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EDU 506 Reading Tutor Field Log

Date: 2/12/09 Time: 45 minutes Session #: __1__


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Get to know student and his background • I explained to him who I am and what I am planning
• Give interest inventory that I created and on doing with him for the next several weeks (I will
the Garfield inventory that was provided be helping him with his reading skills, improving his
from our class fluency, comprehension, vocabulary, writing)
• Give word reading sheet assessment • I explained the inventories to him and helped him
• Listen to his read orally to get an idea of read the questions so that he could correctly choose an
what his strengths/weaknesses are answer.
• After the inventories and assessment sheet was
completed, I picked a book for him to read then I
allowed him to pick any book that he wanted me to
read to him. The first book I used as an assessment,
allowing me to listen to him as he read aloud.

Book(s) Read: Interesting Observations and/or Comments from Student:

• Nate the Great and the monster mess • I told him that he could pick any book from the
by Marjorie Weinman Sharmat library for me to read to him and he responded with
(my choice) “Really? I can pick any book I want? Wow!” It just
showed me how little he gets to read books and when
• Horton hears a who he does get that opportunity, it is so exciting.
By Dr. Seuss • From talking with the student, he said he doesn’t read
(his choice) much at home. He doesn’t have many resources at
home to read so I think that is one big reason why his
reading ability is so low.

Evaluation & Reflection: Plans for Next Session/Rationale:

• He has eight siblings and does not receive • I talked with his teacher and she would like me to
much adult attention at home (according to work with him on the stories of the week that they get
his teacher) so I think tutoring will be tested on in reading. She would like me to re-read the
good for him. He really struggles with story with him and review the vocabulary words,
reading simple words. I asked him hopefully this will help him when he takes a test on
questions while we read and he seems to the story. I also plan to give him timed one-minute
have good comprehension skills readings to increase his words read per minute and
overall fluency.

EDU 506 Reading Tutor Field Log


Date: 2/26/09 Time: 45 minutes Session #: __2__
Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Do a one minute reading passage, second • Read one minute passage


grade text, “Blueberries” by Wanda • I set up and explained the rules of the matching game I
Hamm had prepared with the vocabulary words from the
• Review vocabulary words from the story, story. After the matching game was done, we worked
The Emperor’s Egg together to come up with sentences that have the
• Re-read The Emperor’s Egg, going over vocabulary words in them.
important story points as we read the story • Re-read the story The Emperor’s Egg, discussed the
together. story elements, stopped at parts in the story and asked
• If there is time, have him choose a book to him questions to gain comprehension, reviewed the
read events in the story in sequence.

Book(s) Read: Interesting Observations and/or Comments from Student:

• The Emperor’s Egg (basal reading) • I have worked in this classroom before so when I walk
in to pick up Nathaniel, I am greeted with many hugs.
• The very hungry caterpillar All of the students want me to read the projects they
by Eric Carle have been working on for Black History Month. One
(his choice) student asked me to work with her and Nathaniel came
over and said “nope, she is working with me!” He
seems very eager and excited to be working with me
and that makes tutoring much more enjoyable. He
loves the chance to read one-on-one.

Evaluation & Reflection: Plans for Next Session/Rationale:

• The one-minute passage that I gave him, • I need to look for one-minute passages that are easier
“Blueberries” was too difficult for him. He for him to read. I don’t want to start him off at his
really struggled to read the words. He only frustration level. I want him to start somewhere where
read about 11 words in one minute. he will feel confident about his reading abilities. After
• He really enjoys when I read aloud to him. practice and when I feel he is ready, I will challenge
I can tell that he doesn’t get a lot of one-on- him with harder passages.
one time at home.

