SFA Report Format

Student Name: Katie Hostutler

Tutee: Ni-Kai W.

Date: 10/19/16

Word Document Information:

From Above:
1. Assessment Results: (What were the results/effect on student learning of the
teaching activity? Align with your activities and objectives).
In the pre-assessment, Ni-Kai struggled mostly with the phonemic awareness. She
was able to hear initial sounds in spoken words but when she had to blend words and
break down words orally, she could not say the words correctly. I knew most of the
activities we had to do needed to focus on blending words and sounds orally. After
working on those activities, I noticed that she understood the sounds the more often we
did it. When it came to reassessing her, she mastered the objectives in phonemic
awareness and even used the Tap-It-Out activity to help her get the words right. The more
I encouraged her and the more she noticed that she was getting the right answers, the

better she did. She did struggle with some sight words but she was able to sound out
blended words and we are now moving up to tutoring plan 2.
1. Reflection of Overall Lesson:
The strategies that I used were very unfamiliar as I have never tutored before or
been exposed to an SFA curriculum. The first time choosing which strategies I
was going to use was challenging because I had to first learn what they were in
order to teach them and model them. There were some activities that I thought
were repetitive and did not particularly like because Ni-Kai did not show interest
in it. Because I was not familiar with the activities in the beginning, it was hard to
modify them to make them more enjoyable for Ni-Kai. The more we met and
continued doing the same activities, the more I was able to include different
games and incentives. I noticed that Ni-Kai was able to learn the most from the
Tap-It-Out activity. Once she learned that activity she used it in decoding other
words in other sections. Looking back at her pre-assessment, she has made
tremendous progress in her phonemic awareness and letter skills. She mastered
every objective that she was not able to on the pre-assessment. I showed her the
results and she was elated to see the difference between the 2 tests. It gave her
confidence and enthusiasm to continue showing me how smart she is.
2. Other Issues and/or Questions/Comments:
Cultural Have you observed cultural/ethnic/racial issues that may or may not
influence literacy? Think about not only the tutees cultural/ethnic/racial identity,
but examine your own cultural bias or assumptions/stereotypes as well.
I grew up in a wealthy community and went to a private school that was
predominantly white so my cultural bias definitely played a part on the literacy
influence. I have not had many experiences teaching in an area like downtown
Steubenville so I was intimidated at first because of my cultural bias. In my
teaching experience, the kids that I have worked with were above average so
when I started with Ni-Kai it shocked me that she did not know some of her letter
sounds. But gradually as I got to know her more, the cultural bias and stereotypes
wore away.
Dialect- Have you observed or do you have questions about your tutees dialect
that may influence literacy? Reflect on the differences that may exist between
your dialect and your tutees.
I have not noticed any difference in dialect. There are some words that I
may say differently because of the area I grew up in but it does not seem to be a
major difference that would impact the learning of my tutee.
Health- Are you aware of any health issues that may have an influence on your
tutees literacy learning? (eyeglasses, ADHD, ELL, LD, )

The one thing I noticed was that Ni-Kai did miss a day of school to get
many cavities filled in, which causes me to think that she may not have the proper
hygiene.
Learning Styles/Disabilities/Exceptionalities Are you aware of any of these
factors that may or may not have an impact on your tutees learning? With your
background knowledge regarding dyslexia, would you recommend your tutee for
testing for this exceptionality?
Ni-Kai does not have any noticeable disabilities. I noticed that she does
get distracted very easily but there are ways that I can counter her distraction to
get her back on track. Another thing that I noticed from overheard comments and
Ni-Kais absence is that she seems to get into trouble often and is sent home for it.
Socioeconomic Are you aware of any factors related to the tutees
socioeconomic status that might impact learning? (single-parent home, poverty,
etc.).
I have not been made aware of any family or socioeconomic factors that
would impact her learning. She does talk about her family but nothing concerns
me when she mentions it.

SFA Report Format

Student Name: Katie Hostutler
Tutee: Luchana H.

Date: 11/09/16

Word Document Information:

From Above:
1. Assessment Results: (What were the results/effect on student learning of the
teaching activity? Align with your activities and objectives).
In the pre-assessment and first assessment, Luchana mastered almost all of Part 1
of the assessment. I could tell she was not ready to move onto the second tutoring plan

until I reassessed the first time. After the first assessment, she answered all of Part 1
correctly and we were able to move onto Part 2 where she was challenged with sight
words and word skills. Most of the teaching activities for the next 5 sessions focused on
words from the current or previous shared story. The objectives were to recall, read, and
spell both green and red words. During the assessment, the tutee was able to read most
sight words through Set 4 and mastered Word Skills through Set 6.
1. Reflection of Overall Lesson:
I had to switch the tutee that I am reporting on because of multiple absences. The
second tutoring plan had different strategies than the first tutoring plan so I was
unfamiliar with them but it did not take long for me to understand what to do and
modify it to make it more fun for my tutee. The strategies were easy to understand
but the tutee did not show any like or dislike for them. She is very quiet and shy
so I cannot always tell if she is enjoying an activity or not. To make them more
fun, I had a soft football and would let her throw the football into a basket for
every line of words she said correctly. This gave her motivation to do the work
and try her hardest.
2. Other Issues and/or Questions/Comments:
Cultural
The tutee is Hispanic and I noticed that some of the more slang English phrases
she did not understand. I was very aware that she might not only speak English so
my own bias played a part.
DialectMy tutee has a small Hispanic accent but that does not influence her reading or
speaking. I do have to repeat myself sometimes if I say a phrase or words she did
not understand.
HealthI noticed that my tutee does not always smell clean so there may be an issue at
home with hygiene.
Learning Styles/Disabilities/Exceptionalities
I have not been made aware of any learning disabilities. It almost seems like she
does not need tutoring because she excels in certain areas of literacy, but the areas
that she lacks can hinder what she does know.
Socioeconomic
I am not sure about her socioeconomic status but I do know she has many siblings
and lives in a 2 parent home.

SFA Report Format

Student Name: Katie Hostutler
Tutee: Luchana Hernandez

Date:11/9/16

Word Document Information:

From Above:
1. Assessment Results: (What were the results/effect on student learning of the
teaching activity? Align with your activities and objectives).
Looking at Luchanas assessment scores from the past 3 testings, I can see a significant
improvement in her reading skills. I noticed that she is more confident in reading and
pronouncing words. She also self-corrects when she realizes she made a mistake.
1. Reflection of Overall Lesson:

The activities we have been using are very familiar now and the tutee knows
exactly what to expect when she walks into the room. I have tried to make it more
enjoyable for her since she knows what to expect. I have changed up the reward
system and included playing games on my phone and reading stories for fun! The
last day we were together I asked her what she wanted to do and all she wanted
was to read a story and then write her own story!
2. Other Issues and/or Questions/Comments:
After having been with this tutee for the whole semester, there are no more
questions or concerns. We understand each other better and have created a good
relationship. It was sad to say goodbye.