Tutoring Project Assignment – REED 523
The Tutoring Project provides you with an opportunity to implement a variety of instructional
practices within the major components of reading (phonemic awareness, phonics, fluency,
vocabulary, comprehension, and motivation). To accomplish this, you will use a variety of
assessments, instructional methods, and types and levels of curriculum materials and display
clearly observable dispositions related to reading and the teaching of reading (IRA Standards 2,
3 and 5).
You will begin by selecting a student who needs support in learning to read or in reading more
effectively. Next, you will select appropriate assessments to identify reading levels and
competencies in two or more of the major reading components. Consider the student’s language
development, cultural variations and reading proficiency when determining which assessments to
administer and which components to focus on. When the initial assessments are completed, use
the assessment information to plan, evaluate, and revise effective instruction that meets the
needs of the student (IRA Standard 3). When setting goals and planning lessons, be sure to use
a wide range of curriculum materials to accommodate the student’s differing stages of reading
and writing development and differing cultural and linguistic backgrounds (IRA Standard 4) and
employ a variety of instructional practices, approaches, and methods, including technology based
practices to accommodate student needs (IRA Standards 2 and 5).
When tutoring the student, you will create a literate environment to foster reading and writing
development. Specifically, you will use students’ interests, reading abilities, and backgrounds as
foundations for the reading and writing program. You will use the “Teacher-Directed
Instruction” stage of the Guided Comprehension Model (McLaughlin & Allen, 2009) to plan
instruction. Be sure to include modeled reading and writing, and guided reading and writing
in each lesson plan. Additionally, you will use a large supply of books, technology based
information, and non-print materials representing multiple levels, broad interests, cultures, and
linguistic backgrounds and model reading and writing enthusiastically as valued life-long
activities (IRA Standard 2). The overall goal of the tutoring project is to help students become
successful, motivated life-long readers.
After the pre-assessment results are known, you will tutor your student for 6 sessions. After
each tutoring session, reflect on the teaching experience, including the instructional methods
and student response in your tutoring journal. Use the information in your reflections to
determine and plan the next tutoring session. When the tutoring sessions are complete, you will
administer post-assessments to determine student progress. Finally, you will write a summary
of student growth and reflect upon the teaching ideas that worked best and why. At the
conclusion of the tutoring experience, you will communicate the results of the assessments to
appropriate audiences, including parents, caregivers, teachers, and administrators (IRA
Standard 3)
Tutoring Project
I.
Part One – see syllabus for due date (10 points)
a.
b.
c.
d.
Cover Page
Student Background – provide some information about the student and state why you chose
this student – family information, school performance information, etc. – anything that will help
explain why you chose this student and why you think you can help
Assessments
i. include a minimum of 2 completed assessments – oral reading assessment, including an
analysis of miscues, a comprehension assessment, and a fluency score (using one of the
fluency rubrics) – use this to get an instructional (90-94% accuracy) and independent
(95% and above) reading level; and one writing sample related to the reading, scored with
a trait rubric (PSSA writing rubric or similar)
ii. Fill in the left side of the Progress Monitoring sheet
iii. Analyze the assessments to determine strengths and needs
Goals – write a 1-2 page summary of what you learned from the assessments. Provide a summary
of each assessment, what you noticed about the child, the results of the assessments, your
analysis of the assessments, and what you learned. Then list a minimum of 2-3 specific goals you
have for the student – one related to comprehension, one related to writing, and one related to
fluency and/or strategy use.
II.
Part II - Lesson Plans – see syllabus for due date (30 points – 4 lessons worth 7 points each – lesson 1
and 2 will not be graded but will be returned with comments to guide future lessons-you will get 1
point each for turning in each of these 2 lessons completely and on time.)
Choose a science (preferably) or social studies topic, find leveled texts related to the topic, and
plan each lesson using one of the texts.
a. Lesson Components: See sample lessons for more specific format
Lesson Plan #: ____
Name
Date
Learning Goal(s) (One for each identified goal) – at least one comprehension and one writing
Standard(s) – Use Common Core
Materials – text, organizers, manipulatives, etc.
Warm-up – Familiar text or related poem (5-10 minutes)
Motivation – hook the student –make is visual – pictures, video, realia, etc.
Before Reading – prepare the student to read
During Reading
Modeled Reading (You are reading and demonstrating a skill or strategy) – evidence of
thinking out loud and modeling
Guided Reading with Gradual Release (The child is reading and practicing what you
taught – you are providing scaffolding until the student can do it alone.)
After Reading
Modeled Writing (You are writing and modeling a skill or strategy – this is
connected to the reading-evidence of thinking out loud and modeled writing)
Guided Writing with Gradual Release (The student is writing and practicing what you
taught – you are providing scaffolding until the student can do it alone.)
Reflection on how the lesson went and how the student responded
Things you want to focus on next time
b. Graphic organizers or other formats guiding thinking and having students document thinking
c. Student work samples for all lessons
III.
Part III - Final Assessments – see syllabus for due date (10 points)
a. Final Assessments – these should be the same or similar to the pre-assessments. Provide a
summary of each assessment, the results, and your analysis of the results.
b. Progress Monitoring Sheet – both sides completed
c.
d.
Final Narrative Summary of Student Progress
Final Reflection on the Tutoring experience
Tutoring Project Checklists
Make sure each part of the Tutoring Project is complete before you submit it to the dropbox.
Incomplete assignments will yield a lower grade.
Part I – Initial Assessments and Background
_____
_____
Student Background
_____
Oral Reading Assessment – description and student results – accuracy,
fluency, and comprehension
Writing Assessment – scored with a writing rubric – description and student
results
Analysis of assessment information - describing what you noticed and what
you think based on student behavior and scores
Goals – 2-3 – based on information from assessments
_____
Progress Monitoring Sheet – all parts completed on left side
_____
_____
Part II – Lesson Plans
_____
Your name and student name – and date
_____
Learning Goals and accompanying standards – Common Core
_____
Materials
_____
Warm-up
_____
Motivation
_____
Before Reading
_____
During Reading – evidence of modeling and guiding
_____
After Reading – writing connection – evidence of modeling and guiding
_____
Reflection
_____
Graphic Organizers or other tools you used
_____
Student work sample(s)
Part III – Final Assessments
_____
_____
_____
Oral Reading Assessment – description and student results – accuracy,
fluency, and comprehension
Writing Assessment – scored with a writing rubric – description and student
results
Analysis of assessment information - describing what you noticed and what
you think based on student behavior and scores
_____
Progress Monitoring Sheet – right side filled in – compare to data on left side
_____
Final Narrative of Student Progress
_____
Final Reflection on the Tutoring Experience