EDU 506 Reading Tutor Field Log

Date: 3/05/09 Time: 45 minutes Session #: _3__


Tutor’s Name: Student’s Name & Grade/Gender:
Katie Tarnowski Nathaniel 2nd grade/male
Lesson Goals: Description of Activities Done in Session:

• Complete one-minute reading passage, first • He read the first grade one-minute reading passage and
grade text, “Saturdays with Grandpa” by struggled. He is reading at about the same speed as he
Betsy Franco did when he read the second grade reading passage.
• Review vocabulary words from weekly • Reviewed vocabulary words on flashcards and had him
story. write them on a small whiteboard in the classroom.
• Read The Mystery in Pine Park together. • I had him recall the events of the weekly story from
• If there is time, have him choose a book for memory before we read the story. I wrote down
me to read to him. everything that he had said, so we could check to see if
he was correct. We then read the story together,
checking to see if his retelling was true (he did a very
good job remembering the events). I then asked
questions at the end of the story for comprehension.

Book(s) Read: Interesting Observations and/or Comments from Student:

• The Mystery in Pine Park (basal reading) • The one-minute passage that I had him read was at a
first grade level and it was difficult for him to read. He
• The Salamander Room really struggles with his reading fluency so instead of
by Anne Mazer one minute passages that frustrate him, I am going to
(his choice) stop the one-minute readings and concentrate on sight
words.

Evaluation & Reflection: Plans for Next Session/Rationale:

• Watching him struggle to read through the • Instead of doing the one-minute readings, I plan to have
first grade level, one-minute reading is him review sight words. Listening to his reading, he
really upsetting. I can see him really trying does not know many basic sight words. Focusing on
to focus and do his best, but he just gets so sight words will be better for him in the long run
caught up in the words and the fact that he because he needs to learn these words. They are
can’t read them makes him upset. He everywhere and by knowing them, his reading will
would never tell me that but I can see the become more fluent. I plan to create several sight word
defeated look on his face. I want this games for him to gain more exposure to them and begin
experience to be fun and enjoyable, not to recall them quickly through repeated practice.
frustrating and hard.

EDU 506 Reading Tutor Field Log

Date: 3/12/09 Time: 45 minutes Session #: _4_


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Read through the sight word flashcards to • I explained to him what sight words are and the
gain understanding of what words he importance that they have in our reading. I told him
struggles with that by continuously reviewing the flashcards I have,
• Review vocabulary words using matching along with doing other fun activities; it will help him to
game become a better reader.
• Read Goodbye Curtis together • He reviewed the vocabulary from the story playing the
• Have him read aloud a story I chose, matching game that he has played once before.
Honey, Honey, Lion! by Jan Brett • I read his weekly story with him, recalling story events
and pointing out the different vocabulary words in the
text. We worked together to come up with different
sentences that have the vocabulary words in them.
• He read Honey, Honey, Lion! to me and I assisted him
with words he did not know.

Book(s) Read: Interesting Observations and/or Comments from Student:

• Goodbye Curtis! (basal reading) • I picked only 30 sight word flashcards to start off with;
I didn’t want to overwhelm him. From those 30
• Honey, Honey Lion! flashcards, he read 18 of them. That isn’t too bad but
by Jan Brett he definitely needs extra practice. This is the area that
(my choice) I need to be focusing on with him before we move on
to anything else. Any helpful techniques that I can
give him to remember these words and recognize them
in text will be very useful for him.

Evaluation & Reflection: Plans for Next Session/Rationale:

• He really enjoys having me come into his • I plan to create a sight word game to give him the
classroom each week. It is great that his additional help he needs while making it fun to learn
teacher is so supportive of him too. The the words. The more exposure and practice he gets
librarian allows us to work in the back of with these words, the better his overall reading will
the library where we won’t be bothered and eventually be. I also plan to make him his own set of
we can have access to all of the books flashcards to take home and review whenever he has
which makes tutoring that much better! time.

EDU 506 Reading Tutor Field Log

Date: 3/19/09 Time: 45 minutes Session #: __5__


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Determine which sight words he still • We went through the sight word flashcards and
struggles with by going through and determined which words he is still having trouble with.
reviewing previous flashcards • I explained to him that the chart I had is to help me
• Explain the sight word achievement chart I keep track of what words we still need to work on and
created for him which words he knows. Each time that he correctly
• Review vocabulary words from weekly says one of the sight words, he’ll get a check under that
story word. Three checks for one word (hopefully he will
• Re-read weekly reading story to model have mastered it by then) and he’ll receive a sticker.
fluency Five stickers equal a reward.
• Read the weekly story and talked about how music can
be helpful to us, discussed different hobbies that he has
and he connected to the story by picking out a book to
read about one of his hobbies, soccer.

