Student Name/Age: KP (5 years old)

Session Date: January 19, 2016

Session Time: 8:15-9:15
Resources Used: Qualitative Reading Inventory-5 by
Lauren Leslie and JoAnne Schudlt Caldwell Waiting Is Not
Easy! by Mo Willems
Assessments Given:
Incomplete Sentences
Inventory; Elementary
Reading Attitude Survey;
Student Word List (One, QRI)

Opening Activities:
Incomplete Sentences
Inventory and Elementary
Reading Attitude Survey

General Tutoring
Activities:
Review of student word list
one (QRI)

Rationale and Results:

The Incomplete Sentences
Inventory and Elementary
Reading Attitude Survey
were extremely informative
in Kaylens likes/dislikes and
what she believes to be her
strengths and weaknesses in
reading. I will use this to
inform our tutoring sessions.
Rationale:
I chose to give these two
inventories in the beginning
of our time together in order
to find out more about
Kaylens interests. I wanted
to know what she believes to
be her strength and
weaknesses in school and in
reading. I think that this is
important because it will
better guide the activities
that I select for us to do
together.
Rationale:
I chose to review the first
student word list of the QRI
with Kaylen in order to get
an idea of a starting basis for
our tutoring. I want to begin
to understand where to focus

Closing Activities:
We read Waiting Is Not
Easy by Mo Willems to
conclude our first session
together.

our sessions in order for

them to be the most
beneficial and for us to see
the most success and
improvement with Kaylen
and her reading.
Rationale:
I had Kaylen select any book
from the classroom library
that she would like for me to
read to her. I wanted to do
this because it is important
to read to children as much
as possible. I also wanted to
end with a fun activity of
Kaylens choice.

Comments/Notes:
I found the Incomplete Sentences Inventory and the
Elementary Reading Attitude Survey to be very beneficial
tools to use. I think that I will be able to use these to inform
future tutoring sessions.
Reflection:
-The reading attitude survey shows that Kaylen does not
particularly enjoy reading (need to make sure to include her
interests to make it more exciting).
-Kaylen gets very wiggly and loses focus throughout the
reading sessionit will be important to give her several
movement breaks throughout the session.
Student Name/Age: KP (5 years old)
Session Date: January 26, 2016
Session Time: 8:15-9:15
Resources Used: Qualitative Reading Inventory-5 by
Lauren Leslie and JoAnne Schudlt Caldwell (word lists and
the I Can book), sight word cards, Orton-Gllingham letter
cards, and Where the Wild Things Are by Maurice Sendak

Assessments Given:
I used the word lists from the
QRI-5 book as well as the I
Can story embedded in the
QRI-5 book.

Rationale and Results:

I wanted to begin with the
QRI-5 word lists and I Can
pre-primer story to continue
to get a better
understanding of which
resources would be best to
use with Kaylen. I feel as if I
got a lot of information from
these assessments.
Opening Activities:
Rationale:
We began our time together I began with this activity
by going over word list one
because I wanted to get a
from the QRI-5 book.
better understanding of
where Kaylen was in terms of
the QRI instructional
materials. She identified 15
out of 17 words correctly on
the pre-primer 1 word list
(and therefore is right on the
line of the
independent/instructional
level).
General Tutoring
Rationale:
Activities:
We read I CanKaylen did
We read the I Can prevery well when reading this
primer 1 bookas we read
book. I wanted to begin with
the book I had Kaylen act out this book because I wanted
what she was seeing in each to see how she was able to
of the pictures (i.e. I can
use the pictures to figure out
hop so then she would hop
some of the more difficult
around the room). After
words (sleep, dream). She
reading this book we
was able to use the pictures
answered the questions that to help decipher the words. I
accompany it. We then
had her move around
played a variety of games
throughout reading the book
with word families and
because I wanted to make
reviewed the sight word
sure that she remained
cards.
engaged (especially after

Closing Activities:
We read Where the Wild
Things Are by Maurice
Sendak.

having just read through the

word lists). We then played a
game with word families
Kaylen had to figure out the
missing word family in each
game. I think that this is
important because the more
she knows her word families
the more fluent of a reader
she will become.
Rationale:
I have decided to close each
of our sessions with a read
aloud (of a book of Kaylens
choice). I think that this is
important because I want to
continue to instill the love of
reading in Kaylen. I think that
by reading aloud a book of
her choice it will continue to
excite her in regards to
reading.

Comments/Notes:
I think that it was very helpful to have Kaylen moving
around and active throughout the tutoring sessionher face
lit up when she was able to jump, hop, etc. around the room
while we were reading the book I Can. I think that she
enjoyed the game aspect of the word family review as well.
Reflection:
I think that our second tutoring session went very well. I
learned more about Kaylen through the administering of
several different components of the QRI. I was reminded of
the importance of keeping her engaged throughout the
sessionadding in movement and games is very important.
Moving forward I want to continue to work on word families
(in order to promote more fluent reading) as well as diving
deeper into comprehension skills. We will be working on a
variety of word families. I want to focus on the word families
with the e and o vowel sounds in them for the next

session because we have been focusing a lot on the a and

I sound during class time. I think that if I make the word
family practice into a game then Kaylen will find it
enjoyable. Kaylen explained to me that she chose Where
the Wild Things Are because she liked the monsters. She
read several parts of the book along with me.
Student Name/Age: KP (age 5)
Session Date: February 3, 2016
Session Time: 8:15-9:15
Resources Used: Popcorn CVC game (from Modern
Preschoolfound online), running record form for My Little
Dog (from the Fountas and Pinnell Assessment System),
and Hop on Pop by Dr. Seuss.
Assessments Given:
Rationale and Results:
Running Record assessment
I wanted to do a running
from the Fountas and
record with Kaylen in order
Pinnell assessment system.
to figure out her instructional
levelI wanted to have this
information so that I can
begin to choose books of her
interest on her level so that
we can have a book to
practice with each week.
Kaylens running record
showed that she is currently
on a level B through this
system.
Opening Activities:
Rationale:
We began our time together This running record showed
with the running recordshe me that Kaylen is currently
read My Little Dog and
reading on a level B. She
then she drew a picture and
answered 5 out of the 6
wrote about three things that comprehension questions
the little dog liked to do from correctlyshe made
the story.
connections with the text

General Tutoring
Activities:
We played a Popcorn CVC
word game in order to work
on Kaylens decoding skills.

