1

Running head: FINAL EXAM

EDU 345 SFA Tutoring Final Exam

EDU 345 Spring Semester

Miranda Siler
 2
FINAL EXAM
Introduction of Tutee

Camryn is a first grade female student who attends a small public school in Steubenville,

Ohio. When tutoring first began she was quiet and a little shy. As she became more acclimated to

tutoring she began to come out of her shell. She does whatever I ask her to do without complaint.

She loves the color pink and her favorite Disney princess is Belle from the movie Beauty and the

Beast. She also loves to color and draw. This is her first time being tutored in reading because

she just moved to the area recently.

Pre-assessment and Formative Results

#1 Pre-assessment. The results of the pre-assessment showed that Camryn has strong

phonemic awareness skills. She mastered all three phonemic awareness objectives in the pre-

assessment. She only missed two words in the third phonemic awareness section and mastered

all the words in the other two sections. For concepts of print, Camryn mastered every objective

except for the second objective which was understanding that the title tells something about the

story. Camryn also did very well on the letter skills part of the assessment. She was able to

identify most of the letter sounds, missing some sounds like “ck”, “ng”, “y”, and “x”. She also

wrote correct sounds for most of the letters in LS 2. She missed “ck”, “ch”, “th”, “q”, and “x”.

Camryn was able to identify the letter names of all the letters in LS 3. Camryn successfully

identified sight words within the first three sets. She struggled some with reading words using

blending. She also seemed to have some difficulty with word skills objective two spelling a word

by breaking it into separate sounds. She would spell what she heard but did not understand the

rule of CVe words which is the rule that words that end with an “e” make the vowel sound long.

She also struggled to spell words with the “/q/” sound. Camryn did well with fluency section of

the pre-assessment. She read 57 words correctly in a minute with a goal of 40.
 3
FINAL EXAM
#2 Re-assessment/formative. The results of the reassessment showed that Camryn

mastered the concepts of print objective, understanding that the title tells something about the

story, which she had previously missed. Camryn also was able to master letter sounds that she

had not been able to master before such as “ck”, “ng”, “y”, and “x”. She also mastered letter

blends like “ar”, “ou”, “er”, “oi”, “oa”, “ur”, “oo”, and “ir”. She was also able to write the letters

“ck”, “ch”, “th”, “q”, and “x” when given their sounds. She was unable to do this in the first

assessment. She identified more sight words in the reassessment and made it up to Set 4. She was

also able to read more words using blending. However, during the reassessment I noticed some

skills that still need to be developed. Camryn had trouble recognizing certain root sounds she had

learned previously when reading them in words. For example, she did not recognize the “ar”

sound in “park”. She also continued to struggle with reading and spelling words that have a

silent “e” at the end. Camryn’s fluency decreased in this assessment. She only read 35 words

correctly in a minute when she had previously read 57 words. This could have been because

Camryn was distracted due to it being the end of the day or because I used a slightly higher level

text than I used for the pre-assessment.

Summative Assessment Results

I was unable to finish the assessment unfortunately because Camryn was absent.

However, the results from what we did complete of the assessment showed that Camryn had

made progress. The results showed that Camryn was able to identify three more letter sounds

than before. She was able to read five sight words that she had previously missed. She also read

eleven more blended words then before. Camryn was able to spell four more words by breaking

them into separate sounds. She only misspelled one CVe word on the list. From the pre-

assessment to the last assessment Camryn made substantial progress in her ability to identify
 4
FINAL EXAM
sight words. She identified a total of 46 words. She also was successful with reading words using

blending mastering six out of nine sets. Camryn did not master any sets in WS 4 reading multi-

syllable words that contain regular vowel sounds. She also struggled with WS 5 reading multi-

syllable words that contain some irregular vowel sounds only identifying one word in this

section. Camryn really gained confidence from her first lesson to the last. The first lesson she

was hesitant with her answers but towards the end she answered confidently and without

hesitation. She seemed to come out of her shell and became excited about what she was learning.

Final Recommendation for Tutee

Camryn is very bright and learns quickly. I think that the reason for her need for tutoring

is developmental. Camryn made substantial progress during our time together. There are still

some objectives that she needs to master, but I think with continued one-to-one assistance

Camryn will be able to meet these objectives. I think that with continued assistance Camryn will

reach grade level and will be successful in the classroom.

Two Significant Ideas I Learned in This Experience

Two significant ideas I learned from this experience include an enhancement of content

knowledge and the ability of planning lessons and adapting to students’ needs. There were

certain parts of reading instruction that I learned more concretely from this experience. These

were concepts that I was familiar with but had forgotten. My knowledge of phonemic awareness

and phonics was strengthened form this experience. Having to teach these concepts helped me to

learn them better. Also, from the first session to the last I really improved in identifying and

trying to meet the needs of my students. I learned strategies that worked and ones that I could

have done differently. It made what I have learned in classes at Franciscan so much more

concrete by being able to see the effects of these strategies and activities on actual students. It
 5
FINAL EXAM
was so interesting to see that once I got to know my students I was able to better identify their

needs. This made planning lessons and activities more personal because I had an actual student

in mind. Overall this has been a very rewarding experience that I will carry with me into my

future classroom.