Running head: SUMMATIVE REPORT 1

EDU 345 SFA Tutoring Final Exam (Summative Report)

Spring 2019

Anne Marie Evans

Franciscan University of Steubenville

SUMMATIVE REPORT 2

EDU 345 SFA Tutoring Final Exam (Summative Report)

Introduction of Tutee

William is a first-grade student with impeccable manners. He is always polite and tries

his best at whatever task he is given. William really wants to get better at reading, and his efforts

throughout the semester reflect that he is working toward that goal. William’s favorite movie is

SpongeBob and his favorite color is blue. William lives with his mom, and they currently are

living alone but he has moved around many times and they have lived with various family

members. William has had some difficult experiences in the past, but they have made him even

sweeter. He is always concerned about the way that other people feel. One time he said that

there is a girl who does not have any friends, so he decided to try to be her friend. He also

reminds people to say nice things to each other instead of being mean. He was always happy

when I came to tutor him, even when I had to call him in from recess.

Pre-assessment, Formative and Summative Results

Pre-assessment F1 Formative F2 Formative 3-4 Lessons Summative

Results Reflection
(Objective
Met/Unmet)
Objective 1 Objective 1 Objective 1 Objective 1 William made a
SW-1 After the first set After the second William gained great deal of
Recalls of lessons, set of lessons, another four progress in
Essential Sight William got only William go 32 sight words memorizing sight
Words 18 out of 32 sight out of 37 correct. during the final words, but there
William got 22 words correct. This was the two lessons. is still room for
out of 32 sight This was initially improvement I This was great improvement.
words correct on concerning, but I was looking for, because these He mastered the
the decided to and I decided were harder first two sets of
preassessment. I continue for four that what we words. sight words, but
decided to do more lessons were doing was he still has three
sight word before trying working. sets to go.
flashcards with something
him. different.
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Objective 2 Objective 2 Objective 2 Objective 2 William

WS-1 William got 26 William William mastered this
Reads words out of 30 words mastered this mastered this objective.
using blending correct after the objective. objective.
William got four first set of
out of the first lessons. William
ten words correct did so well that I
on the decided to focus
preassessment. I on WS 2 instead.
decided to have
him read words
from his practice
partner booklet.
Objective 3 Objective 3 Objective 3 Objective 3 William is still
WS-2 William got only Because William On the final two developing his
Spells a word by four out of nine struggled so lessons, William skills at breaking
breaking it into correct on the much with correctly broke down words. He
separate sounds assessment. I spelling, I four out of nine has made some
William got six think William decided to take a words presented improvement,
out of nine really struggles step back and into their but he is still not
correct on the with matching focus on separate sounds. able to apply this
preassessment. I sounds to letters. separating the This is not as skills to spelling.
decided to have He knows that he sounds in the much progress as
him practice needs to put a word before he I would have
breaking words letter but he attempts spelling liked, but that is
into separate cannot figure out again. During probably because
sounds and what letter he is his lessons, we were only
writing the letters supposed to William able to complete
for sounds. write. I decided mastered two lessons.
to use the words breaking down
from his shared ten out of fifteen
story instead. words presented.
Objective 4 Objective 4 Objective 4 Objective 4 William did well
WS-3 William was able William read William read five on this objective,
Reads words to read three out four out of five new words but he still has
with base words of five words in on the first set during the last more room to
This was not an the first set. I and two out of two lessons. grow and has not
objective on the decided to have five on the mastered the
preassessment. him work on second set. I objective.
reading words decided to use
from his shared words from the
story. tutoring manual
instead because
the words were
inconsistent in
the shared story.
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Objective 5 Objective 5 Objective 5 Objective 5 William needs to

F-2 William’s After four William read two continue working
Reads words reading is very lessons with stories during the on this objective.
smoothly slow and he reading stories, last two lessons. He is good at
This was not an spends a lot of William did He continues to figuring out how
objective on the time working on slightly better, read slowly, but to say words, but
preassessment. sounding out the but his reading he recognizes he has difficulty
words. It seems still needs much more words reading quickly.
like he is not work. I decided instantly so his
used to reading a to continue reading speed is
passage, but only reading with him slightly better.
single words. I to work on this
plan to work on objective.
reading stories
with him to help
him improve his
fluency.

