Running head: SUMMATIVE REPORT 1

EDU 345 SFA Tutoring Final Exam (Summative Report)

Spring 2019

Katie Burke
 SUMMATIVE REPORT 2

Introduction of Tutee
James is a 7-year old boy who is energetic and determined to do his best. He is very
talkative but always ready to learn and work with me. When I first met James, I knew he was
going to do very well during our tutoring sessions. Since he did fairly well on the Initial
assessment, he worked hard to pass the first part of the assessment and was able to move up to
tutoring plan two. James has an incredible self-confidence in himself, despite his difficulties in
reading. While he loves reading, reading is not his best. Although he is not the best at reading,
his self-determination and his self-confidence help him to work hard and improve. His
determination and confidence inspire me to be more confident in myself and my own abilities to
be successful. It was such a pleasure working with James and I am blessed to have him as a
student. He has grown immensely during throughout the 12 weeks and I could not be prouder of
him and his accomplishments.

. Pre-assessment, Formative and Summative Results

Pre- F1 Formative F2 Formative 3-4 Lessons Summative
assessment Reflection (Objective
Results Met/Unmet)
Objective: Objective: Objective: Objective: Phonemic Awareness
PA-1 Hears and PA-1 Hears and says PA-3 Breaks down a PA-3 (1) was mastered.
says initial initial sounds in word orally and says Breaks down a word James did very well
sounds in spoken words. each sound orally and says each identifying initial
spoken words. separately. sound separately. letter sounds. After the
Activity: first re-assessment, he
Score: What’s my sound? Activity: Activity: was able to get 10/10
8/10 Using the “Reading Body Break Down Playing Break-it correct under this
Roots Phonics Using the word list Down objective.
Picture Cards”, the in the tutoring Using the “Say-It-
teacher gives the manual, the student Fast/Break-It-Down” Phonemic Awareness
student two cards uses their body (i.e. word list in the (3) was met after the
that begin with the clapping, stomping tutoring manual, the first re-assessment;
same sound and then their feet, snapping) teacher draws a however, James still
have the student say to segment the word number of boxes that struggled with
the initial sound of given to them. correspond to the segmenting,
each word. number of phonemes particularly with
in a word. The teacher segmenting each
then says the word and phoneme. Instead, he
the student repeats the often segmented the
word. After the onset and rime.
student repeats the Although the
word, he or she assessment says he has
“stretches” the word mastered this
out and places each objective, I would say
phoneme in a box. James is still
developing.
Objective: Objective: Objective: Objective: Phonemic Awareness
LS-1 LS-1 (2) was mastered.
 SUMMATIVE REPORT 3

PA-2 Blends PA-2 Blends sounds Identifies letter Identifies letter James did great
sounds presented orally sounds. sounds. blending sounds.
presented orally together to say a Although he did not
together to say a word. Activity: Activity: pass in the pre-
word. Letter Sound-Letter Letter Blending-Letter assessment, he was
Activity: Blending Card Sound Card Match able to quickly
Score: Building Words: Match The student is given a develop a strength for
6/10 For the building The student is shown series of three to four blending as I worked
words activity, the a series of three letter sounds or letter with him. He mastered
teacher uses the “say letter sound cards blends. The teacher this objective after the
it fast/break it down” and letter blend then says a sound and first re-assessment.
word list to have the cards. He or she is the student has to
student “build the given the sound and point to the letter or Letter Sounds (1)
words”. The student then has to point to blend that makes that was mastered after the
places their hands the letter or blend sound. first Formative
about six inches that makes the given Assessment. James
apart and slowly sound. does very well making
inches their hands connections between
together while the words he reads and
saying each letter the letter
sound. sounds/blends within
those words. Although
he mastered it, I
believed it was still
important for him to
have practice with
letter sounds and
blends to strengthen
those connections.
Objective: Objective: Objective: Objective: Phonemic Awareness
PA-3 Breaks PA-3 Breaks down a WS-1 WS-1 (3) was met after the
down a word word presented Reads words using Reads words using first re-assessment;
presented orally orally and says each blending. blending. however, James still
and says each sound separately. struggled with
sound Activity: Activity: segmenting,
separately. Activity: Reading Green Using Finger particularly with
Tap it Out: Words in Shared Detective While segmenting each
Score: Similar to the Stories Reading phoneme. Instead, he
6/10 building words The student is Using the student’s often segmented the
activity, the teacher presented with his or current shared story, onset and rime.
uses the “say it her shared story. The the teacher encourages Although the
fast/break it down” student opens to the the student to utilize assessment says he has
word list. The cover page that ‘tools’ that will help mastered this
teacher gives the shows the list of the them blend and objective, I would say
student a writing green words in segment words. The James is still
utensil to tap out which they use teacher explains that developing.
 SUMMATIVE REPORT 4

