EDU 345 SFA Tutoring Final Exam (Summative Report)

Fall 2019

Hannah Walker
Introduction of Tutee

Throughout the past twelve weeks, I have thoroughly enjoyed getting to know my tutee,

Mary. Mary is a second grade student who is reading at a first grade reading level. One of her

favorite hobbies is playing with her little sister, who was a different tutee for one of my

classmates. Mary is very talkative and can loves catching up with me about her day and

everything that is going on in her life. Mary is very indecisive and has a hard time focusing when

doing her work. Through talking to her teacher and from what I have gained from talking to her,

it is quite evident that she comes from a low socioeconomic background and community. She

comes in to school with dirty clothes, messy hair, and is constantly talking about her homelife.

Her oral language skills are not nearly as developed as her peers and because of this, she reads at

a grade level below what she is currently in. She has talked about her medication and expressed

to me countless times how her mother has forgotten to give it to her, so a disability is unknown

but possible.

Pre-Assessment, Formative, and Summative Results

Pre-Assessment F1 Formative F2 Formative 3-4 Lessons Summative

Results Reflection
Objective 1 Objective 1 Objective 1 Objective 1 The phonemic
Phonemic Phonemic Phonemic Phonemic awareness 2
Awareness Awareness 2: Awareness 2: Awareness 2: skills were
Blend sounds Blend sounds Blend sounds unmet. Mary
presented orally presented orally presented orally made significant
together to say a together to say a together to say a improvement
word word word with her skills
PA 2-A PA 2-A PA 2-A but was unable
to fully master
them. Blending
strategies are
going to
significantly
help her to
master this skill.
Objective 2 Objective 2 Objective 2 Objective 2 On F1, it was
Phonemic Phonemic Phonemic Phonemic clear that Mary
Awareness Awareness 3: Awareness 2: Awareness 2: was not able to
Breaks down a Blend sounds Blend sounds master PA 3
word presented presented orally presented orally right away, so it
orally and says together to say a together to say a was decided that
each word word word she move down
separately PA 2-A PA 2-A and spend more
PA 3-A time on PA 2.
This was a
continuation of
the skills from
the first
objective and
therefore was
not mastered.
Objective 3 Objective 3 Objective 3 Objective 3 Phonemic
Phonemic Phonemic Phonemic Phonemic awareness 3 was
Awareness Awareness 3: Awareness 3: Awareness 3: mastered by
Breaks down a Breaks down a Breaks down a Mary. There was
word presented word presented word presented lots of flip-
orally and says orally and says orally and says flopping of the
each word each word each word activities in this
separately separately separately objective, but
PA 3-C PA 3-A PA 3-B she was able to
break down the
2-phoneme word
presented orally
and say each
sound that was
inside the word.
Objective 4 Objective 4 Objective 4 Objective 4 Letter skills 1
Letter Skills Letter Skills 1: Letter Skills 1: Letter Skills 1: were mastered.
Identifies letter Identifies letter Identifies letter This objective
sounds sounds sounds was met and
LS – 1 A LS – 1 B LS – 1 B Mary was very
understanding of
what was
required. The
beginning
lessons were
slightly
disconcerting,
but as time went
on and Mary’s
understanding of
the objective
 was recognized,
she was able to
meet her goals
and the
objective.

Summative Assessment Reflection

In phonemic awareness, Mary was all over the board in terms of mastering content and

not mastering content. The PA 1 and 2 objectives were unfortunately not met. The data from

these results showed that she was understanding the material most of the time, but due to

unknown circumstances, she did not fully understand the material. Her performance was either

very high and she was extremely focused, or the opposite. The PA 3 objective was met and

completed by Mary. She showed significant progress with this objective and was able to master

the content.

From the very beginning, I could tell that Mary enjoyed working on letter skills and that

she was ready to put in the work at making sure she understood the material. This could be

because she was already familiar with this kind of instruction and she knew and understood the

material back when she originally learned it in first grade. She was able to master the content

every time. The content seemed like it was perfect for her learning style because it was hands on

and something that built off of what she already knew. Every time she struggled with learning a

concept, with time and work, she was able to understand it and learn it.

Final Recommendation for Tutee

The next steps I would take to ensure that Mary was receiving the best possible education

for her, would be to continue working 1 on 1 with the skills that need improvement. She needs to

be able to master her phonemic awareness skills, but is unmotivated to do so. She will need

someone who is motivated enough to be patient with her and offer her more hands-on material
that will help her to learn the material. The next step would be to make a recommendation for

testing. I understand that she is on medication, but I was never informed of what the specific

reason is her medication.

Two Significant Ideas That You Learned In This Experience

During my tutoring experience, I have learned that patience and professionalism are two

of the most important components of working with young students. Being patient with the

student can be hard at times. There are very frustrating moments, but there are also moments of

great joy! The frustrating times are especially important and are when patience is most needed.

These children may come from homes that do not show them any sort of love and school very

well might be the only place where they are shown this love. Being the educator, you must make

your classroom the safe place that your students feel comfortable going to and somewhere they

can feel at home. Professionalism is another significant key that I have learned this semester. Not

only must you be professional with colleagues, but also with students. The students are not

supposed to be your friends. There must be professional boundaries set so the students know who

is in authority. If the teacher wants to be friends with the students, then there is no sense of who

is in charge and that is when things can get very difficult and respect is no longer there between

the educator and the students.

My two favorite articles that were discussed in class had to do with poverty and trauma.

My reaction to the poverty PLC discussion was rather sad. Unfortunately because of our

geographical area and the demographic, we are surrounded by it in our schools. If we were to

teach in a place where there is poverty, it will be apparent that the needs of the students are

greater in these areas. Accessibility to materials, time with family to work on homework, and

extracurricular activities will all be compromised, but in the same breath, will need to be actively
promoted in order for more children to be involved. I had a similar reaction to the trauma PLC

discussion. I have learned about trauma in another class of mine and it is amazing all of the

different roots of trauma. It can be induced by something so unfortunately common as divorce,

or something less common as accidents with motor vehicles or accidents in the home. Children

become masters at hiding their trauma and it is something teachers must be aware of. They will

learn this information by reaching out to the family and getting to know them and the students
their children are.