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