Summative Assessment Reflection

William made great progress in learning sight words during our tutoring sessions. He

learned 21 new sight words. William seems to have difficulty with short-term memory. When I

was doing sight word flashcards with him, we would go over four words, then go back to the first

one. Often even after only three other words, he could not remember the word. He did learn

many new words, which was reflected in his scores, but it was always very difficult for him to

add them to his repertoire. William became very good at blending words through our tutoring

sessions. He is persistent and works hard to blend out the words he does not know. He made so

much progress on this objective that we stopped expressly working on it after the first four

sessions. William worked hard at spelling this semester, but his progress was slow. He still has

trouble writing the correct letter for a sound. This seems to be partly developmental. Some of

his difficulty stems from confusing “b” and “d” when he is writing. He also struggles when a

sound is represented by more than on letter. I worked with him on matching letter sounds with

the written letter and separating the sounds within words. While William is good at sounding out
SUMMATIVE REPORT 5

words, he still struggles with larger words. Reading words with root words is an objective that

William still really needs to work on. We started working on this objective later in the tutoring

sessions, and it is a harder objective than most of the other ones he was had. He did have some

success, but he needs to continue working on it. William really needs to work on fluency. He is

good at figuring out words, but there seems to be a disconnect between him reading words when

they are not in the context of a story and when they are. This may be because most of the focus

in first grade is on learning the basic parts of reading, but I think it would be beneficial for him to

spend time reading stories and having someone read to him. He works hard and will do well in

the future if he continues to work hard.

Final Recommendation for Tutee

William is a hard worker, but I think he will need continued tutoring to get on grade level

in reading. It would be good for him to start in tutoring plan three this time and focus on reading

words with base-words and fluency. It also might be a good idea to test him for processing

speed deficiencies. I think it would be good for William to spend more time reading aloud to a

tutor and having someone read to him. He has a large speaking and listening vocabulary, and I

think he could grow his reading and writing vocabulary a great deal if he had more experience

with reading. I also recommend using a story other than the ones in the shared stories because

they are already reading them in class and they are less exciting than excellent children’s

literature.

Two Significant Ideas That You Learned In This Experience

During this experience, I learned that I really thrive when problem solving for my

students. If my students were struggling with a particular skill, I was able to come up with a

different way to explain what I wanted them to do or find a new way to demonstrate it. I love
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thinking on my feet and coming up with new solutions on the spot to better teach my students. I

learned how much more effective individualized instruction is than simply using what everyone

else is doing. I also became comfortable giving assessments and using the information that I

learned from the assessments to shape my lesson planning and instruction. Making data driven

decisions is an important factor in student achievement, and I saw first hand how much a student

can grow if the data is used to shape the instruction.

Research Article Reflection

In an article on how to help children who have experienced trauma, Miller (n.d.) stressed

that these children in particular need good adult role models. Miller (n.d.) implies that it is better

to focus on healing and moving forward than on thinking about past trauma. The student that I

tutored shared with me about some trauma that he had experienced. Initially it scared me, but

then I realized that it was not something that he was constantly thinking about, and it would not

do him any good for me to be constantly thinking about it either. He was not in any danger, so

there was nothing that I could or should do to help him other than continue to teach him well.

What he needed was someone to listen to him and take him seriously, and I could do that. Miller

(n.d.) warns that students who have experienced trauma may doubt that they are good, so I made

sure throughout the remainder of the tutoring sessions to express to my student that he is a good

kid and he is becoming a good reader.

Early in the semester, I read an article by Dell’Angelo (2016) in which the author

expressed that teacher’s perspectives about student’s abilities can influence their actual ability to

succeed. Because the school I was working in is in a high-poverty area, I had initially assumed

that my students would be badly behaved and not want to work at all. After reading this article, I

decided not to carry these prejudices with me into the school. When I met my students, I was
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amazed by how sweet and polite they were. They both worked very hard all semester and

neither one had any behavior problems. I am so glad that I read this article so that I could meet

my students for who they were instead of coming up with an idea of who I thought they would

be.
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References

Dell’Angelo, T. (2016). The power of perception: Mediating the impact of poverty on student

achievement. Education and Urban Society, 48(3), 245-261.

Miller, C. (n.d.). How trauma affects kids in school. Child Mind Institute. Retrieved from

https://childmind.org/article/how-trauma-affects-kids-school/