Candidate: Christi Clendenin # of students: 1

Assessing: Spelling/Reading
Subject: Spelling/Reading Grade Level(s): 2
School: Alum Creek
331 Instructor: Sherill Morris Elementary
Coop Teacher: Mrs. Sherrie
Date: December 1, 2017 Murphy
Date of Pretest: Month of
September
Average pre-test score: 75%
Date of Posttest: November 28,
2017
Average post-test score: 97%

Tutoring Assessment Report

Decision about Who, What and How to tutor/teach and How to

assess:
Mrs. Murphy advised that Student 1 was her lowest functioning
student, so we decided that he would be the one that I worked with this
semester. She initially advised that he was having the most difficulty in
Spelling and asked that I work on this with him. We were going to use his
last 5 weeks of Spelling Tests as the pre-test information and use his weekly
Spelling tests as curriculum based measurement.
After two weeks, Mrs. Murphy was satisfied with where he was and
asked that I use the rest of the semester to work on his Sight Words
because he was reading on a lower first-grade level. We decided that as a
pre-test, I would administer his Pre-Primer and Primer words via flashcards
to see how many of the words that he could identify. Then, we would work
on the words that he struggled with throughout the period and administer
those words via flash cards to record how he progressed. At the end of the
period, I would administer all of the words again to see how many could
identify.
Tutoring Lesson/Unit and Assessment Description:
When Student 1 and I worked on Spelling, I would take his Spelling
words and we would go over each word. Then I would say each letter as I
pointed to it and have him to make the sound for that letter. After that, we
would say the word together, letter sound by letter sound and count each
sound as we went. At the end of sounding out the word, we would then say
the word. Next, I would say the word and have him sound it out letter by
letter and tell me the letter that made the sound as he went along. Finally, I
would tell him that we were going to play school and I was going to give him
a test. I would read the words and he would write them down sound by
sound/letter by letter. The first week Clint improved from missing every
word on every test to only missing one word on his test. The next two
weeks, he receive 100% on each test. After the first 100%, Mrs. Murphy
switched the tutoring project to Reading.
Mrs. Murphy asked that I work on Sight Words with him. She gave me
a list of the Pre-Primer and Primer Sight Words for second-grade. As the
pre-test, I put all of the words on flash cards and went through them one by
one. If he was able to identify the word, I would put it in one pile, if he was
not able to identify the word, I would put it in another pile. We would focus
on the pile of words that he struggled with through the project. I created a
Sight Word Bingo game to play each week with his sight words. We played
this for a couple of weeks and he was not excited playing this, so we decided
to play a “War” type game with the Flash Cards, instead. With this game, if
he got the word correct, he would get the card. If he did not get the word
correct, I got the card. At the end, he would have to count his cards and I
would count mine. Whoever had the most cards won. He loved this and I
could tell that he would put forth more of an effort to sound out the words
instead of just spouting something off as soon as he saw the word.
 Before playing games, we would go through the sight words and sound
each one out, letter by letter, while counting each sound and then saying the
word at the end. We also talked about each word and used them in silly
sentences. We talked about something that interested him regarding the
word, talked about what the word meant, if it was a color that we could see,
something that we could smell or taste, something that we could hear or fell
or an activity that we liked to do, etc. We would talk about things like the
word and what the opposite of the word could be, if it had an opposite. We
got to know each word. After discussing the words and playing the games,
we would go through the flash cards and play the war game, we would total
them and I would record how many he got right and how many he would get
wrong. At the end, I went through all of the flash cards again and we
counted how many that he was unable to identify.

Link to Standards:
ELA.2.R.C7.1 know and apply grade-level phonics and word analysis skills
in decoding words.
 distinguish long and short vowels when reading regularly spelled one-
syllable words.
 know spelling-sound correspondences for additional common vowel
teams.
 decode regularly spelled two-syllable words with long vowels.
 decode words with common prefixes and suffixes.
 identify words with inconsistent but common spelling-sound
correspondences.
 recognize and read grade-appropriate irregularly spelled words.
By sounding out the words and discussing why short and long vowels
made the sounds they did, we learned to distinguish between them. When
discussing each word, we would talk about other words that made the same
sounds, especially words that he was able to identify without any problem,
this helped with knowing spelling-sound correspondence and linked it to his
prior knowledge for better comprehension. Repetition working with these
words helped him to recognize and read his grade-appropriate words with a
deeper understanding of each word.

Results of Assessments:

Student 1 CBM
100
95
90
85
80
75
70
65
60
55
50
Pre-Assessment Week 2 Week 3 Week 4 Post-Assessment

Aimline Weekly Assessments

Reflection and Data-Based Decision-Making:

The chart is based on the percent right from 50% to 100%. Mastery of
Sight Words is considered 90%, so that is where I placed the aimline. I
entered the percent that the student got right during each weekly
assessment. Even though the student was making progress playing the
Bingo game, he didn’t enjoy it, so I switched it up a little. The “war” game
wasn’t as creative, but it gave us more time to get to know the words and
relate them to the student’s prior knowledge for better understanding. I
thought this process was more effective because it also gave us time to
incorporate other skills into learning his sight words. We worked on
opposites, the five senses, used the words in sentences, and related them to
prior knowledge for better comprehension.
Hindsight, I would have spent a few minutes prior to working on the
objective to let the student tell me about his week/weekend and just talk a
little bit about things that he wanted to share. This student craves attention
and one of his biggest hindrances is his desire to talk. I feel like if I would
have done this prior, it would have been easier to keep him on task through
the lessons. My next step in teaching this content would be repetition and
timing. Working with the student to read the words more quickly, without
having to sound them out and at a fast pace. Overall, I believe that the
student progressed nicely not only on the skill that we focused on, but with
communication and behavior, too. I feel like he mastered the skills taught
well enough that he will now have a better foundation for building on those
skills and will be able to apply those skills to other content areas.