SFA Formative Report #2

William Judd

E.M. November 17, 2019

1. Assessment Results

Erika has shown significant improvement from her first reassessment in section LS1. During the

first reassessment, she was not able to read almost any of the two letter graphemes. However, she

was able to read most of the letter sounds. When I showed her the improvement, she was very

excited about her progress. I think the reason that this went so well was because we had been

practicing using the letter cards in every activity that we did. Obviously, we used the letter cards

for the Letter sound activities, but I also incorporated this into our phonemic awareness

activities. Fortunately, the environment in which she did the assessment was very quiet, so she

was able to adequately focus on the assessment. She was also motivated to do assessment

because I emphasized that the assessment could show her how much she had learned.

Note: For Assessment PA3, I accidentally thought she mastered the assessment and did not redo

the assessment. However, I am confident in her ability and I know she was competent in this

section. I will recheck this section for her summative assessment.

Section Objective Notes

PA1 Identifies initial E.M. has mastered this section of the assessment
sounds in spoken with ease the first time she took the assessment.
words However, she looked at the assessment while
answering the prompts the first time. For the first
reassessment, I only gave her oral prompts, and
she still mastered the activity.

PA2 Blending sounds The first time E.M. took this section she only was
orally together to say a able to correctly answer two prompts. For this
word reassessment, she was able to answer correctly
80% of the prompts, which was satisfactory
mastery of this section.

PA3 Breaks down a word In her first reassessment, E.M. correctly answered
and says each sound 70% of prompts correctly, although I strongly
separately believed she could have correctly answered each
prompt if she were able to focus better in her
environment. She has now mastered this content
area. See note in the introduction.

CP Concepts about Print E.M mastered this section during her initial
assessment.

LS 1 Identifies (reads letter On this assessment, E. M. was able to read all of

sounds) sets 1-5 except for “th.” She was not able to
identify set 6, she was able to read 3 of 5
graphemes of set 7. She was also able to read
the graphemes “oi” and “oo” from Set 8 and 9.
LS-2 Writes letter for Erika was able to write all of the graphemes
specific sound except “ng,” “sh,” and “th.”

LS3 Identifies letter names Erika mastered this section during her initial
assessment.
2. Reflection of Overall Lesson

In my opinion and from the overall success of the assessment, I can tell that this lesson was just

what E.M. needed. We actually always started with the Letter Skills activities because I wanted

to make sure that we did those activities. I thought those were the most necessary activities

because I knew that with the right practice, she could be closer to mastering all the skills of

tutoring plan 1. On the first week of the lesson we focused on a different groups of double letter
cards, grouped by common letters. The second week we practiced with all of the double letter

cards at once so that she could review. We used the letter cards for the words with which we

practiced in the first two activities for “Break it down,” and when possible for “Tap it out.”

PA3-Breaks down A-Break it In this activity, I would say a word, tell her how many
word presented down phonemes were in the word, and she would write the word
orally and out, putting each phoneme in each corresponding box. At
identifies each first, she had difficulty separating sounds into each box.
sound separately Then the next difficulty we worked through was putting
the phonemes in the correct order. By the end of the two
weeks, she was mostly competent in this activity. I tried to
have her determine how many phonemes were in each
word which was occasionally difficult for her.

PA 3 Breaks down B-Tap it Unfortunately, for the past two weeks I have been unable
word presented out to motivate Erika to do all four activities for every lesson.
orally and Even though this would have been very beneficial, I felt
identifies each that it was the least necessary of the four activities which is
sound separately why I omitted it often. The next two weeks we will try to
do all four lessons.

LS1 Identifies B- I would place groups of double letter phonemes out on the
letter sounds Identifies desk. I would make the phoneme sound and she would
letter identify which letter card represented the sound. We
sounds started by using the pictures and then we gradually eased
into practicing without the pictures. The first week we used
small groups of letter cards and the second week we
reviewed all phonemes she learned.
 LS1 Identifies C-letter- I would use the letter cards that I used in the previous
letter sounds sound activity and use them as flashcards, asking her one at a
match time what each phoneme was. This was great extra
practice. We started with the picture side and then when
she was ready we started using the non-picture side. The
first week we used small groups of letter cards and the
second week we reviewed all phonemes she learned.

3. Other Issues and/or Questions/Comments

Cultural I assume that E.M. is African American in descent. I do not

observe any cultural factors affecting E.M.’s performance.
Dialect E.M. sometimes uses an African American dialect.
health I am not aware of any health issues.
Learning styles/disabilities/ Erika is gifted in learning things very quickly. There are some
exceptionalities things I have taught her which she masters immediately and
remembers in the long term.
Socioeconomic I have not noticed any indications of her socioeconomic status.
Research in Reading I really enjoyed the reading we had on incorporating our faith
Connections into teaching. Often times I am unsure of how I should do this
in secular schools. I thought that my plc discussion was very
helpful, especially in regards to practical tips of bringing God
with me to work.
Catholic Identity It is beautiful to be able to incorporate my catholic faith into my
work. Honestly, the way I do this most is by having people pray
for me on the days I feel unsure about how my tutoring will go.
This support has been really helpful and God has given me the
grace I need.
References
The Excellent Catholic Teacher. (n.d.). Retrieved November 9, 2019, from

https://docplayer.net/27194184-The-excellent-catholic-teacher.html.

Meyer, P. (2011). Catholic Ethos, How the Christian brothers came to start two Charter schools

in Chicago. Retrieved November 9, 2019, from http://www.educationnext.org/.