Closing Activities:
We closed by reading Hop
on Pop by Dr. Seuss. Kaylen
selected this book for us to
read together.

and with her life. I think that

she showed strong
comprehension skills and
understanding of this story.
Rationale:
I want to continue to
strengthen Kaylens fluency
in readingI think that one
important way of doing this
is by playing games and
practicing decoding CVC
words so that it becomes
more automatic. I found this
game online and thought
that it would be a fun way for
Kaylen to practice decoding
her words. I liked this game
because it uses a variety of
word families and lots of
different vowel sounds in the
middle of the CVC words.
Rationale:
Kaylen chose the book for us
to read to close our time
together. I was very pleased
with her choice because Hop
on Pop is a wonderful book to
read when working on CVC
words and decoding. I read
the majority of the book,
however, Kaylen helped to
finish the sentences and
work on the rhymes.

Comments/Notes:
I found it very interesting doing Kaylens running recordI
was very pleased with her comprehension of the book that
we read. I was also pleased at how she used to the pictures
throughout the book to help her figure out unknown words
as well.

Reflection:
I think that playing the CVC popcorn game was very helpful
for Kaylen. I think that it was particularly helpful because
there was a variety of word families used throughout the
gamepreviously we would work on the an word family
all at once and then move on to another word family. I think
that this game was helpful because it interspersed many
different word families together. We took movement breaks
throughout the playing of this gameI found this to be very
important because it gave Kaylen a brain break. She tends
to get exhausted if we work for more than 10 minutes in a
row so I think that it is important to factor in time to move
around. I also found that it was helpful for us to take turns
when playing the game. Kaylen would make a word and
then I would make a word. I think that this was important
because it allowed her the chance to see me doing the work
as well (it also took the pressure off of her every other turn).
Moving forward I would like to select another book on
Kaylens level and read it together. I want to encourage her
in beginning to learn the second set of sight words on the
pre-primer list (of the QRI) as well. I have found that she
does a wonderful job recognizing the sight words when we
drill the deck. I think, however, that when she encounters a
sight word during the reading that it takes her longer to
place the word (in context). Again I think that part of this is
because she begins to feel overwhelmed and tired when
putting all of the reading rules together when we are
working on a book. For our next session together I want to
try a few different things. I would like to read a book from
Reading A-Z together. I would like to do this before
reviewing our sight words and playing CVC games (I think
that we will continue to play the popcorn game for one more
week as reinforcement) to see whether reading the book at
the beginning makes a difference for Kaylen (I am
wondering if she will be less exhausted since we will be
doing this at the beginning of our time together).

Student Name/Age: KP (age 5)

Session Date: February 9, 2016
Session Time: 8:15-9:15
Resources Used: Popcorn CVC game (from Modern
Preschoolfound online), Ten Pets (a decodable from the
Reading A-Z website), a Bingo game from the Reading A-Z
website to accompany the book, Examiner List Pre-Primer
2/3 (of the QRI), sight word cards, and Knuffle Bunny Too
by Mo Willems
Assessments Given:
Rationale and Results:
Examiner List Pre-Primer 2/3 Pre-Primer 2/3
(of the QRI)
Total Automatic: 2/20 (10%)
Total Identified: 2/20 (10%)
Total Number Correct: 4/20
(20%)
Frustration Level
I wanted to learn what level
Kaylen would be on for the
Pre Primer 2/3 list because
she is on the
independent/instructional
cusp for Pre Primer 1. I was
surprised at the difference
between the two lists,
however, I think that this
gives us a place to begin
working. Kaylen was very
comfortable saying skip
when we reached a word
that she did not recognize.
Opening Activities:
Rationale:
We began our time together I wanted to begin our time
with the book Ten Pets
together with the reading of
from the Reading A-Z
the book to see whether
website. Kaylen read this
Kaylen was less tired (as
book to me.
opposed to doing other
activities prior to reading the

book). She seemed much

more energetic during our
reading time. I was very
pleased with Kaylens
progress during the reading
of this book. She pointed to
each of the words as she
read and she looked at the
pictures to help her figure
out the unfamiliar words.
This particular book focused
on the et and en word
families and Kaylen did a
wonderful job.
General Tutoring
Rationale:
Activities:
I thought that the et and
We played a Bingo game that en Bingo game would be a
focused on the et and en fun way to practice the word
word families together. We
families that Kaylen was
then reviewed our sight word exposed to during the
cards and played the CVC
reading of the book. We each
popcorn game as well.
had a Bingo card and played
togetherI think that she
enjoyed that I played the
game with her as well. We
then took a water break and
returned to review the sight
word cards. Kaylen did very
wellit is time to introduce
the new sight words from the
Pre Primer 2/3 list. We then
played the popcorn CVC
game as a review from last
week. It went very smoothly
and went more quickly since
we did not need to review
the directions as we had
played it last week.

Closing Activities:
We read Knuffle Bunny Too
by Mo Willems as our closing
activity. Kaylen selected this
book for us to read together.
I decided to also use this
time as a way to work on one
of our reading strategieswe
worked on looking at the
pictures to help us figure out
the words on the page.

Rationale:
As I have said in previous
logs, I enjoy having Kaylen
select a book for us to read
together as our closing
activity. I think that it is
important for a variety of
reasons. I want her to
continue to develop a love
for reading. I used this time
to work on the strategy of
using the pictures to help
figure out the words because
it is so important to model
how to use the different
strategies for our students. I
made an effort to think out
loud so Kaylen could see how
I was processing the
information and how I was
using the pictures to help me
as I read the words on the
page.

Comments/Notes:
I found it to be very helpful to begin our session together
with Kaylen reading the book. I think that this was beneficial
to her because she was not as exhausted (this is something
that I want to try in the next tutoring session as well). We
took a break after reading the book and walked through the
hallway to look at the fish tank for a couple of minutes
before heading back to continue our activities. I think that
this was very important as well. I think that Kaylen needs a
brain break every so often in order to keep up her energy
and her focus. I think that it is important to begin to work on
the words from the Pre Primer 2/3 list together in our future
sessions so that Kaylen will be prepared to move up to the
next level in the near future.

