Tyler Nichols

Reading

7th Grade

South Charleston Middle School

Melanie Young

Decision about Who, What and How to tutor/teach and How to assess:

Mrs. Youngs classroom only has four students. These students are in her classroom for

the entire day, except for classes such as gym and art. Because Mrs. Young teaches the same

material to each student, all four students had to be included. Mrs. Young was teaching sight

words to students when I started my project, so I decided it would be convenient for her if I used

the content that she used. The students in her class cannot write, and can only read on a low

level. Since I would be teaching ten words, I decided that a pre-post test would be a better choice

than giving weekly assignments.

Tutoring Lesson/Unit and Assessment Description:

My pre-post test were oral and were administered to each student individually, as

opposed to a group assessment. I presented each student with the same list of ten words and

required him or her to read each word to me. I recorded every missed word from each student for

the pre and post test. I began each tutoring session with a review of the sight words, requiring

each student to read all ten words. During the sessions, I always included an activity. For

example, for the word night, I presented each student with an index card that had the word

written on it. Once the students read the word, I required them to draw nighttime scenery on the

miniature marker board that I brought to class. Their pictures included a sleeping cartoon
character, moons and stars, etc. Students also read from a small book that the teacher frequently

uses in class. The book includes the sight words being used in complete sentences.

Link to Standards:

EE.RF.K.2 Demonstrate emerging understanding of spoken

words, syllables, and sounds (phonemes).

Results of Assessments

The results of the assessments are shown below:

Student Pre-Test Score Post-Test Score

A 90% 100%
B 100% 100%
C 90% 100%
D 50% 70%
Overall 82.5% 92.5%

When graphed, the results would look like this:

 Pre and Post Test Scores
120

100

80

60

40

20

0
Student A Student B Student C Student D

Pre-Test Score Post-Test Score

Pre and Post Test Scores

120

100

80

60

40

20

0
Student A Student B Student C Student D

Pre-Test Score Post-Test Score

Reflection and Data-Based Decision-Making:

 Clearly, Student D is struggling the most. This student has improved from pre-test to

post-test, but is considerably behind compared to the rest of the students. For the next time, I

could design the work for Student Ds tutoring session to be different from the work that the rest

of the students do. Maybe instead of giving Student D the activities, I could remove the activities

from Student Ds session and use the extra time to practice sight words. My time at South

Charleston Middle School was both challenging and rewarding.