Tutoring Report for ­Student

April 20, 2022

Tutors: Molly Hood and Jeannie Baier

Tutoring timeframe: 2/14/22 - 4/20/22
Total tutoring sessions: 13 lessons at approximately 60 minutes per session - total of 780 minutes

Initial Evaluation Information

Instructional reading level/range: Between Preprimer and Primer PALS/DRA 6/GRL E-F (early-mid first grade)
Assessment tool(s) used: PALS and DRA 6 Fiction
Comments: Student read a DRA 6 Fiction - Two Pets. Student read word for word however did use inflection when he saw a question
mark or exclamation point. The DRA assesses fluency, comprehension and vocabulary ranging from emerging (1) to advanced (4).
Student scored in the developing range for fluency at 92% accuracy with word recognition. Comprehension of retelling characters
was scored as independent; he provided the names of and a detail about each character. His comprehension score for retelling the plot
was in the developing range. He gave partially correct responses and was able to provide information about two events in the story.
In the area of vocabulary he scored at the advanced level being able to identify two words in the story that fit each category asked
without hesitation. Comprehension is a strength, however retelling information in a chronological order is an area of need. On the
Pre-primer 2/3 WRI his score was instructional at 75% timed, primer WRI was instructional at 80% timed and 75% untimed. First
grade WRI was at frustration at 45% timed and 50% untimed. Second grade DRA 20 listening comprehension was instructional at
80%. On the PALS spelling inventory his score was a 17 out of 58 possible with benchmark being 28.

Literacy Skill Area Strengths Areas of Need

Phonological Awareness Phoneme Isolation Initial Sound: Phoneme Isolation Medial Sound- 4/6 (66%)
Tool: Heggerty Bridge the 6/6 (100%) Brisk = /i/ Student said /r/
Gap Phoneme Isolation Final Sound: Blend = /e/ Student said /l/
⅚ (83%)
 Blending Syllables:
⅚ (83%)

Phonics Consonant Digraphs: Short Vowels 4/10 correct (40%) consistently read
Tool: Letter Lessons and 4/5 correct (83%) short a correctly - all other vowels were inconsistently
Words Phonics Placement thin, shut, wish, them - chap he said read
Test Part B chip so the consonant digraph was Beginning Blends 5/15 correct (33%) most difficulty
correct! with l-blends (⅕) and s-blends (⅖)
Final Blends and Digraphs 4/8 correct (50%) most
difficulty with nasals-mp, nt, nk (¼)

High-frequency Words PP ⅔ 75% (15/20) QRI (timed) 1st 45% (9/20) QRI (both timed and untimed)
Source: QRI & PALS Primer 80% (16/20) QRI (timed) P 70% (14 out of 18-20) PALS (timed)
word lists Primer 75% (15/20) QRI (untimed) 1st 40% (8 out of 16-20) PALS (timed)
Timed and untimed PP 90% (18 out 20) PALS

Spelling Score: 17 (benchmark 28 max 56) ● Ch for tr

Tool: PALs Mid-Year Stage Placement: LN ● R controlled words
Beginning and ending sounds ● Short vowel i and e and o (uses the letter i for
most vowel sounds)
● S for z
● Does not recognize the silent e or the cvce word
pattern.

Writing Sample Forms letters correctly and is willing Uses reversals, such as b and d.
to write.
 Writes on the line and in complete Has difficulty using inventive spelling and asks for
sentences. Uses punctuation. spelling help.

Has difficulty creating writing ideas.

Does not elaborate in his writing.

Attention & Motivation Lacks reading stamina according to Self correcting reversals and creating writing ideas.
mom, however holds
comprehension of a story read on
Monday until Thursday

Based on the strengths and areas of need identified above, the following literacy goals were set for Student Wagner.