Reflection:
I think that it was very important to have Kaylen read the
book at the beginning of the session when she was fresh
and ready to go. I want to do this in our next session as well.
While Kaylen is right at the instructional/independent level
cusp for the examiner list for Pre Primer 1, she is at the
frustration level for the examiner list for Pre Primer 2. One
of the things that I have learned about Kaylen throughout
our times together is that if we work on something then she
picks up on the skill fairly quickly. For our next session
together I want to create a sight word game using the
examiner word list from Pre Primer 2/3I believe that if we
begin to work on these words together she will learn them
and then be able to move up a reading level.
I was pleased with how much Kaylen enjoyed the Bingo
game that we played together. I think that it was a fun way
to practice the (et and en) word families that we had been
introduced to during the book. I used this game as another
modeling opportunity as wellwhen I was looking for a
word family on my Bingo card I made sure to decode my
words out loud for Kaylen to hear. She really seemed to
enjoy practicing these word families in a game form. She did
very well with the popcorn CVC game as well (I think that
we can move on from this game after having played it for
two sessions).
Moving forward for next week I would like to focus on the
sight words from the Pre Primer 2/3 examiner list. I want to
make a game out of these sight words to make it
entertaining for Kaylen. I also want to find another book to
read together on Reading A-Z. I want to select a book that
comes with comprehension questions as well. I think that
this is important because I want to make sure that Kaylens
comprehension skills are where they need to be for moving
forward.
Student Name/Age: KP (age 5)
Session Date: February 17, 2016
Session Time: 8:15-9:15

Resources Used:
We used the Test-Smart Language Users chart that I
created, ZAP sight word game, Now We Bake reading a-z
book and comprehension worksheet, and Green Eggs and
Ham by Dr. Seuss.
Assessments Given:
Rationale and Results:
I used the Now We Bake
The Now We Bake
comprehension worksheet as comprehension work sheet
a quick assessment of
was a quick way for me to
Kaylens understanding of
assess Kaylens
the book. We used the Testunderstanding of the book. I
Smart Language Users chart think that this sheet is
to keep track of our progress appropriate for herone of
throughout the reading of
the skills that we are working
the book as well.
on is using the pictures to
help figure out the words.
This comprehension sheet
required that she match the
phrases with the picture. I
was very pleasedshe did
this without help and got
each of the phrases correctly.
We used the test-smart
language users chart to keep
track of our progress
throughout the reading of
the book as well.
Opening Activities:
Rationale:
We began our time together I explained to Kaylen that we
by reading the book Now We were going to use the testBake. Before beginning the
smart language users chart
book I explained the testto keep track of some of the
smart language users chart
new words she would learn
to Kaylen and described how while reading this book. I
we were going to be using
think that this book was the
this chart to keep track of
perfect book to use for this
different words from the
chart because there were
book.
many new words that Kaylen
was introduced to (bake,

frost, pour, serve, etc). We

talked about using the
strategy of looking at the
pictures when we get to a
tricky word as well. I think
that the chart was very
helpful. Kaylen was able to
understand the meanings of
the different words and I
think that it was a useful
tool.
General Tutoring
Rationale:
Activities:
I think that reviewing the
We completed the Now We
test-smart language users
Bake comprehension sheet
chart was very beneficial. We
after reading the book. We
reviewed the words that we
also reviewed the different
had collected and talked
words that we had collected
about their definitions. We
in our chart as well. We then used them in other
played the ZAP! Sight word
sentences as well. Kaylen did
game (I also added some
very well with the Now We
new words from the QRI word Bake comprehension sheet
list pre primer 2/3.
(again I think that this was
made easier by using our
chart that had the words and
definitions). I was extremely
pleased with the ZAP! Sight
word game as well. It was a
great way to practice/review
the words. Kaylen even
asked me when can we play
the game again as we were
leaving. I was glad to hear
that! She enjoyed herself
and was engaged throughout
the game.

Closing Activities:
We ended our time together
by reading Green Eggs and
Ham by Dr. Seuss.

Rationale:
As I have said in previous
logs, I enjoy having Kaylen
select a book for us to read
together as our closing
activity. I think that it is
important for a variety of
reasons. I want her to
continue to develop a love
for reading. I used this time
to work on the strategy of
using the pictures to help
figure out the words because
it is so important to model
how to use the different
strategies for our students.
This book was particularly
fun to read because Kaylen
was so familiar with it. She
read along with me for
several of the pages. I made
an effort to think out loud so
Kaylen could see how I was
processing the information
and how I was using the
pictures to help me as I read
the words on the page.

Comments/Notes:
I was very pleased with the ZAP! Sight word game. I think
that this is something that I want to continue to play over
our next few sessions because it is such good practice and
Kaylen seemed to enjoy it so much.
Reflection:
I think that this was a great session together. I was pleased
with how engaged Kaylen was throughout the session. I had
specifically chosen the Now We Bake book for Kaylen
because I know that she has a love for baking. I thought
that this would be a fun book to read and she definitely
enjoyed it. We used the test-smart language users chart to

keep track throughout the readingthis was very helpful

and definitely is something that I will do again. I think that it
was great to have the words written down in one place (we
talked about being word collectors. I think that it was
helpful to go back and review all of the words at the end as
well (just to reinforce what we had learned). I was very
pleased with Kaylens comprehension of the book. She was
able to recall many of the different ideas. I think that
continuing to work on comprehension in the next few
sessions would be beneficial. Another thing that I would like
to work on with Kaylen is strengthening her fluency skills. I
want to try several things in our next session togetherI
want to find another Reading A-Z book (I think I will stick
with Level A for now) along with a comprehension sheet
because I think that it provides good opportunity for
practice. I also want to work with Kaylen on a decodable
book to check on her fluency. I will talk to her about fluency
(what it means, etc). and say that it is a skill that I really
want us to focus on. I definitely want to play the ZAP! Game
again because Kaylen seemed to enjoy it so much. I thought
that this was a great session together and am very pleased
with Kaylens progress. I am also very pleased at how much
she enjoys our special time together! (Whenever I pull her
to begin our session she always lets out an exuberant
yay!).
Student Name/Age: KP (age 5)
Session Date: February 23, 2016
Session Time: 8:15-9:15
Resources Used: Did It Fit book from reading a-z, This
Smells book from reading a-z, This Smells comprehension
sheet, Sweet Sight Word game, Fancy Nancy by Jane
OConnor
Assessments Given:
Rationale and Results: We
I used the This Smells
read a variety of books
comprehension sheet to
together during this session.

quickly assess Kaylens

understanding of the book.
We also played the Sweet
Sight Word game as a way of
reviewing sight words.