each letter sound in blending to read when the student Word Skills (1) was
the given word. each word. comes to a word he or unmet. James still
she does not know, struggles segmenting
they can use the and blending while
Finger Detective to reading. Although he
help them segment is able to make
and blend the word. connections to letter
sounds/blends, he still
struggles with
blending while
reading.
Objective: Objective: Objective: Objective: Letter Sounds (1)
CP-1 Points to LS-1 WS-2 WS-2 was mastered after the
the title. Identifies letter Spells a word by Spells a word by first re-assessment.
sounds. breaking it into breaking it into James does very well
Score: separate sounds. separate sounds. making connections
Mastered Activity: between the words he
Letter-Blending- Activity: Activity: reads and the letter
Letter Sound Match: Counting Sounds Drawing Lines for sounds/blends within
The teacher places Using the words in Sounds those words. Although
three letter-blending provided in the Using the “Say-It- he mastered it, I
cards in front of the tutoring manual, the Fast/Break-It-Down” believed it was still
student. As the student is given a word list in the important for him to
teacher points to word and he or she tutoring manual, the have practice with
each sound, the repeats the word, teacher gives the letter sounds and
student tells the segments each letter student a word. The blends to strengthen
teacher the sound the sound in the word, student repeats the those connections.
letter or letter blend and counts the word and draws a line
makes. number of sounds in on a paper to represent Word Skills (2) was
that word. the number of not met. Although he
phonemes in the word. does well counting the
sounds, he struggles
with making
connections to his
schema when he is
spelling.
Objective: Objective: Objective: Sight Words (1) was
CP-2 SW-1 SW-1 not met. James
Understands Recalls essential Recalls essential sight struggles with reading
that the title sight words. words. sight words. He often
tells something attempts to segment
about the story. Activity: Activity: the word which causes
Reading Red Words Reading Red Words in him to lose confidence
Score: in Shared Stories Shared Stories and determination.
Mastered The student is Using the student’s James needs more
presented with his or shared story, he or she instruction recalling
 SUMMATIVE REPORT 5

her shared story. He flips to the front cover these sight words.
or she flips to the of the book and reads Although we used his
cover page which each of the red words. favorite activity
has the red words. It is important for the (reading his red
Each red word is a teacher to explain that words), he still
sight word, which the red words are sight struggled with even
are difficult to break words and that they reading one or two
down into individual may be difficult to sight words.
phonemes. The break down into each
student goes through phoneme. The teacher
each red word and should encourage the
tries his or her best student to try his or
to read the sight her best.
word.
Objective:
CP-3 Holds the
book correctly
for reading.

Score:
Mastered
Objective:
CP-4 Finds the
first page.

Score:
Mastered
Objective:
CP-5 Knows
that there are
spaces between
words.

Score:
Mastered
Objective:
CP-6 Reads to
get the message
from prints
rather than
pictures.

Score:
Mastered
Objective:
 SUMMATIVE REPORT 6

LS-1 Identifies
letter sounds.

Score:
70%
Objective:
LS-2 Writes
letters for
specific sounds.

Score:
90%
Objective:
LS-3 Identifies
letter names.

Score:
100%

Summative Assessment Reflection

I believe that James had a fairly successful 12-week tutoring with me. He has worked
very hard and has been determined to succeed in each objective that we worked on. Beginning
with Phonemic Awareness (PA), James was able to master each objective under PA after the
first re-assessment. With PA-1, hears and says initial sounds in spoken words, James flourished
and only improved as we moved through our first four lessons. James enjoyed working with the
picture cards to help him identify initial sounds and always wanted to work with these cards.
Once I assessed him again, he was able to get 10/10 on this objective which made his ecstatic.
With PA-2, blends sounds presented orally together to say a word, he did not master this
objective after the initial assessment. Despite this, James was determined and worked hard to
master this objective. Although James did do well blending, there were a few sounds such as ph-,
-s, -m, and -n that he needed to focus on. During our activity, I focused on words that began with
this sounds to help him learn these different letter sounds. After the first re-assessment, he was
able to master this objective. With PA-3, breaks down a word presented orally and says each
sound separately, James did not master this objective. While James got a few correct, he
struggled with segmenting each individual phoneme and instead, segmented onset and rime.
While I first assumed this had to do with my explanation, I realized he did it during our activities
as well. Over the 12-weeks, James did better with segmenting each individual phoneme rather
than onset and rime. Although he mastered this after the first re-assessment, I continued to add it
into his tutoring plans in an attempt to continue his practice of segmentation. Overall, James has
a strong understanding of Phonemic Awareness.
For Concepts of Print (CAP), James mastered CAP objectives one through six during
the initial assessment and did not have any trouble with each objective. James has an excellent
understanding of the concepts of print. For each objective, James was able to demonstrate his
strength in this area and demonstrate his confidence with the concepts of print.
For Letter Skills (LS), James was able to master each objective after the first re-
assessment. Although he did not master each one during the initial assessment, James worked
SUMMATIVE REPORT 7

