Tutoring Partners’ Names: Haley Schweigert & Madison Stafford

Literacy Profile
Final Assessments and Reflection

Directions: You did it! You worked with your tutee for the last several months, offering
assessment-driven instruction that was engaging and targeted. Below are directions for giving
final assessments, sharing out your tutee’s progress, and reflecting upon the experience.
Remember, since it has been such a short amount of time, you may not see significant gains, and
that is alright. Your time together with your tutee was just one step in the child’s educational
journey.

Tutee’s Age: 10 Tutee’s Current Instructional Level: 3rd/4th

Tutee’s Grade: 4th

Using a strength-based (asset) model, instead of a deficit-based model, what are two or more
strengths your tutee brings to his or her educational experience that helps him or her excel?
Ideas include but are not limited to a growth mindset, curiosity, a passion for a certain subject/topic,
a love of writing, or a willingness to take risks (not afraid to fail). For each of the strengths you
mention, share a specific example that exemplifies that strength. For example, share a quick anecdote
of when your tutee exhibited a growth mindset.

Strength # 1: Love of writing

Example of that strength in action: During our first lesson, our tutee stated that her favorite subject
is writing. Throughout the lesson, we noticed that she almost always had a pencil or dry erase marker
in her hand and was writing the words we were practicing during the hear it section or just writing to
keep herself engaged. From there, we tried to add in more writing opportunities to foster that love of
writing and give her some extra practice.

Strength # 2: Persistence
Example of that strength in action: CR will often push through the lesson even if what we are
working on is challenging or not as engaging. For example, during the pre-assessment days, CR
continuously worked on the tasks with us even when we could tell she was losing interest or focus.
We noticed that she would be writing/drawing more or looking away more towards the end of these
sessions, but she pushed through those challenges.
When reflecting upon your initial assessments and five tutoring sessions, what was the area you
felt your tutee needed the most support in (word learning, vocabulary/comprehension, or
writing) and why? (Share at least three support statements to justify the area you named. For these
support statements, you can pull from pre-assessment results and tutoring experiences.)

Selected Area (word learning, vocabulary/comprehension, or writing):

Support statement # 1:
We chose to primarily focus on word learning with our tutee because we noticed some
inconsistencies in words that she was attempting to spell, such as inconsistencies with using
r-controlled vowels.

Support statement # 2:
CR is also a very strong reader and writer. We wanted to provide her with some supportive tools to
help her to be successful when it came to her writing.

Support statement # 3:
We also noticed that CR was not having a difficult time comprehending what she was reading when
she was focused on our lesson. With this, we wanted to build on her spelling needs to help her in her
writing.

Based on the area you named above (word learning, vocabulary/comprehension, or writing),
give at least two post-assessments to measure growth. You can pull from the assessments you
used for the pre-assessments or use another measure you are familiar with. Below, share the
names of the two assessments you used and details of the results.

Assessment # 1: N/A

Detailed Results:

Assessment # 2: N/A
Detailed Results:
Based on the results of the two post-assessments you gave and your overall tutoring session
experiences, write a two-paragraph reflection on the child’s growth. The first paragraph
should focus on the target area you selected (word learning, vocabulary/comprehension, or
writing) and the second paragraph should reflect on the child’s growth overall. Remember, you
only tutored a short amount of time, so don’t feel discouraged if the growth is minimal. The
important thing is you got the ball rolling and sparked the child’s interest for reading and
writing.

While we did not complete post-assessments or all five instructional lessons with our tutee, we still
noticed some growth. In our first lesson, we covered open and closed syllables in multisyllabic
words and in the second lesson we covered r-controlled vowels. Towards the beginning of every
session or lesson, we would review previously taught concepts. Even with a few weeks between
lessons CR was able to remember and explain these previously taught skills, sometimes needing a
little bit of prompting to get her thinking going.