Opening Activities:
We read Did It Fit to begin
our time together.

General Tutoring
Activities:
We read This Smells and
then did the follow up
comprehension sheet. We
then played the Sweet Sight
Word game together.

I used different books

because I wanted to work on
both fluency (using the
decodable) and
comprehension. I also
wanted to work on sight
words together in
anticipation of administering
the sight word assessment
during our session next
week.
Rationale:
I selected this book because
it works on the short I
sound. I thought that this
would be a good review for
Kaylenwe have learned all
of the vowels in our
Kindergarten class, however,
I know that the different
vowel sounds can be a bit
tricky so I wanted to review. I
know that Kaylen tends to
get mixed up with I and
E so I thought that
specifically working on the
I sound would be helpful.
Rationale:
This Smells is a patterned
book that I thought Kaylen
would enjoy. I selected this
book with the follow up
comprehension sheet
because I thought that it
would be another good
opportunity to assess
Kaylens understanding of
what she is reading. We
review the sight words in the

Closing Activities:
We ended our time together
by reading Fancy Nancy by
Jane OConnor.

Sweet Sight Word game so

that Kaylen would be
prepared when I give the
sight word assessment next
week.
Rationale:
I enjoy reading to Kaylen as
an end to our time together. I
think that it is a good way to
model different reading
strategiesusing the
pictures to figure out the
words, fluency, etc. We
stopped throughout the book
and talked about what was
happening as well to work on
comprehension skills.

Comments/Notes:
Kaylen seemed to enjoy the This Smells book. I thought that
it would be an entertaining book for her. We talked
about how it is a pattern book so all of the pages would
begin with the same sentence opening. We had a great
time playing the sight word game as well. I had initially
planned to play the ZAP! Game, however, I found this
new game online and thought that it would be fun to
switch things up. I wanted to do a sight word review
because I know that I will be doing a sight word
assessment with Kaylen next week.
Reflection:
I thought that this was a great session for Kaylen. I am
really beginning to see progress and that our work together
is paying off. I was pleased with how well Kaylen did with
both of the books that we read together. Before reading Did
It Fit we reviewed the vowels and short vowel sounds. We
also talked about the different word families that we might
encounter in the book. I think that it was beneficial to
review the vowels before beginning to read the book
because Kaylen tends to get confused with the I and E
vowel sounds. I think that it helped her to review these

sounds and word families. It also gave her a preview of what

she was going to encounter in the book. She really enjoyed
the This Smells book as well. We talked about how it is a
pattern bookshe quickly picked up the pattern. One of the
reasons that I selected this book for Kaylen is because there
is some tricky vocabulary regarding the smells (sour and
clean specifically). I thought that this would be a good
opportunity to work on using the pictures to help figure out
the words. Before reading the book we talked about how
there were going to be some tricky words and that we really
needed to make sure that we looked at the pictures for help.
I was pleased to see that Kaylen really paused and studied
the pictures when she got stuck on a word. She was able to
use the picture to figure out the word clean. She couldnt
figure out the word sour but I think that that was partially
because she did not know what the word sour meant.
Kaylen did very well with the comprehension sheetshe
was able to complete the sheet easily without help. I was
happy that Kaylen really enjoyed the Sweet Sight Word
game! I think that it is a fun game and a great way to
review the sight words. I am extremely pleased with the
progress that Kaylen has made in her sight words. She can
recognize a lot of sight words immediately. This has
improved her reading as well. We read Fancy Nancy to close
our time together. Next week I will be administering a
variety of different assessments to Kaylen as kind of a mid
point check in. I think that it will be an appropriate time for
these assessments since it is right before spring break. I will
then be able to use the results to inform my lessons for the
next few sessions.
Student Name/Age: KP
Session Date: Wednesday March 2, 2016
Session Time: 8:15-9:15

Resources Used:
Informal Phonics Inventory, Fry Sight Word Assessment,
Informal Decoding Inventory, ZAP! Sight word game, Horton
Hears a Who! By Dr. Seuss
Assessments Given:
Rationale and Results:
Informal Phonics Inventory,
I gave these assessments to
Fry Sight Word Assessment,
Kaylen because we studied
Informal Decoding Inventory them for this particular
module of our class. I also
truly believe that the results
from these assessments will
help me to know what to
really focus on in our next
few sessions together. I was
pleased with the amount of
sight words that Kaylen knew
from the Fry word list. The
Informal Decoding Inventory
showed me that in our next
few sessions I really need to
focus on vowel sounds,
particularly I and e
because Kaylen mixed these
up throughout the
assessment.
Opening Activities:
Rationale:
We began our time together We reviewed the sight words
by playing the ZAP! Sight
with the ZAP! Sight word
word game as a brief review game (Kaylen loves this
and then I administered the
game and I thought that it
Fry sight word assessment.
would be a good way to
engage her before
administering the different
assessments). We then did
the Fry sight word
assessment. I think that this
is important because it
shows the words that we
need to work on for the

remainder of our time

together.
General Tutoring
Activities:
I administered the Informal
Phonics Inventory and the
Frye Sight Word Assessment
to Kaylen for the majority of
our time together.

Closing Activities:
We read Horton Hears a
Who! By Dr. Seuss to close
our time together.

Rationale:
These are important
assessmentsthe results
can be used to guide the
remainder of our sessions
together. I wanted to get a
quick snap shot of where
Kaylen was in terms of know
her letters/letter sounds as
well as decoding a variety of
CVC words.
Rationale:
I asked Kaylen to select one
of her favorite Dr. Seuss
books to read today because
we celebrated the fact that
March 2nd is his birthday.
Kaylen selected Horton
Hears a Who! We had a
great time reading this book.
We acted out the various
animals in the book and
really enjoyed ourselves.

