Emily Bedard

Edu 345

Introduction of Tutee
Kalijah is a very social first grade boy who loves to chat about just about
everything. When I asked Kalijah if he enjoyed school he said he didnt except for
recess. When asked what he does like he discussed his love for Minecraft, a video
game he plays at home. Kalijah lives in a house with his grandmother. From talking to
Kalijah I was able to draw the inference that he does not get any extra literacy help at
home. When Kalijah is at home he often watches television and plays video games.
From talking with Kalijah it doesnt sounds like he lives with any siblings.

Pre-assessment and Formative Results

Phonemic awareness: The first graders assessment results showed that he had
a strong phonemic awareness. He scored 80% or better in each phonemic
awareness section.
Concepts of Print: Kalijah only missed one question on concept of print
(understands that the title tells something about the story). Kalijah was able to
complete 5 out of the 6 activities assessing for concepts of print.
Letter Skills: Kalijah was able to complete the entire first set for identifying letter
sounds when reading. In the second set Kalijah missed 5 sounds. In the writing
letter sounds section Kalijah was able write 3 letters. In the identifying letter
names section Kalijah was able to identify 6 letters.
Sight Words- In set one for sight words, Kalijah was able to identify 7 words. In
set 2 Kalijah was able to read 0 words.
Word Skills- In the words skills section Kalijah was able to answer all except one
word correctly in the first set. When Kalijah attempted to read the words in the
second set he was only able to identify the first world. Kalijah had a very difficult
time in the spelling word skills section where he was able to spell only 1 word in
the first set.
Re-assessment/formative

Sight words: In set one Kalijah was able to identify 8 words, this is 1 more word
then he could identify in the pre-assessment. In the second set Klijah was able to
identify 8 words, this is 8 more words then Kalijah was able to identify in the preassessment. In set 3 Kalijah was able to identify 3 words and this was 3 more
words than he could identify in the pre assessment.
Word Skills: In Set one Kalijah was able to read all 5 words. In the second Set
Kalijah was able to read 4 out of 5 words compared to his previous score of 3 out
of five. In set three Kalijah was able to read 3 words where he previously was
able to read 0 words. Kalijah improved in the spelling portion of the word skills
section. Kalijah was able to spell all three words in set 1 and 1 word in set 2.

Summative Assessment Results

Sight Words: In set one Kalijah was able to read all of the words. In set two
Kalijah was able to read 13 out of 15 words. In set 3 Kalijah was able to read 5
words. In total, Kalijah was able to read 22 more words at the end of tutoring then
he could during the pre assessment and 8 more words than he could during the
reassessment.
Word Skills: In set one Kalijah was able to read all of the words, this was 1 more
word then in the reassessment. In set 2 Kalijah was able to read 4 out of 5 words
which was the same as in the reassessment. In set 3 Kalijah was able to read 3
out of 5 words which was one less than in the reassessment. In the spelling
section of word skills Kalijah was able to spell 5 words which was 1 more word
then in the reassessment.

Academically, Kalijah improved in word skills and sight words. One area Kalijah
could improve more in is spelling. There are a few improvements that summative
assessments do not account for. At the beginning of this experience Kalijah had a very
negative attitude towards school and learning. Kalijah used to get very upset about
being pulled out of recess and would say things like I hate school, are we almost
done yet?, and I dont know. By the end of my time with Kalijah I heard him say things
like Im thankful, Im hoping, and when are you coming back? When I asked Kalijah
if he was proud of himself for all the work he had done in first grade so far, he said
yes. At the beginning of the semester I had a very difficult time focusing Kalijah on
learning and by the end he was smiling and happy to be learning. I saw an extreme
improvement in Kalijahs attitude, behavior, and disposition in my time at East Garfield.
Final Recommendation for Tutee
Based on Kalijahs summative assessment, my next step for Kalijah would be to
have him continue in a tutoring program. Kalijahs assessments show that with one on
one help and practice, he does have the capacity for learning and improving which is
why I believe his challenges are developmental. I think the best fit for Kalijah would be a
tutor with a positive attitude who believes in him. I think that with some extra help,
Kalijah will be very successful in school, I see that he is a bright boy with a strong
personality and I think he will go far.
Two Significant Ideas That You Learned In This Experience
1. This experience increased my knowledge about the SFA program. I believe that
because of this experience, if I was asked a question about this program I would
adequately be able to respond to it. For example I would be able to draw on the
experience that it is a program driven by information gathered from assessments.
The assessment is what individualizes instruction for the students pull out
tutoring sessions.

2. If in an interview I was asked how I would teach a student to read, I would be

able to use information from my experience to answer this question. I would
describe to my interviewer the process of breaking reading down into small
activities based on phonemic awareness, word skills, concepts of print, letter
skills, sight words, etc. From this experience I would also be able to stress to my
interviewer the idea of choosing activities based on the students interests and
learning styles.