EDUC 415

QEP DPRP: TUTORING PLAN OVERVIEW SAMPLE

Tutor: Amanda Tutor

Client Name, Age/Grade: Jack Kindergartener

Subject of Focus (Deficit Areas): Letters and Sounds

Tutoring Teaching Plan

Using the DIBELS 8 data from the QEP DPRP Scenario, explain in 2-4 paragraphs:

 Why you selected a particular areas to remediate (if there is more than one deficit area, select 1 or 2 that you feel should be
remediated first).
 Include support for you decisions from at least 4 professional resources (use textbooks, curriculum support materials, scholarly
journals, etc.), 2 of which must come from scholarly journals published within the last 10 years.
 Cite resources in APA at the bottom of the page.
 Avoid using first person in this section. Use a scholarly, professional tone of writing.

PLAN

For a kindergartener, the alphabet holds many exciting and anxious learning opportunities. Most Kindergarten students are
developing oral reading skills through teaching of phonemes and phonological awareness. Leu and Kinzer(2016) , say that “[b]oth
phonological awareness and phonemic awareness can be taught and are important components of an early reading program” (p. 17).
Phoneme awareness must begin at a young age so students can properly develop in their reading skills. Struggling readers tend to take
longer developing their phonemic and phonological awareness, especially in early reading levels. Children who do not develop early
phonological skills often struggle with text comprehension (Goldstein et al., 2017).

For this student, reading seems to be more challenging because of the struggle with letter recognition. When assessed, it was
obvious that the student was emerging in his phonemic awareness. The student had a difficult time not only in forming letter and
sound relationships, but in following directions as well. There was a notecard provided to keep the student on track, and the student

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was still having a difficult time paying attention. The student only knew two letters, one on the first try and the second was clarified
after two guesses. When it came to sounds, the student was unsure of any sounds in the words spoken by the administrator. This could
be due to the lack knowledge of the general alphabet, but it is likely due to him struggling to grasp phonemic awareness.

In order for the student to make any progress in reading fluency, he or she must be comfortable with letter and sound
relationships. According to Stahl and Murray (1994), “a logical analysis suggested that alphabet knowledge is necessary for children
to separate onsets from rimes and that awareness of onsets and rimes is necessary both for word reading and for more complex levels
of phonemic analysis” (p. 1). By understanding phonemic awareness, the student is opened to a variety of different levels of
phonologic thinking. For this student, repetition and review is key to developing the phonemic awareness. Larsen-Freeman (2012)
notes that “[a]fter surveying some of the better known contributions of repetition to language learning, I propose an innovative role for
repetition from the perspective of complexity theory. I argue that we should not think of repetition as exact replication, but rather we
should think of it as iteration that generates variation” (p. 195). Larsen-Freeman makes a point to state how teachers should use
repetition, but not to the point of where the student confuses memorizing and learning. Thus with this student, repetition will be used
as a matter of learning skills practiced each week, and not in repeating the same activities every week. With appropriate repetition
strategies, it is hopeful that this student will develop letter and sound relationships over the next eight weeks.

Goldstein, H., Olszewski, A., Haring, C., Greenwood, C. R., McCune, L., Carta, J., …Kelley, W. (2017). Efficacy of a supplemental
phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech,
Language, and Hearing Research, 60(1), 89-103. doi:10.1044/2016_JSLHR-L-15-0451
Larsen- Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3(2), 195-210.
https://doi.org/10.1515/applirev-2012-0009
Leu, D. J., & Kinzer, C.K. (2016). Phonics, phonemic awareness, and word analysis for teachers: An interactive tutorial (10th eds.).
Upper Saddle River, NJ: Pearson Publications.
Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational
Psychology, 86(2), 221–234. doi:10.1037//0022-0663.86.2.221

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Tutoring Scope and Sequence

All of your data and information from the QEP DPRP Scenario and QEP DPRP Diagnostic Summary Report will now used to create
a teaching plan for the client.

Tutoring Session # SOL K.6

The student will develop an understanding of basic phonetic principles.

a) Identify and name the uppercase and lowercase letters of the alphabet.
b) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes
words with more than one syllable.
d) Identify beginning consonant sounds in single-syllable words

1 Diagnostic Pre-test DIBELS 8 Kindergarten Beginning Assessment was given to assess the student’s level of phonemic awareness.

2 K.6. The student will develop an understanding of basic phonetic principles.

b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter J. The tutor will read a book which has plenty of J’s in it. During the
reading of the book, the student must point to the letter J each time he sees it. During the tutoring session, the student will
do a kinesthetic activity based off of the letter. For J, the student will to a jumping jack and say “J is for Jumping Jacks”
after each jumping jack. The student will also match the letter to common words that begin with J and practice making
the sound J makes when spoken during this tutoring session.

3 K.6. The student will develop an understanding of basic phonetic principles.

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b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter M. The tutor will read a book which has plenty of M’s in it. During the
reading of the book, the student must point to the letter M each time he sees it. During the tutoring session, the student
will do a kinesthetic activity based off of the letter. For the letter M, the student will moo like a cow by saying “M is for
moooooo” during a cow related book reading. The student will also match the letter to common words that begin with M
and practice making the sound M makes when spoken during this tutoring session.

4 K.6. The student will develop an understanding of basic phonetic principles.

b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter R. The tutor will read a book which has plenty of R’s in it. During the
reading of the book, the student must point to the letter R each time he sees it. During the tutoring session, the student
will do a kinesthetic activity based off of the letter. For the letter R, the student will make it rain by snapping fingers,
rubbing hands, slapping his knees, etc. The student will also match the letter to common words that begin with R and
practice making the sound R makes when spoken during this tutoring session.

5 K.6. The student will develop an understanding of basic phonetic principles.

b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter S. The tutor will read a book which has plenty of S’s in it. During the
reading of the book, the student must point to the letter S each time he sees it. During the tutoring session, the student
will do a kinesthetic activity based off of the letter. For the letter S, the student and tutor will play Simon Says and do
actions that begin with the letter S. The student will also match the letter to common words that begin with S and practice
making the sound S makes when spoken during this tutoring session.

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6 K.6. The student will develop an understanding of basic phonetic principles.

b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter T. The tutor will read a book which has plenty of T’s in it. During the
reading of the book, the student must point to the letter T each time he sees it. During the tutoring session, the student
will do a kinesthetic activity based off of the letter. For the letter T, the tutor will have a mystery bag with a few items
inside. The student must use their sense of touch and guess what is in the bag without looking. The student will also
match the letter to common words that begin with T and practice making the sound T makes when spoken during this
tutoring session.

7 K.6. The student will develop an understanding of basic phonetic principles.

b) Match consonant, short vowels, and initial consonant diagraph sounds to appropriate letters.

This tutoring session will focus around the letter L. The tutor will read a book which has plenty of L’s in it. During the
reading of the book, the student must point to the letter L each time he sees it. During the tutoring session, the student
will do a kinesthetic activity based off of the letter. For the letter L, the student will practice their looking skills in a game
of Eye Spy. The student will also match the letter to common words that begin with L and practice making the sound L
makes when spoken during this tutoring session.

8 Post Test Do not write anything here. You will be given a post-scenario later to discuss in the final assignment.