Comments/Notes:
Kaylen seemed to consistently confuse the I and e
vowel sounds. I need to create a CVC word game for the
next few sessions that solely focuses on CVC words that
contain either an I or an e. I decided to combine the
ZAP! Game and the sight word assessment to the best of
my abilityif there were words that Kaylen recognized in
the game that were also on the assessment then I went
ahead and checked them off. I think that this was important
because it meant fewer words for her to have to recognize
during the assessment. This is important because she gets
exhausted fairly easily.

Reflection:
I think that the results from the different assessments that I
administered to Kaylen during this session are going to be
very helpful in planning our future sessions together. I was
very pleased with Kaylens sight word assessment. She has
a solid foundation of many different words. She knows more
than half of the 100 words on the sight word list. I will begin
to introduce some of the words that she does not know in
the different sight word games that we play in the future. I
do not, however, think that we need to spend a lot of time
during our sessions working on sight words.
I think that the most helpful assessment that I administered
was the Informal Decoding Inventory. Kaylen seemed to
have a hard time decoding the various CVC words on the
assessment. There is a part of me that wonders if this has
anything to do with exhaustion (it was the last assessment
during our time together)this is definitely something to
keep an eye on throughout our next few sessions. I noticed
that Kaylen seemed to be struggling particularly with I
and E. She mixed these vowels up almost every time (I
have attached the results in a separate document). These
results have helped me to deicide to solely focus on CVC
words with either I or E for our next session together. I
will create some type of game that allows us to really work
on just these vowels.
Student Name/Age: KP (age 5)
Session Date: March 17, 2016
Session Time: 8:15-9:15 am
Resources Used:
I used a variety of resources for this weeks session. I used
the Multidimensional Fluency Scale, the 5 Point Fluency
scale, Orton Gillingham alphabet deck, word family cards,
and How to Catch a Leprechaun by Adam Wallace.
Assessments Given:
Rationale and Results:
I administered the 5 Point
During this module for my
Fluency scale to Kaylen
graduate school course we

during this session.

Opening Activities:
I administered the 5 Point
Fluency scale to Kaylen at
the beginning of our session.
I wanted to get a better
sense of both her fluency
and her retelling abilities in
order to inform future
sessions together.
General Tutoring
Activities:
We spent a lot of time
reviewing the Orton
Gillingham alphabet deck
and word families during our
session.

have been reading about

fluency. We learned about
the 5 Point Fluency scale
we were asked to administer
this assessment to our
students. I was excited to
administer this assessment
to Kaylen because it is
helpful to learn more about
her fluency skills when
reading.
Rationale:
I was excited to administer
this assessment to Kaylen
because it is helpful to learn
more about her fluency skills
when reading. Based on the
results of this assessment I
am better informed in
planning for our future
sessions together.
Rationale:
During our last tutoring
session together I noticed
that Kaylen was consistently
mixing up the sounds of I
and e. I wanted to isolate
these two vowels within a
variety of word families as
extra practice. I think that
this is something that I tried
to make it into a game to
make it a bit more exciting
for Kaylen. After every five
word families that we would
review we would pause and
take a minute long break
doing whatever exercise she
selected (jumping jacks,

hopping on one foot, etc).

Closing Activities:
Kaylen and I closed our time
together by reading How to
Catch a Leprechaun by Adam
Wallace.

Rationale:
Kaylen and I always close our
time together by reading a
book. I thought that this
would be a fun book to read
because our session for this
week happened to be on St.
Patricks Day. We stopped
throughout the book and
talked about various
vocabulary words (words
that she did not know). We
also paused after every
couple of pages and
discussed what had been
read as a way of checking in
on comprehension. She and I
both really enjoyed the book
I think that it was a good
way to celebrate this special
day!

Comments/Notes:
I think that working with the word family cards (specifically
focusing on word families with the vowels I and E) is
something that I need to do consistently for the next few
weeks. Kaylen gets very confused between these two
vowels so I think that it is important to continue working
with them in isolation.
Reflection:
I found this weeks tutoring session with Kaylen to be very
informative. Assessing her fluency using the 5 Point Fluency
scale helped to make me more aware of Kaylens fluency as
a reader. I have put Kaylen at Level 2 on the fluency scale
as of right now. She has shown some awareness of
punctuation and adds some expression to her reading but
has a slow rate and definitely hesitates throughout her

reading. I think that continuing to develop her fluency is

definitely something that will be a goal over the next few
sessions. I have several strategies that I would like to try,
however, I want to begin with repeated readings. I want
Kaylen to read the same book several different times and
see if this helps with her fluency. I also want to explain
fluency to her and tell her that it is going to be something
that we will focus on over the next few weeks. I think that
isolating the e and i vowel sounds was something that
was very beneficial. She is continue to struggle with these
sounds and so I want to focus on e and I vowel sounds
in CVC words next week as well. I want to find a way to
make it into a game so that it will be more exciting for her. I
am thinking about creating a movement game (something
similar to hopscotch, etc). and tying in these vowel sounds .
I think that Kaylen will find this to be an entertaining way to
practice these sounds.
Student Name/Age: KP (age 5)
Session Date: March 23, 2016
Session Time: 8:15-9:15 AM
Resources Used:
We used the checklist for evaluating retelling, The Country
Bunny and the Little Gold Shoes by Du Bose Heyward, a
CVC movement game, and The Runaway Bunny by Margaret
Wise Brown.
Assessments Given:
Rationale and Results:
I evaluated Kaylen using the We were asked by our
checklist for evaluating
professor to use retelling as
retelling.
part of our tutoring session
I was pleased that this was
included in the session
because I wanted to get
more information about
Kaylens comprehension of a
story that she did not read. I
think that it is important to
occasionally assess her

comprehension skills
separately from her fluency
skills, vocabulary, etc.
Opening Activities:
We opened our time together
by reading The Country
Bunny and the Little Gold
Shoes by Du Bose Heyward
and then completing the
checklist for evaluating
retelling.