Book(s) Read: Interesting Observations and/or Comments from Student:

• A boy with two sticks! (basal reading) • When I ask him to tell me a definition for a vocabulary
word or an example of a word, he will look around the
• Soccer Sam room and try to give me an example. He will talk
by Jean Marzollo through his explanation and look for positive feedback
(his choice) from me. I try to help make his explanations more
concrete but usually his descriptions are accurate.

Evaluation & Reflection: Plans for Next Session/Rationale:

• Although Nathaniel still seems to be at the • I plan to type up the sight word achievement chart that
same reading ability level as when we I created today during our session. Hopefully this will
started, his reading confidence has grown. I let him see his progress and serve as a motivation tool
really hope some of the game I am for him.
implementing will help his recognition of • I want to move away from the general format that I
basic sight words. have been doing to focus more on developing his
reading skills and incorporate more writing into our
tutoring sessions.

EDU 506 Reading Tutor Field Log

Date: 3/26/09 Time: 45 minutes Session #: __6__


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Review sight words using flashcards and • As he went through the set of sight word flashcards that
checking off words on his achievement we are working on, I marked off the ones he said
chart correct and incorrect on his achievement chart.
• Give him his own set of flashcards and • I went through the flashcards that I created for him and
explain my expectations explained that I would like him to review these at least
• Play sight word bingo and practice writing three times a week along with his homework. The two
using the winning sight words in a sentence sets of flashcards that I gave him (1st set: colors and
• Take turns reading The Napping House numbers, 2nd set: 100 essential sight words, will give
him the flashcards in increments)
• I talked about the rules of sight word bingo. I say a
word; he finds it and repeats the word then puts the
bingo chip on the word. Five words in a row get bingo.
He then has to use those five words in different
sentences.

Book(s) Read: Interesting Observations and/or Comments from Student:

• The Napping House • When I told him that he had to write sentences, he was
by Audrey Wood hesitant, especially because he has difficulty spelling.
(my choice) However, he got started and wrote the sentences on his
own, using the sight words from the game. I did help
with the spelling of words he did not know.

Evaluation & Reflection: Plans for Next Session/Rationale:

• The first set of flashcards that my tutee • I want to create more activities to incorporate sight
received had numbers 1-10 and colors on word practice and I plan to expose him to more
them. He is still confused by green and literature, rather than always reading his basal
purple, nine and three so additional practice textbook.
with all of the numbers and colors would • He doesn’t have much exposure to print at home so
be beneficial. He can take them home and I’m going to bring in several different resources for
bring them back each week. him to borrow and take home for extra practice.
• Today was the first tutoring session that we • This is my last tutoring session for two weeks because
did not read from the basal textbook. I he is on spring break. The next time I meet with him is
think he enjoyed it because we played a the week of April 20th.
game, making the session fun, not “work.”

EDU 506 Reading Tutor Field Log

Date: 04/23/09 Time: 45 minutes Session #: _7_


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Review sight word flashcards and check off • As he went through the set of sight word flashcards that we
words on his achievement chart are working on, I marked off the ones he said correct and
• Introduce ‘Think Sheet’ and what he will incorrect on his achievement chart.
need to do with it • I created a ‘Think Sheet,’ a strategy suggested in our text,
• Read Where the Wild Things Are Strategies that work. This strategy allows him to practice
his writing skills while also making personal connections to
• Complete Think Sheet the text and helps him to further his thinking skills.
• Read sight word mini-book that I found • I read him my favorite story, Where the Wild Things Are and
from www.hubbardscupboard.org he used the ‘Think Sheet’ to summarize the story and
• Play sight word memory game formulate ideas of what the story makes him think about.
• The sight word mini-book that I printed off and put together,
we read through it and discussed the summer activities the
characters do. The copy that I gave him, he took it home
and colored it.
• I introduced a memory game that I created for him and we
played the game for the remaining five minutes of the
tutoring session.