hard to ensure his mastery in these objectives. For LS-1, identifies letter sounds, James was able
to identify about 70% of the letter sounds given to him. He struggled with the letter-sounds d, b,
m, n, and a few letter-blends such as -oo as in book, -ou, -oa, and others. Despite his difficulty
with a few letter-sounds and blends, he was able to quickly master each of these objectives
through the four lessons between the initial assessment and the first re-assessment. I was
confident that he would be able to identify each letter-sound and blend during the first re-
assessment. It was amazing to watch his excitement when he was able to identify each letter
sound during the assessment. He was so proud of himself and I could not be prouder at this
accomplishment. For LS-2, writes the letter(s) for specific sounds, James was able to master this
during the first re-assessment. While James did fairly well during the initial assessment, he
confused a few letters such as d and b, m and n, and s and z. Although he did not achieve mastery
on this objective during the initial assessment, I chose to focus our time on LS-1 because he
needed to receive 100% on that objective to move to tutoring plan two. I was nervous about this
decision; however, it turned out to be okay because he was able to receive 100% on LS-2 during
the first re-assessment. For LS-3, identifies letter names, James was able to master this objective
during the initial assessment. I was ecstatic that he knew all of the letter names, including a few
of the difficult ones such as q and x. He did a fantastic job with this objective, including during
the first re-assessment when he got mastery on this objective a second time.
For Sight Words (SW), James did not well with this objective. With SW-1, recalls
essential sight words, James often struggled with reading each of the sight words given to him.
When we first worked with this objective, we did an activity using his red words from his shared
story. He was beyond excited about this because he loved to practice reading his red words.
While he was reading the words, I informed him that the red words were sight words. I explained
that sight words sound a bit different from the words we usually worked with and that it could be
difficult to segment them. As he was reading, I noticed that he would often make connections
with letter blends within the words; however, the sound made a different one in this word. For
example, when he read the word come, he would recognize that one of the letter blends, -o_e,
was in the word. James would attempt to use this sound within the word; however, it would be
incorrect for the word come. James worked very hard to try and read these words. Despite the
few times he struggled, James did read some sight words correctly which gave him confidence
and reassurance in his abilities. Although he did not master this objective, he did his best and I
am proud of him for that.
For Word Skills (WS), James was only worked on two of the 5 objectives under WS.
James did fairly well with these objectives. Although he struggled with a few things, I am sure
he would have mastered this objective if I could have had more time with him. With WS-1, reads
words using blending, he did fairly well. Our first activity for this objective involved James
reading the green words from his shared story. James did fairly well reading these words and was
able to make multiple connections between his prior knowledge and what he was reading. He
was able to identify different letter blends within the words he was reading which helped him
read the whole word. Despite his many accomplishments under this objective, James did struggle
with segmenting and blending while he was reading the book. Our second activity focused on
him reading in his shared story and using the finger detective when he came to an unfamiliar
word. While he was reading the story, he was able to decode some words; however, he could not
make connections with his prior knowledge. I found this interesting because he was able to make
connections when he was reading his green words; however, he could not do it while he was
reading the story. Despite this, James did fairly well on this objective, and I believe with a few
SUMMATIVE REPORT 8

more tutoring sessions, he could have mastered this objective. For WS-2, spells words by
breaking them into separate sounds, James also did fairly well. James does a fantastic job
identifying the number of sounds in a word when it is presented orally. James loved doing the
activities that involved him using his fingers to count the number of sounds or marking down
lines to represent each sound in a word. While he did great during the activities, he was not able
to count the number of sounds while he was spelling on a sheet of paper. When given a word
orally, James would sometimes add an extra sound that he thought he heard. Overall, James did
well with the WS objectives, and I am very proud of what he was able to accomplish not only
with the WS objectives but also with all of the objectives.