General Tutoring
Activities:
During our general time
together, we worked on the
same CVC game (and
isolated the vowels I and
e) that we did last time,
however, I added in a
movement portion to this
weeks activity.
Closing Activities:
We ended our time together
by reading The Runaway
Bunny by Margaret Wise
Brown.

Rationale:
I wanted to begin our session
by reading this book because
I knew that it was a book
that Kaylen would love. She
has so much passion and
excitement for every holiday.
With Easter rapidly
approaching, I thought that it
would be a fun book. It also
includes wonderful details
and a strong beginning,
middle, and end. I thought
that it would be the perfect
book selection for Kaylen.
Rationale:
I added the movement
portion into this weeks
activity because I know that
Kaylen needs to be able to
move around throughout our
sessions in order to remain
engaged.
Rationale:
Kaylen and I always close our
time together by reading a
book. I thought that this
would be a fun book to read
because our session for this
week occurred right before
Easter. We paused after
every couple of pages and
discussed what had been
read as a way of checking in

on comprehension. I added
this in after noticing that
some of the main ideas
seemed to be missing
(according to the checklist
for evaluating retelling). She
and I both really enjoyed the
bookI think that it was a
good way to celebrate this
special upcoming holiday.
Comments/Notes:
I created the movement portion of the CVC game and
Kaylen seemed to love it. I made a big poster with an I on
it and a big poster with an E on it. I would say a CVC word
aloud and then Kaylen would have to hop to the poster that
had the correct vowel in it. I think that this was a very fun
way to keep her engaged. I also think that this was good
because it was working on her auditory processing of the
words (whereas we have previously been visually looking at
the CVC words).
Reflection:
I think that this was a good session. I feel as if I got a
lot of great information by assessing Kaylen using the
checklist for evaluating retelling. I decided that in order to
get an accurate read on her comprehension/retelling skills, I
should read the book to Kaylen for this portion of the
assignment. I wanted to do this because while we are
continuing to work on her fluency skills, Kaylen is not yet a
consistently fluent reader. I wanted to assess her retelling
abilities alone and therefore decided to read the book to
her. I found there to be a vast difference between the
unaided retelling and the aided retelling. In the unaided
retelling, Kaylen was able to provide a general gist of the
story and include important details but was not able to
include all of the key events (and was not able to include
these events in proper sequence). She did not use many
phrases or words from the text. Kaylen did not make any
inferences though she did make connections and personal
observations. She talked a lot about her own experiences

with Easter and the Easter bunny and going on Easter Egg
Hunts. With the aided retelling, however, Kaylen did a much
better job in terms of recalling details of the story. When I
prompted her (for example can you tell me why all of the
bunnies gathered at the palace of Grandfather Bunny) she
was able to recall the events in sequence with much more
detail. I still did not notice that she was making inferences
but she vastly improved in all of the other categories. I think
that the movement addition to the CVC game made things
much more exciting for Kaylen. Not only did she get to hop
around throughout the lesson but we also were able to hone
her auditory skills. We have previously focused more on the
visual piece so I think that this was important. Moving
forward I think that I am going to reassess Kaylen by using
either a running record, the QRI, or reading a-z. I want to
look at her improvement and decide whether she is ready to
advance to another level. We will continue to work on her
fluency and comprehension skills as well.

Student Name/Age: KP (age 5)

Session Date: March 29, 2016
Session Time: 8:15-9:15
Resources Used: Anecdotal Records Assessment Form,
Chicken Stacker game on PBS kids, Are You My Mother?
by P. D. Eastman, The Big Game and The Big Game
comprehension worksheet (from Reading A-Z).
Assessments Given:
Rationale and Results:
I used the Anecdotal Records We were asked by our
Assessment Form for this
professor to use the
session together.
anecdotal records
assessment form in our
tutoring session. I thought
that this was a great way to
take notes and observe
Kaylen in accordance to

several standards. She did

wonderful. I have attached
the results below.
Opening Activities:
We began our time together
by playing Chicken Stacker
from the PBS kids website.

General Tutoring
Activities:
We read The Big Game
from the Reading A-Z
website and then completed
the comprehension
worksheet that accompanies
the book.

Closing Activities:
We closed our time together
by reading Are You My
Mother? by P. D. Eastman.

Rationale:
We began our time together
playing this game because it
is a wonderful way for Kaylen
to practice isolating the
vowel sounds in the middle
of CVC words. She has
needed practice in this area
and this game was very
entertaining for her.
Rationale:
I have noticed that Kaylen
tends to forget/leave out
several important details
when she is retelling a story.
I found this book and the
accompanying worksheet
and thought that it would be
a wonderful way to practice
adding in key details that
support the main idea in a
text.
Rationale:
Kaylen and I always close our
time together by reading a
book. We paused after every
couple of pages and
discussed what had been
read as a way of checking in
on comprehension. I think
that this is something that I
need to continue to do for
the remainder of our
sessions together.

Comments/Notes:
Kaylen and I have made it a habit to close our time together
by reading a book. We paused after every couple of pages
and discussed what had been read as a way of checking in
on comprehension. I think that this is something that I need
to continue to do for the remainder of our sessions together
I have found that she sometimes misses several details
and think that if we continue to pause and check
comprehension throughout the reading that it would be a
good modeling practice for her.
Reflection:
I am so grateful to Helene (our course assistant) for
suggesting the PBS game Chicken StackerKaylen loved
it. It was the perfect way for her to practice her auditory
isolation of both the I and e vowel sounds within CVC
sight words. I will continue to play this game with her
because it is such great practice (and something that I think
that she will look forward to playing over and over again). I
was pleasantly surprised with Kaylens performance on The
Big Game comprehension worksheet as well. She was able
to give me many key details that support the main idea of
the text. We had paused throughout reading and discussed
the ideas (and I had told her ahead of time that I wanted
her to remember the details because I was going to ask her
about them later on). I was pleased that Kaylen did very
well with the book (which is a Level B on reading a-z). I will
continue to push her with these books and the
comprehension sheets for practice. Moving forward, I want
to check in with her sight words as wellshe has improved
dramatically in this area and I want to retest her Fry sight
word knowledge.
Student Name/Age: KP (age 5)
Session Date: April 6, 2016
Session Time: 8:15-9:15

Resources Used: The Big Cat from Reading A-Z, The Big Cat
comprehension worksheet, Chicken Stacker from PBS kids and The
Day the Crayons Quit by Drew Daywait
Assessments Given:
I assessed Kaylen on her
comprehension using The Big Cat
comprehension worksheet from
the reading A-Z website.

