reflection.
Each session followed a consistent
format. Each session included word
study, fluency, and comprehension
activities. Utilized running records.
Reflected daily. Used a balance of
narrative and expository texts. No
daily reflection.

Overall
practicum
reflection
(x4)

Included: summary of procedures

used while assessing, tutoring ,
and re-assessing students;
implications of how this practicum
benefitted the teacher;
implications of future teacher and
student impact. Proper spelling
and grammar used throughout.

Missing one of the following:

summary of procedures used
while assessing, tutoring , and
re-assessing students;
implications of how this
practicum benefitted the teacher;
implications of future teacher and
student impact. Proper spelling
and grammar used throughout.

Missing more than one of the

following: summary of procedures
used while assessing, tutoring , and
re-assessing students; implications
of how this practicum benefitted
the teacher; implications of future
teacher and student impact. Proper
spelling and grammar used
throughout.

A=74.178

Comments:

AB=70.274B=66.370.1 BC=62.466.2C=58.562.3

Final
Score

0-2

0-16

0-16

0-36

0-8

Total______/78
CD=54.658.4 D=50.754.5