Book(s) Read: Interesting Observations and/or Comments from Student:

• Where the Wild Things Are • He wasn’t sure if his writing was good enough when
by Maurice Sendak he wrote his responses on the ‘Think Sheet.’ He is a
(my choice) very slow writer and it upsets him sometimes, because
he thinks he is making me wait. I always give him
positive feedback for his writing and continue to tell
him to take his time and practice making his writing
great. I tell him it doesn’t matter how long you take, as
long as you are doing your best.

Evaluation & Reflection: Plans for Next Session/Rationale:

• He enjoyed playing the memory game I • Even though I have one more tutoring session with
created. He probably didn’t realize he was him, I want to continue to introduce and engage him
introducing himself to new words and with high-quality literature. I have found several
practicing his reading while he was playing books that I am going to give to him, that he can keep
the game. I want to continue to show him at home so he has literature to access outside of school.
that reading and learning can be fun. I also want to give him fun literacy activities that he
• He mentioned that Where the Wild Things can play at home, to continue his learning.
Are was one of his favorite books so I was
glad I could incorporate some of his
favorite literature into our session.
EDU 506 Reading Tutor Field Log

Date: 4/30/09 Time: 45 minutes Session #: __8__


Tutor’s Name: Student’s Name & Grade/Gender:

Katie Tarnowski Nathaniel 2nd grade/male


Lesson Goals: Description of Activities Done in Session:

• Review sight words using flashcards and • After the sight words were read, I completed his achievement
checking off words on his achievement chart chart, showing him which words he got right, three times in a
• Read My Rotten Redheaded Older Brother by row. I put stickers on his chart and let him pick out his
Patricia Polacco prizes.
• Complete a ThinkSheet about the book • I read My Rotten Redhead Older Brother to him and asked
• Allow him time to pick out a book on his own him questions about the book and we practiced answering
and read it together questions with detail. These higher-level questions got him
• Play sight word Uno together read to fill out the ThinkSheet.
• Give goodbye gifts • He completed the ThinkSheet about the book. He is very
hesitant to write, so he only wrote one sentence for each
space. I wanted to complete more activities so I said that
one sentence was fine.
• He chose Click Clack Moo, Cows that type and he read the
book to me.
• After the book was completed, we discussed it then played a
sight word Uno game that I created.

Book(s) Read: Interesting Observations and/or Comments from Student:

• My Rotten Redhead Older Brother • After reading My Rotten Redhead Older Brother, I prompted
by Patricia Polacco him with some questions, getting him thinking about
(my choice) different scenarios:
--“What if this happened to you?”
• Click Clack Moo, Cows that type -- “How would you change your relationship to make it better?”
By Doreen Cronin • I wanted to have him practice giving a more explicit answer,
(his choice) more critical thinking. I had him ask me a question then
modeled the way I would answer the question. We practiced
doing this a few times. I had to prompt him a few times to
give me more details, but overall he did well.

Evaluation & Reflection: Plans for Next Session/Rationale:

• We did a lot today, I wanted to fit everything • I gave Nathaniel several below level, on level, and above
into our tutoring session since it was the last level literature so he has a variety of reading opportunities
one but there wasn’t enough time to do at his house, so that he can continue to read and grow. I
everything I wanted. also gave him copies of all the games I played with him so
• From looking at his chart, he has almost he can share them with his siblings.
mastered thirteen words. I say ‘almost’ • I have really enjoyed spending time with Nathaniel and
because you need several encounters with a even though it can take months of tutoring, one-on-one
word to master it. Continued exposure to these time, to see improvement, I feel like I have introduced him
words will allow him mastery in no time. He to high quality literature and showed him that learning can
received a sticker for each word that he got be fun and enjoyable.
correct three times, he earned a reward for each
five stickers that he got.