Rationale and Results:

This week was my week to record
a VoiceThread and I thought that
it would be telling to have Kaylen
complete the comprehension
sheet and explain the various
things that the cat did during the
story. She has come a long way in
remembering key details from the
story and I wanted to share this
with the class.
Opening Activities:
Rationale:
We began our time together by
We read The Big Cat to begin our
reading The Big Cat from the
time together. I wanted to read
reading A-Z website.
this book with Kaylen to assess
her use of picture clues to help
figure out unknown words. We
have been working on
comprehension and using
different strategies when reading
and I thought that this would be a
good book to test those skills.
General Tutoring Activities:
Rationale:
After reading The Big Cat, we
We completed the comprehension
completed the comprehension
sheet as a check inI liked this
sheet from the website. After
sheet because it allowed Kaylen
finishing the comprehension sheet the opportunity to draw to record
we played the Chicken Stacker
her answers. She is very
game for continued practice for
passionate about art (and
vowel sounds within CVC words.
exhausts easily with writing) so I
thought that this would be an
appropriate sheet to use. We
reviewed vowel sounds within
CVC words by playing the Chicken
Stacker game.
Closing Activities:
Rationale:
We closed our time together by
I selected this book to close our
reading The Day the Crayons Quit time together because Kaylen told
by Drew Daywait.
me that it is her favorite book of
all time. I really enjoyed watching
how animated she became during

the reading of this book. She read

along with me and she was able
to predict some of the things that
were going to happen on the
pages that were going to come
next. I really enjoyed seeing the
big smile on her face as we read
this story.
Comments/Notes:
After playing the Chicken Stacker game in our session together,
Kaylen returned to the room to see that the entire class was playing
this game. We gave her the opportunity to be the class leader and
go to the board and lead the class in the game. She was so proud and
absolutely glowing. It was a joy to see this side of her connected to an
academic lesson.
Reflection:
I was very pleased with Kaylens reading of The Big Cat. She used
picture clues to help figure out unknown words. She made text to selfconnections between what she was reading and what she knows to be
true in her life. She excelled in the comprehension sheet. I was
extremely pleased with all of the key details that she could recall. She
loved the illustration piece of the comprehension sheet as well. I was
responsible for recording the VoiceThread for the class this week and
allowed Kaylen to be an integral part of choosing what she wanted
recorded. She selected the book and comprehension sheet to be what
was recordedat the conclusion of the VoiceThread I played the
results back for her and she LOVED it. She was so proud to hear
herself recordingshe informed me that it was like she was in a movie
I was very pleased with the progress that Kaylen made during the
Chicken Stacker game as well. I am finally beginning to feel as if she is
getting a good grasp of the difference between I and e. Moving
forward I want to continue to work with Kaylen on getting her to think
deeply and critically about what she is reading. I want to continue to
work on her fluency as well.
Student Name/Age: KP (Age 6)
Session Date: April 13, 2016
Session Time: 8:15-9:15

Resources Used: MyStory iPad app, Goldilocks and the Three Bears
by Jan Brett, Chicken Stacker game on PBS Kids, and Sweet Tooth by
Margie Palatini.

Assessments Given:
I used the MyStory iPad app as a
quick assessment of Kaylens
comprehension of Goldilocks and
the Three Bears.

Rationale and Results:

After our last session together I
spoke about wanting Kaylen to
begin to think deeply and
critically about what she is
reading. I think that this is one
way that we can work on her
comprehension skills. In their
book on intervention strategies,
Caldwell and Leslie talk about the
importance of visual imageryI
wanted to use this app as a way
to encourage Kaylen to not only
visualize what she had just read
but have the opportunity to draw
a response to it as well.
Opening Activities:
Rationale:
We began with a quick review of
The vowels are the hardest letters
the different vowels and short
for Kaylen. I want to continue to
vowel sounds by playing the
do a quick review of the vowels
Chicken Stacker game on PBS
and both short/long vowel sounds
Kids.
each time we meet just for the
continued repetition and practice.
General Tutoring Activities:
Rationale:
I read the book Goldilocks and the I chose to read the book aloud to
Three Bears aloud to Kaylen. I
her because I deliberately
then asked her to verbally tell me selected a book that would be too
about the different things that
complicated for her to read on her
happened throughout the story. I
own. I did this because I wanted
then asked her to use the MyStory to select a book with a more
iPad app to draw her favorite
extensive plot line in order to
scene from the story and then
truly allow Kaylen the opportunity
record herself explaining exactly
to work on her critical thinking
why she selected that particular
and to continue to develop her
scene as her favorite.
comprehension skills.
Closing Activities:
Rationale:
We closed our time together by
Kaylen and I always close our
reading Sweet Tooth by Margie
time together by reading a book.
Palatini.
We both look forward to this as
the way to end our session. I think
that it is so important because
children need to be read to as
many times as possible
throughout the dayexposure to
books and having books read
aloud to them will help students

to recognize different strategies

being used.

Comments/Notes:
Once again Kaylen really enjoyed the incorporation of technology into
the lesson. She does not particularly enjoy writing so offering her the
accommodation of being able to draw her favorite scene and then use
the audio recording to talk about it was something that was very
appealing to her.
Reflection:
I was very pleased with the way that this lesson turned out. Kaylen did
a wonderful job with her vowel sounds at the beginning of the lesson. I
had to remind her to slow down several times (she rushed and got a
few words incorrect) but overall did an excellent job differentiating
between the different sounds. Kaylen did a fantastic job with the main
portion of our tutoring session as well. She really enjoyed listening to
Goldilocks and the Three Bears even though it is a story that she has
heard many times before. I deliberately selected a story that I knew
Kaylen would have heard before because I thought that being very
familiar with the story might help her to think even more critically
when asked to talk about her favorite part (and to describe WHY this
was her favorite part). Before beginning the story I told Kaylen that I
wanted her to think throughout the book about what was her favorite
part because I was going to get her to not only tell me her favorite
part at the end but also explain to me WHY this was her favorite part.
I also told her that she would be using the iPadshe was very excited
about this! We paused and talked about the different characters and
their traits throughout the reading of the story. After we finished
reading Kaylen told me that her favorite part of the story was when
Goldilocks finally crawled into Little Bears bed after spending her day
at their home. She said that this was her favorite part because one of
her favorite things to do at the end of the day is to get in bed and go
to sleep. I was pleased with the text to self-connection that she made.
She then drew a picture on the app and recorded herself explaining
the picture and why this was her favorite part. I was very pleased with
the way that this worked out and with how much Kaylen enjoyed the
activity!
Student Name/Age: KP (Age 6)
Session Date: April 20, 2016
Session Time: 8:15-9:15 AM