Final Recommendations for Tutee

Looking back on my time with James and his data, I do have a few concerns regarding
his reading abilities. Although he is doing fairly well, I had the opportunity to conduct a
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment with James. On this
assessment, James did not do well and according to his scores, was in need of intensive support. I
found this very interesting because he was doing fairly well with the Success for All (SFA)
tutoring; however, he did very poorly on the DIBELS assessment. Many of the mistakes he made
on the DIBELS were things that I knew he knew from our SFA sessions. After discussing it with
his teacher, I found that James is at-risk and may need special services to accommodate his low
reading scores. Once I was able to review the data from both SFA and DIBELS, I believe that
James should be assessed further to see if he is in need of intervention. I think that it is crucial he
receives the help that he needs so he can succeed in reading.
Along with a possible assessment for reading intervention, I think that James would enjoy
more kinesthetic lessons for reading. While I do not know what his teacher plans for the day or
how she accommodates his needs, I think that kinesthetic lessons would not only help him learn
more in reading but also help with his Attention-Deficit/Hyperactivity Disorder (ADHD)
behaviors. One lesson that I think would be fun to do with James is a “Phoneme Bean-Bag
Toss”. During this lesson, James and his classmates would have to toss one bean bag into a
bucket for the number of phonemes in a given word. For example, if the word was pat, James
would have to throw one bean bag into three buckets to represent each phoneme in the word pat.

What I Learned
While there are multiple valuable learning experiences that I learned during my tutoring
experience, there were a few that I think will resonate with me the most. One of the learning
experiences I had was the need for time. While this can be “wishful thinking” since time is so
hard to find when teaching, I learned the importance of time and how quickly it can go. I think
that time must always be used wisely; however, some of the most meaningful learning
experiences happen when we least expect it. I think it is very important to use all the time in the
day for a learning experience. While these learning experiences may not align with specific
content standards, the learning experiences that happen in the most unexpected times can
sometimes teach the most valuable lessons. I learned this semester that when my tutee and I
would be transitioning from activity to the next, we would often talk about small things, and
these were the moments that my students remembered and learned. It is crucial, as teachers, to
remember that every second we have with our students is valuable learning time, even if what is
taught does not teach a standard. Another idea I learned this semester is the importance of
student assessment. It is crucial that teachers assess their students often to ensure students are
SUMMATIVE REPORT 9

understanding the content being taught. When assessments are not given, students can easily fall
behind or miss the opportunity to receive the services that they need to succeed. Assessments can
be given often, especially through informal formative assessments such as a simple check for
understanding. While these small assessments are not much, they can truly help determine
whether or not a student understands the material.
Throughout the semester, I was able to review multiple journal articles that focused on
the many negative experiences some students experience. An article that I found interesting was
one on homelessness. According to Herbers et al. (2012), students who are homeless experience
adversity and often have less access to basic needs and school resources. It was interesting to
read this article and think about the reality of my students experiencing homelessness. It is a sad
thought and I wish I could do more to help these students. What I learned most from this article
was not only the signs of homelessness but also the encouragement it gave teachers to help these
students. While there is only so much I can do as an educator, my love, compassion, and
kindness can change a student’s life, especially students who are homeless. The authors also
mentioned how teachers can help by providing supplies for these students to help them be
prepared for school (Herbers et al., 2012). This article gave me an interesting insight into the
reality of homelessness and gave me encouragement to help any of my future students, who are
homeless, with providing resources and basic needs.
Another article I enjoyed was the article about teaching vocabulary to students who are
English language Learners (ELL). According to Alghamdi (2019), vocabulary is often given
little importance in ELL classrooms. It is found that vocabulary learning among ELL is often
incidental and occurs during one-on-one conversations with peers. I found this article interesting
because it gave a good amount of information regarding vocabulary learning for ELL. I also
enjoyed the multiple, evidence-based strategies given to help teach vocabulary to ELL. It is very
likely that I will teach a student who speaks little English. With that in mind, it is important that I
have multiple ideas and strategies prepared to help me teach any future ELL I have. By having
strategies ideas prepared, I will be able to assess my ELL to see what he or she already knows
and then pull from my prepared list to help them. This article gave me great insight to teaching
ELL and how to teach vocabulary to my future students.
SUMMATIVE REPORT 10

Bibliography

Alghamdi, H. H. (2019). Exploring second language vocabulary learning in ESL classes. English

Language Testing, 12(1), 78-84.

Herbers, J. E., Cutuli, J. J., Supkoff, L. M., Heistad, D., Chan, C. K., Hinz, E., Masten, A. S.

(2012). Early reading skills and academic achievement trajectories of students facing

poverty, homelessness, and high residential mobility. Educational Researcher, 41(9),

366-374.
SUMMATIVE REPORT 11