Tutoring and Assessment Case Study for Educ 331

Candidate: Megan Schoolcraft

Subject: Phonics/Math
331 Instructor: Dr. B. Wilson
Date: Ma !" #$1%
& of students: 1
'ssessing: (eading )*honics+ , Math
-rade .e/el)s+: 1st
School: Point 0ar1on 2le1entar
Coo* 3eacher: Brie Carr
Date of Pretest: 4ebruar #5
"
#$1%
'/erage *re,test score: 5!6 )*honics+
7$6 )1ath
Date of Posttest: '*ril #5" #$1%
'/erage *ost,test score: 8%6)*honics+
1$$6 )1ath+
Decision about Who, What and How to tutor/teach and How to assess

Mrs. Carr and I decided that the first grader na1ed )for *ri/ac *ur*oses 9e 9ill
call her 0ale+ 0ale" is 9ho I 9ould be 9or:ing 9ith this se1ester for tutoring. We
decided that 0ale 9as /er behind in learning and 9asn;t caught u* to the other 1
st

graders in reading or 1ath 9hich 1ade it difficult for Mrs. Carr to sho9 her s*ecific
attention 9ith the other first graders. We decided that I 9ould tutor 0ale in reading
and in 1ath. We decided that 0ale needed hel* 9ith identifing" and :no9ing the
sounds of her al*habet and learning basic C<C 9ords. In 1ath" 0ale needed
e=tensi/e hel* 9ith identifing nu1bers and being able to sho9 /alue for those
nu1bers
Tutoring !esson/"nit and Assessment Descri#tion
I assessed 0ale 9ith a *re and *ost,test for 1ath and reading. I ga/e 0ale both
tests on 4ebruar #5" #$1% and ga/e her the *osttest '*ril #5" #$1%. 4or the *retest I
ga/e 0ale a test that consisted of 1$ 9ords she had to seg1ent and tell 1e the 9ord.
She also had to identif and sa the sounds that corres*onded to the letters she
identified. 4or 1ath" 0ale 9as told to 9rite as 1an nu1bers as she could 1,#$ and
to *lace the nu1erical /alue 9ith tedd bear counters. 3hroughout the se1ester I
9or:ed 9ith 0ale on identifing letters and turning the1 into C<C 9ords. I also
9or:ed 9ith her on identifing the nu1bers she 9as ha/ing trouble 9ith and
introducing to her that nu1bers ha/e nu1erical /alue. It too: a 9hile for her to
understand that nu1bers higher than 1$ had nu1erical /alue.

!in$ to Standards
3he >indergarten CS?s are:
M.?.>.1.1 Count for9ard to #$ and bac:9ard fro1 1$ 9ith and 9ithout
1ani*ulati/es.
M.?.>.1.#
(.'.?.>.1.1
(.'.?.>.1.#
(ead" 9rite" order and co1*are nu1bers to #$ using 1ulti*le strategies
)e.g. 1ani*ulati/es" nu1ber line.+.
Seg1ent 9ords into *hone1es )cat@ /c/ /a/ /t/+
Blend *hone1es into 9ords )/*/ /l/ /a/ // @ *la+.
3he 4irst grade CS? is:
M.?.1.1.1 count for9ard to 1$$ and bac: fro1 #$ 9ith and 9ithout 1ani*ulati/es.
(.'.?.1.1.# blend and seg1ent the *hone1es of 1ost one,sllable 9ords.
%esu&ts of Assessments
3he results of the assess1ents are listed in the table belo9.
Student Pre test score Post test score
(eading 5!6 8%6
Math 7$6 1$$6
?/erall 756 876
3he scores 9hen gra*hed loo: li:e this:
's the table and the gra*h sho9" 0ale did not significantl fail her *retest and
did not do too terribl bad. In reading she recei/ed a score of 5!6 and in 1ath recei/ed a
7$6 on her *retest. 'fter the ten 9ee:s of tutoring" 0ale i1*ro/ed /er 9ell. ?n her
*ost test" she recei/ed a score of 8%6 on her reading and a 1$$6 on her 1ath *ost test.
o/er all" 0ale i1*ro/ed b 186.
Disaggregated Data
If I disaggregate the data at the *oint of the *retest so that I can see 9here 0ale
needed the 1ost hel* in" 9e can see that she needed the 1ost hel* in her 1ath area. She
i1*ro/ed the 1ost 9hen it ca1e to her 1ath *re and *osttest.
%ef&ection and Data'based Decision (a$ing
Based on the *re,test scores" I :ne9 0ale 9as lac:ing in the basic funda1entals
of sounding out 9ords and that 9e needed to start fro1 the beginning b teaching 0ale
to identif all letters of the al*habet and the sounds that it 1a:es. 2ach da I ca1e to
tutoring 9e started off b identifing letters and her telling 1e the sounds. She e/en
*racticed 9riting these on the 9hiteboard slate. ?n her *retest for 1ath she got a cou*le
nu1bers confused and could not understand the /alue of 1ost nu1bers.
3he *ost test sho9ed 1e that it 9as good I 9or:ed 9ith her on identifing letters
and letter sounds first. B the end of the 1$ 9ee:s" 0ale 9as able to *ut together 1ost
C<C 9ords because she :ne9 ho9 to sound out each letter and run the1 together to
1a:e a 9ord. In 1ath" I 9ould 9or: 9ith 0ale on identifing nu1bers and 9or:ing on
9riting the1 in order and identifing the1 rando1l.
If I had 1ore ti1e to 9or: 9ith 0ale I 9ould ha/e li:ed to 9or: 9ith her on
identifing CC<C 9ords and *utting the1 together reading s1all C<C and CC<C
sentences. If I had 1ore ti1e to 9or: 9ith her in 1ath" I 9ould sho9 her ho9 to identif
u* to 1$$ and ho9 to start adding s1all single digit nu1bers.
?/erall" I reall enjoed 1 ti1e tutoring 0ale at Point 0ar1on 2le1entar. It
9as /er re9arding getting to see a child understand 1aterial ou 9or:ed on 9ith her. I
ha/e /er 1uch enjoed 1 ti1e in a s*ecial education en/iron1ent.
)re/#ost'Test *)honics+
'd1inistered b Megan Schoolcraft
Aa1e Date
1. Circle the cvc words segmented and said correctly
b a t # o t
& o g & e t
s u n r a t
s i t h o t
& o t g o t
2. Circle the letters said correctly
$ o g # & r t b f w h y
n , a - s i u d c e .
/ 0