Chelsea Meyer 1

Chapter 13 Scenario
1. Miss Thomas should find out what tutoring options are available at her school. (Pg. 343,
Par 4). Because different schools will most likely have tutoring options in place, Miss
Thomas may just need to see what would be available to her students.
2. Miss Thomas should approach the reading specialists about the problem. Reading
specialists are professionals with reading specialization. (Pg. 343, Par 8). Because these
professionals have a deep knowledge of reading processes (Pg. 344, Par 2), they will
probably know the appropriate steps to take. Reading specialized are also qualified to
provide individualized reading and writing instruction. (Pg. 344, par 3). Individualized
reading instruction may be what Miss Thomas students need in order to succeed.
3. Miss Thomas should have some idea of what she would like of the reading specialists.
For example, she already knows that the students will need help with letter names and
sounds. This would be something that Miss Thomas would need to share with the reading
specialist. However, an actual plan may not be necessary. Depending on the level of
experience that the reading specialist has, he/she may already know the appropriate
measures that need to be taken to help the students. (Pg. 344, Par 4).
4. If the school has no funds to pay for outside help, the teacher may be able to reach out to
paraprofessionals or pre-service teachers. (Pg. 344, Par 10). In Miss Thomas case, using
pre-service teachers may be the most plausible option. Because Miss Thomas teaches in
an urban city, it is likely that there are many universities in the area that would be able to
provide pre-service teachers that would like the experience.
5. If tutors are used, reading specialists should train the tutors. (Page 344, Par 3). Reading
specialists are certified to train paraprofessionals. This means that they can be valuable
resources for the tutors. By providing feedback, resources, and expertise, the reading
specialists and the tutors can work together to ensure that the students are receiving
adequate support.
6. The lesson format is outlined in the textbook. (Pg. 348, Par 8). The tutoring should start
with outlined objectives. These will include what the tutor and the student are to
accomplish through the tutoring session. This will be followed by the following
sequence:
1. 30-minute sessions at least 2x a week.
2. Consistent format in each session:
a. Ten minutes for easy read.
b. Five minutes to reread the material introduced in the previous session.
(Tutor keeps a running record during this reading.)
c. Ten minutes for word study.
d. Five to 10 minutes for writing.
e. Ten to 15 minutes introducing and reading new material at the tutees
instructional level.

Chelsea Meyer 2
Following the lesson, the tutors should reflect on the lesson and determine what may
need to be changed in the future.
7. The student should receive the extra help wherever possible. Depending on the severity
of the need. This may include in-class help or after-school tutoring sessions. (Pg. 343, Par
4). The location, duration, and extent of the tutoring sessions will depend on the school,
the students need, and the apparent progress of the student.
8. Although the materials may differ depending on the type of tutoring needed, the school
should provide the necessary materials. (Pg. 350, Par 4). The materials may include the
following materials: necessary books, computer, whiteboard, magnetic letters, letter
stamps, salt/sand trays for writing, pencils, paper, and sentence strips. These materials
will be outlined in the tutors lesson plans.
9. Tutors should meet with their students at least 2 times per week. (Pg. 348, Par 13).
Tutoring is a way for students to reach a reading goal. (Pg. 348, Par 9). Tutoring is the
result of a student needing additional support in a particular reading strategy. This means
that the tutoring should be done in addition to the already present reading instruction.
Because the student will need to learn what the rest of his/her classmates are learning at
the time, students should not be taken out of their literacy/reading classes if possible.
Instead, tutoring should take place before or after school, so as to not take away time
from any other subject.