Overall, CR seemed to grasp new concepts taught in lessons quickly. For example, during the last
tutoring session, we very briefly began going over the -e drop spelling rule with suffixes and CR was
able to start applying that skill to some given words. In our lessons on open and closed syllables as
well as r-controlled vowels, CR seemed to grasp the concept quickly and practiced the skill
accurately throughout most of the lesson. There were times where we needed to provide extra
support or questioning to guide her thinking, but overall, CR did well with new concepts and retained
previously taught concepts.

Share two instructional suggestions with your tutee’s teacher, interventionist, and family that
will help your tutee be successful on grade level and beyond.

Teacher:
1. Continue to evaluate and work on different word learning skills, including phonics and
spelling skills. During our assessments, we noticed CR received lower scores with variant
vowels, low frequency vowel and consonant spellings, multisyllabic words, complex
consonants, and the -e drop and doubling consonants rule when adding suffixes. When
possible, provide explicit instruction on these skills or when introducing a new skill. CR also
responds to having variety in her lessons, so including multiple ways for her to practice a new
concept or skill could be beneficial.
2. Continue to monitor and work on fluency and comprehension skills. CR did pretty well in
both of these areas, but there is still room for growth. When reading, work with CR to use
correct phrasing or expression throughout the text. CR also does pretty well with
comprehending what she reads, but teaching different comprehension strategies for before,
during, and after reading, such as using a graphic organizer, may help her organize her
thinking when describing what she read.
Interventionist:
1. Cecilia may benefit from additional phonological awareness work, particularly with deleting
and substituting medial sounds or a sound in a blend. During our PA assessment, we noticed
that this section seemed to be more difficult for CR and she would write the word to help her
delete or substitute a sound. Additional practice with phonological awareness may help grow
her confidence with working with the sounds in words.

2. Cecilia could benefit from explicit instruction and practice opportunities with different
phonics and spelling skills, such as less common consonant spellings, various vowel teams or
long vowel patterns, and spelling rules associated with suffixes (-e drop/doubling
consonants). Once we explicitly explained a skill or spelling rule, CR seemed to grasp the
concept quickly and practice accurately during the lesson. Providing explicit instruction in
areas that she struggles with or may be using but confusing may help these areas become
better understood.

Family:
1. Continue to encourage and support Cecilia with her reading and writing at home. She has
expressed her enjoyment of writing already and keeping that love of writing will help her
continue to grow!

2. When Cecilia is writing at home, try to review a skill or two in the writing to provide extra
support at home. For example, have her double-check her work to make sure capitalization is
correct or that she has the correct punctuation at the end of sentences.

What worked well for you during your tutoring experiences? To answer this question, you can
think about the dynamic you had with your partner, the relationship you had with the tutee,
the tutoring schedule, the tutoring lesson plan, and what actually transpired during tutoring
lessons. (5-10 sentences).
A few things worked well for us during this tutoring experience. We were able to form a good
relationship with our tutee, especially with Madison being able to initially relate to CR because she
teaches fourth grade. Our dynamic as partners worked well in both the planning and delivery of
lessons. We were able to plan engaging lessons that incorporated games, which we knew CR
responded well too. During the delivery of lessons, we were able to smoothly work through the
lesson and bounce off of one another or add in different questions or explanations. This relationship
with our tutee and the dynamic between us as partners helped make this tutoring experience run more
smoothly overall.

What did you find challenging during your tutoring experiences? To answer this question, you
can think about the dynamic you had with your partner, the relationship you had with the
tutee, the tutoring schedule, the tutoring lesson plan, and what actually transpired during
tutoring lessons. (5-10 sentences).
One of the biggest challenges during this semester of tutoring was the inconsistency with our tutee.
We were able to complete the two pre-assessment days and two full instructional lessons during this
semester. On the last day of tutoring, we were able to meet with CR for 30 minutes to begin on the
 third instructional lesson. After the two pre-assessment days, we were unsure of whether or not our
student would be present for tutoring that week and often did not know until we were logging on for
the session. We continued to plan for each week, but with the inconsistency, were not able to
complete all the lessons or work on as many instructional goals as we would have hoped.

Optional: Share any additional thoughts.

Congrats! You did it!