Tutor’s Name: Marissa Lund-Zeiber
Tutoring Session Plan
Read Aloud with Comprehension & Tier 2 Word
“Henry’s 100 Days of Kindergarten” by Nancy Carlson
Teir 2 Word: patience
Comprehension Strategy: Identify problem and solution
Interest Inventory:
How old are you?
Do you have any siblings?
What is your favorite animal?
Do you like to learn in school?
What are things that you learn in school?
Do you have a favorite letter?
Do you like to read?
Do you have a favorite book?
What are some things that you like to do out side of school?
Child’s Name: Isaiah Williams Session Number: 1
Anecdotal Notes
During the read aloud Isaiah was not initerested in listening to the story that I
was reading to him at all. Instead he was interested in making up his own
story and looking at the pictures. He knew that on each page there was a
hidden spider, so when there was a new page he was only focused on finding
the spider instead of listening to what the story was about. When I finsihed
with the story he was unabel to answer any of the comprehension questions
and he was not able to tell me much about what the story was about. Next
week I think I will try to find a book that is less interactive so that Isaiah does
not loose his focus duirng the story.
Discussing information with Isaiah was very easy. He was very open to talk
with me and answer the questions that I had for him. He was not afraid to
state his opinion and he was excited to be with me for his first tutoring
session. I began asking him questions from my interest inventory when we
were eating his after-school snack and I continued to ask more questions
throughout the tutoring session to when the questions were fit to try and learn
more about his interests and who he is as an individual. Overall, I feel that I
was able to gather that my student is very open and energetic and is open to
trying new things on his own time. He loves to think outside the box and at
times this seems to be an issue because he is unable to focus on the direct task
at hand.
Beginning Reading Concepts: During this assessment I was able to gather that Isaiah is very basic on his
reading concepts based on the information that I was able to collect. When I
pulled out the book that I wanted to read with him as a read aloud he was very
distracted and did not seem to be focused on the story that was in front of
him. When I would ask him about the pictures, he would do his own thing
and talk about everything in the pictures other than what I was asking him
about. When I would read the pages to him, he would consistently talk about
the spider on the page and how he could not find it. From this read aloud I
was able to gather that Isaiah does not have a good grasp on the functions of
print. He was willing to write his name but when I would ask him to write
other words in the form of a sentence he would shut down and say that he
could not write many words.

DIBELS First Sound Fluency

One thing that I think is important to note is that Isaiah was not to happy to be
using a timer for the assessment. He kept asking if we had to use the timer
and when I said I needed it to keep track of the time he seemed to become
more upset. To counteract his negative feelings about the timer I asked him if
he wanted to start the timer and that seemed to make him feel more
comfortable with having the time run while he participated in the assessment.
In the minute time frame that this assessment was given my student was able
to get through eleven of the 30 words and he had to be continuously reminded
the goal of the assessment. I feel that his ability to become easily distracted
was one of the reasonings for why we were not able to get very far in the
assessment.

Total: 32 points
DIBELS Letter Naming Fluency Isaiah again gave me difficulty about using a timer and asked if he could start
it and I agreed to let him control the start time of the timer. During this
assessment my student also did not like the paper that I was using to guide his
reading. He would try to move the paper on his own which only caused him
to lose track of where he was reading but he also did not want my help in
guiding him through the letters that he needed to read. We were able to make
it through one and a half rows of the letters and he was only able to recognize
seven of the 14 letters we worked through.

Total: 9/14 letter names

-Makes random errors
-Doesn’t track correctly

DIBELS Phoneme Segmentation Fluency

During this assessment I had to stop my student after the first row because he
had continuously missed each word. I feel that he did not understand the
concept of segmenting the words and even after explaining and going over the
examples he still did not understand the concept. With this assessment I had
to discontinue and record him with a score of zero.

Total: 4/13- overall zero (Would only day the initial sounds only)

DIBELS Nonsense Word Fluency

Much like the previous assessment my student was quick to say that he did
not know the word and that he wanted to go to the next word to read. When I
tried to explain to him that he would need to sound out the letters of the word
he would sound the letters out with me but still state that he did not know the
word. With this behavior I decided to discontinue after the first row of words
and score him with a score of /zero.
 Total: Zero
- Makes random errors
-Doesn’t track correctly
- Refused to try to sound out the sounds of the word

Letter Sound Fluency Isaiah was only able to make it to the second row of the letter sound fluency
assessment. He again would get frustrated with havng to use the paper guide
and he did not like that I was using a timer. Even after explaining to him that I
would keep the timer out of his sight he still seemed bothered that I was
timing him. I think over all what I have learned from this is to find better
ways to incorporate ways to keep track of the time.

# correct: 15/20 words

Dolch Sight Words

When I gave Isaiah the sight words he refused to participate and stated that he
did not know any of the words. I feel that I this point he was becoming
frustrated with all of the assessments and I will try next week to get a better
assessment of his sight word undertsanding.

Score: He only would identify 4 of the words and then he became stubborn
and would not try for any of the other words.