Resources Used: Starfall website, Applesauce from Reading A-Z,

Applesauce comprehension worksheet, and Fancy Nancy and the Posh
Puppy
Assessments Given:
I assessed Kaylen on her comprehension
using Applesauce comprehension
worksheet from the reading A-Z website.

Opening Activities:
We began our time together by playing a
variety of the games on the Starfall
website.

General Tutoring Activities:

We read Applesauce and then completed
the accompanying comprehension
worksheet.

Closing Activities:
We closed our time together by reading
Fancy Nancy and the Posh Puppy.

Rationale and Results:

We read Applesauce
together during this
session. I wanted to
check in on Kaylens
reading levelI had
pushed her to a level B
and wanted to make sure
that this was still the
appropriate level for her.
Rationale:
I thought that it would be
fun to use this website to
help review the different
vowels and vowel
sounds. I think that using
technology makes the
lesson much more
appealing to Kaylen so I
figured that this would be
a good way to keep her
engaged while allowing
time to practice each of
the vowels and their
sounds as well.
Rationale:
I wanted to make sure
that Kaylen should still
be reading on a Level B. I
wanted to check her
fluency as well as pay
attention to her
comprehension of the
book as well.
Rationale:
Kaylen and I always close
our time together by
reading a book. We both
look forward to this as
the way to end our
session. I think that it is

so important because
children need to be read
to as many times as
possible throughout the
dayexposure to books
and having books read
aloud to them will help
students to recognize
different strategies being
used.
Comments/Notes:
Kaylen really enjoyed the technology piece of using Starfall as our
method for practicing the vowel sounds. I have noticed that
incorporating technology into the tutoring sessions has made a big
improvement in keeping Kaylen engaged and excited throughout.
Reflection:
I enjoyed this weeks session. I think that there was a good balance
between technology and other reading resources. We had several
different activities so Kaylen was able to get up and move around
between each one. I think that this helped with her engagement. I was
very pleased with Kaylens reading and response to reading. I think
that she has maintained a strong level B and will be able to move up
to a level C with just a bit more practice on fluency. I want to try to
find a Readers Theatre for next week in order to focus on the fluency
skills. I think that the review of the vowels was helpful as well.
Progress reports will be written in the near future and I think that it is
important to continue to expose Kaylen to the different vowels and
vowel sounds because they tend to be a bit tricky for her. I think that
it will be important to work on this next week as well as focus on her
fluency skills.
Student Name/Age: KP (Age 6)
Session Date: April 27, 2016
Session Time: 8:15-9:15

Resources Used: I used the final session together to wrap things up

with Kaylen. We worked together on her student writing/reflection
piece, did a shortened Readers Theatre using The Billy Goats Gruf
and read Where the Wild Things Are by Maurice Sendak to close.
Assessments Given:
Kaylen and I worked on her student
writing/reflection piece together.

Rationale and Results:

We were asked to have
our students complete a
writing/reflection about
our time together. I was
very interested to hear

her thoughts about our

tutoring process
together. It was very
telling to know the
activities that Kaylen
enjoyed, the growth that
she believed she had
made, etc.
Opening Activities:
Rationale:
We began our time together by doing a
I wanted to find a fun
shortened Readers Theatre using The
activity that would help
Three Billy Goats Gruf. I found a mini
Kaylen work on her
activity on the following website:
fluency skills. These skills
http://www.readerstheater.com/freemini/3g are something that we
oats-mini.pdf
have been working on
throughout and I thought
that this would be a fun
way to practice in our
cumulating session.
General Tutoring Activities:
Rationale:
Kaylen and I worked on her student
We were asked to have
writing/reflection piece together. She is not our students complete a
a huge fan of writing so I made the
writing/reflection about
accommodation of her dictating her
our time together. I was
response to me while I typed it into the
very interested to hear
word document that I created.
her thoughts about our
tutoring process
together. It was very
telling to know the
activities that Kaylen
enjoyed, the growth that
she believed she had
made, etc.
Closing Activities:
Rationale:
We closed our time together by reading
Throughout our sessions
Kaylens favorite bookWhere the Wild
together I have been
Things Arehere the Wild Things Are by
trying to help Kaylen
Maurice Sendak.
develop a love for
reading. I thought that a
fun way to do this would
be to end each of our
sessions with a read
aloud. We read this book
in one of our very
beginning sessions
because it is one of

Kaylens all time

favorites. I thought that it
would be appropriate to
use this book for our final
session as well.
Comments/Notes:
Kaylen made excellent progress. She did very well in her Readers
Theatre. I was pleased to see her using a variety of strategies to
ensure that her reading would be more fluent. She loves acting and
plays so she had a very fun time with this activity as well.
Reflection:
I truly enjoyed working with Kaylen throughout the semester. We had so
much fun together. I think that our time together really helped me to grow
as a tutor/teacher as well. It was very beneficial to put all of our learnings
from this course into practice. I enjoyed watching Kaylen grow as a student
throughout the semester. Not only did her phonics and phonemic awareness
skills deepen but I was able to watch her love for reading deepen as well. It
was incredible! She really improved her sight words, vowels/corresponding
sounds, fluency, and comprehension. I also had the pleasure of watching her
confidence grow! She began to look forward to our time together. She was
so excited when I pulled her to do work in the hallway. I think that having
one on one time to work with a student is incredibly beneficial because you
can pay so much more attention to detail when only working with one child.
It is an experience that I have taken so much away from. I look forward to
tutoring more students next semester and in the future!