Instructional Goals

Alphabetics Word Learning

Meaning Construction Writing
Starting Point in LL&FW: First Words- We are
Family short vowel word families beginning with
Lesson 3 (-at, -an words)

Print concepts: Strategic word
The student will (TSW) identification:
will work on letter TSW use the beginning
reversals such as b and letter and multiple vowel
d. sounds to attempt word
recognition of unfamiliar
Fluency: Level 3 Phrase and
Clause TSW read more than 1/2
the words in a Primer passage
with appropriate expression.
Reading expresses the structure
or meaning of words, phrases,
Ideas: Will not be assessed
Scanlon, et al. (2017) “too little time in an
intervention to allow for focus on composition (p.
394)”
Organization: will not be assessed
Phonological analysis: words while reading a clauses, and a few sentences. Scanlon, et al. (2017) “too little time in an
TSW will blend Primer text. Intonation may sometimes intervention to allow for focus on composition (p.
phonemes and segment reinforce rhythmic grouping, or 394)”
phonemes to hear TSW use knowledge of reading may be monotone. Voice: will not be assessed
individual sounds. word families to help Read-It Scanlon, et al. (2017) “too little time in an
Student will focus on decode unfamiliar words. intervention to allow for focus on composition (p.
rhyming word families. Language and vocabulary 394)”
Hear-it TSW use graphic development: Word Choice: 3 Developing
information and context TSW build a personal word wall By using more descriptive words when writing
Alphabetic coding when attempting to from instructional texts to use as Student will begin to create an image using words.
skills: decode unfamiliar words. a resource while writing. (We will encourage Student to add some details to
Read-it dictated sentences to help with this area)
TSW develop the TSW create a list of writing Sentence Fluency: 4 Capable
ability to use High-frequency sight topics to use as a resource. TSW begin to use transition words like also, and
phonograms and word words: TSW read 90% or Write-It because. He will also vary his sentence length and
families to read and 18 out of 20 words on beginnings.
spell orthographically first grade QRI list. Knowledge and Conventions: 5 Experienced
related words. Review-it comprehension: TSW retell TSW begin to spell high-frequency words
Decode-it, Spell-it, information from a text with independently and words with known word
Write-it, Read-it detail using information from families. He will begin to use question marks and
the text, rather than from life exclamation points in his writing.
experiences. Presentation: 4 Capable
Write-It, Read-It TSW begin to form letters correctly. Currently
words are recognizable however, formation is
incorrect (starts from bottom - adds “tails” to a’s,
h’s, n’s).
 Final Evaluation Information

Instructional reading level/range: Primer - DRA 10 / GRL F

Assessment tool(s) used: DRA Level 10 passage
Comments on progress: Student did a wonderful job reading a DRA 10 ‘On a Farm’. He had great expression and attention to
punctuation. He had a total of four miscues (95% accuracy) which is independent. His comprehension also scored independent.
Summarizing is where he shined with an advanced answer using specific language from the passage. Word Reading remained his
biggest challenge, which was anticipated given our recent data on high frequency words. In this passage consonant digraphs were the
focus in the scoring of Word Reading. This word feature was not a focus of our tutoring sessions with Student.

Literacy Skill Area Instructional Comments on Progress

Target

Phonological Blend phonemes

Awareness - and segment Assessment Title Initial Assessment Final Assessment
Heggerty Bridge the phonemes to
Gap hear individual Phoneme Isolation of 4/6 (66%) 6/6 (100%)
sounds. Student Medial Sounds
will focus on
Blending Syllables ⅚ (83%) ⅚ (83%)
rhyming word
families. Blending Phonemes 3/6 (50%) 6/6 (100%)

Segmenting Words into 3/6 (50%) ⅚ (83%)

Syllables
 Segmenting Words into ⅙ (16%) 6/6 (100%)
Phonemes

Phoneme Manipulation Not Tested 6/6 (100%)

Deleting Initial Not Tested 3/6 (50%)

Phonemes

Substituting Initial Not Tested ⅚ (83%)

Phonemes

Adding Final Phonemes Not Tested ⅚ (83%)

Deleting Final Phonemes Not Tested ⅙ (16%)

Student has made measurable progress in Phonological Awareness. We continued

his testing beyond the initial testing session. During our phonemic awareness
activities Student used Elkonin boxes and hand motions to isolate sounds in CVC
words. He did a great job in these activities and worked until he mastered each
sound or phoneme. He is transferring these skills to his spelling.

Phonics - LLFW Develop the

ability to use Assessment Title Inital Assessment Final Assessment
phonograms and
word families to Short Vowel 4/10 (40%) 7/10 (70%)
read and spell
Beginning Blends 5/15 (33%) 7/10 (46%)
orthographically
related words. Final Blends and 4/8 (50%) ⅝ (62%)
Digraphs
 Student made the most progress with short vowel sounds. He worked with word
families with short vowel sounds during each session. He moved through these
word families quickly and easily. During our spell-it activities, Student would
sound out a word listening for each sound like he did during our phonemic
awareness activities. This helped him improve his phonemic awareness and
decoding skills.

High-frequency Read 90% or 18

Words - QRI out of 20 words Assessment Title Initial Assessment Final Assessment
on first grade
QRI list. Timed 1st Grade QRI 9/20 (45%) 12/20 (60%)

Untimed 1st Grade 9/20 (45%) 14/20 (70%)

QRI

Student did not meet his goal however, he did make progress with high-frequency
words. He had the most difficulty with high-frequency words and
orthographically mapping them. At times, he had difficulty reading a word he had
mastered in an earlier session. He had particular trouble with could, cold and
from. However, he did begin to recognize these words during our last session
together. When Student reads high-frequency words in context he tends to
recognize more easily than in isolation.

Spelling: PALS Recognize Score: 19 (benchmark 39)

Spring medial vowel in Stage Placement: LN
CVC words
Student spelled all short vowel sounds correctly except for short /e/ in net. During
our phonics assessment Student read net as nest, and spelled net as nit. He scored
100% in beginning and ending sounds. Blends, digraphs, and short vowel features
 all were scored 75%. He spelled one nasal word correctly (bump) and used no
CVCe, r-controlled or long vowel features correctly. These features were not a
focus during tutoring instruction. Student does spell many high frequency words
correctly (for example: the, it, and, but, same) but these words were not assessed
for spelling.

Writing Self-correct Student has begun to recognize when he writes a letter backward, especially b’s
reversals and and d’s. He tends to use the mantra his teacher taught him, b’s have bellies and d’s
generate own have diapers. This helps him when he’s trying to decide if the letter he has written
writing ideas. is correct. He has also generated his own ideas when asked to write about
something he learned during our read aloud activities. Each sentence he has
generated has been his own ideas and he no longer asks for help with ideas or
spelling!

Attention & Self-correct Student is highly motivated to learn and had begun to take ownership for
Motivation mistakes and explaining the reason why we did each activity. He enjoyed each activity and
build stamina willingly did anything that was asked of him. Regardless of distractions around
for reading him, he worked hard to remain focused and complete the tasks he was asked to do.
He began to self correct reading, writing, and spelling errors.

Recommendations for Tutee:

We recommend that Student continue to read decodable text every night to build his sight word vocabulary. We also
recommend he use word study with short vowel word families to develop phonics skills to help with his spelling. Student should be
encouraged to write often to help develop his love of writing and generation of ideas.

Recommendations for family:

Each night, encourage Student to read to you. Make this time about the enjoyment of reading rather than a tutoring session for
him. Allow him to choose books that interest him. Support him with words he has difficulty recognizing by encouraging him to use
his strategies to attempt unfamiliar words. If the text is not a comfortable read for Student, read it to him. Point out areas he can read
that have fewer or less difficult words in the text that he could read himself. Continue to encourage him to respond to what he is
reading to support his desire to learn and his natural curiosity. Encourage him to sort his word study words and spell them on a white
board or on paper each night to develop his spelling skills and sight word vocabulary.

Recommendations for school:

Continue using word study with Student. If you have access to Words Their Way, we recommend using Letter Name short
vowel patterns. Student responded well with short vowel families and decodable texts. We recognized that short e is difficult for
Student, and recommend he focus on word families with short e. Use games with high frequency words to build his sight word
vocabulary and confidence. After reading a sight word at least six separate times, make sure to retire the word in a special place for
Student to recognize his accomplishments and use as a tool (like a word jar). Student would benefit from rereading books he has
already read to practice his fluency. We have been working with him on prosody and expression while reading. Any strategies to
monitor his expression would be beneficial.
Student is a wonderful student whose positive attitude brightened our day at each meeting. His enthusiasm for our read aloud
time was infectious. He has a wealth of background knowledge that supports his reading comprehension. He loves to make
connections both to his life and to other texts he has read. We truly feel like we were blessed to work with him each week and are
grateful to mom, dad, his daycare provider and Ms. Johnson for helping him be prepared for class. Student was a pure delight to
work with! We wish the best for him in all he does!

Collaboratively yours,
Jeannie Baier Angelica D. Blanchette, Ed.D.
Reading, Literacy, & Learning Graduate Student Associate Professor of Education
Reading, Literacy, and Learning Graduate Program
Molly Hood Longwood University
Reading, Literacy, & Learning Graduate Student President, Monticello Chapter of VSLA
Pronouns: she/her/hers