Individual Student Report

Barton Bing
Fall 2017
Ms. (Mariah) McCarty
Fulton Elementary
Background Information:

Barton Bing is a Second Grader at Fulton Elementary and is currently in after-school

reading tutoring with Ms. McCarty (a Loras College Education Student) to assist him with his
reading and writing skills. Barton has participated in after school programs and tutoring
previously and has made a lot of improvements during that time. Barton has parents who are
involved and care about him getting a quality education. They were always interested to see
how he was doing in tutoring and were on time to pick him up from school.

According to Barton’s interest survey, he enjoys reading and likes most books and
various topics. He is very interested in scary stories and nonfiction books. Barton enjoys reading
to himself or someone else, but he doesn’t like reading in front of the class or a lot of people.
He gets excited about most books that he is told to read, and can recall what they are about for
a long time after. Barton has great comprehension skills, and can retell the story after he reads
or is read to. Using context clues is one of his strengths, while he needs more work on fluency.

Barton is really good at decoding words as well as using context clues and pictures to aid
him in reading. He gets excited about finding out what will happen next and also has a love for
reading. He struggles with sitting for a long period of time, so to get his full attention while
reading, brain breaks/stretch breaks need to be taken a couple times throughout the work
time.

Tutoring sessions took place in a classroom with one other tutoring pair on Tuesdays
and Thursdays at 3:30. Before the session Barton would receive a small snack and get a drink.
He really enjoyed this one-on-one time and was never ready to leave once it was done. Barton
is always willing to learn, but gets distracted easily and different strategies are used to keep him
focused and on track throughout the tutoring sessions. One that worked really well is allowing
him to do an ‘activity’ at the end of the session if he tried his best the whole time. This would
include a review game of some sort with what we learned that day together.

Assessments given to Barton with results are listed below both pre and post:

Tutoring Summary:

Word Recognition Assessment Pre Results Post Results

Dolch Sight Word List List 3: 23/25 words List 3: 24/25

List 4: 20/25 words List 4: 24/25

List 5: 18/25 words List 5: 25/25

List 6: 22/25
 List 7: 20/25

List 8: 13/25

Phonemic Awareness, Phonics, Pre Results Post Results

and Spelling Assessments

Concepts About Print Test Score: 18/24 Test Score: 24/24

Phonemic Awareness Inventory Skill 1 Onset Fluency: 10/10 Skill 1 Onset Fluency: 10/10

Skill 2 Identifying Final Skill 2 Identifying Final

Sounds in Words: 9/10 Sounds in Words: 10/10

Skill 3 Identifying Medial Skill 3 Identifying Medial

Sounds: 10/10 Sounds: 10/10

Skill 4 Blending Phonemes Skill 4 Blending Phonemes

into Words: 7/10 into Words: 10/10

Skill 5 Segmenting Words Skill 5 Segmenting Words

into Phonemes: 10/10 into Phonemes: /10

Skill 6 Rhyme Production: Skill 6 Rhyme Production:

8/10 /10

Skill 7 Substituting Skill 7 Substituting

Phonemes in Words: 8/10 Phonemes in Words: /10

Skill 8 Adding Phonemes Skill 8 Adding Phonemes 910

9/10
Skill 9 Deleting Phonemes in
Skill 9 Deleting Phonemes in Words: /10
Words: 10/10

Alphabet Recognition Identifying Uppercase Identifying Uppercase Letter

Letter Names: 26/26 Names: 26/26

Identifying Lowercase Identifying Lowercase Letter

Letter Names: 26/26 Names: 26/26
 Identifying Letter Sounds Score: 44/44 Score: 44/44

STAR WORDS Score: 39/60 Words Score: 47/60 Words

Accuracy: 65% Accuracy: 78%

Fluency Assessments Pre Results Post Results

Running Record Fluency Rates 20 WPM Average 29 WPM

Oral Reading Fluency Rubric 2 3

Word Recognition Assessments

Pre: Barton started at list 2 for the sight word assessment and made it all the way up to
list six. He began to struggle at list 5 getting 18/25 correct. He was really focused on the initial
sound, and became very tired of reading the words towards the end of the list. He seemed very
confident for the beginning and was excited that he knew so many of the words just by looking at
them. He began to get frustrated when he was missing so many towards the end of list 5 so I
stopped after that one. He would not try some of them if he didn’t know them right away.
Overall, Barton knew a lot of his sight words, and seemed pretty confident in his knowledge of
them.

Post: I started with list 3 for the post assessments for Barton. He got 24 words out of 25
correct. As seen above, he improved a great deal compared to how he did in the beginning of the
year. Previously, he got to list 5 struggling, and this time we went all the way up to list 8 before
he began to struggle getting 13/25 of the words correct. Barton improved immensely on his word
recognition with the sight word list.

Oral Reading Accuracy and Fluency

Pre: Barton received a 2 on the oral reading fluency scale. He reads at a slower rate, and
doesn’t use much expression while reading stories. This is his greatest weakness while reading a
text. When focusing on reading with expression, he improves greatly. I have been working on
using a lot of prompts while he is reading. Barton improves his fluency greatly when he feels
confident with a specific text that he is reading.

Post: Later Barton received a 3 on the fluency scale. He started to read faster than he was
when I recorded him the first time, but can still work on reading less like a robot and with more
expression. We worked a lot on talking how people would talk when there is quotation marks in
the text. After reading a text once and re-reading it, Barton is able to improve his fluency greatly.

Comprehension and Retelling

Pre and Post: Barton did a great job whenever asked to retell a story. He would also
sometimes stop and talk to me about what is happening in the story after some pages. He seems
to really have a good grasp on comprehension and is able to know what he is reading as he is
decoding the words in the harder and more challenging texts as well. We started with a level 13
or 14 text, and are now in between a level 18 or 19.

Phonemic Awareness, Phonics, and Spelling

Pre and Post: Barton performed in stanine group 4 with getting an 18/24 on the CAP
assessment. He mainly needs work on punctuation such as the quotation marks and a comma. At
the end of the assessment Barton mixed up show me the first letter of the word, and show me the
last letter of the word. He would show me the first word of the sentence, and the last word of the
sentence. He also didn’t catch some of the mistakes that were made in the text while reading
along. He has good directionality and also word by word matching skills. The second time he
was given the assesemnt at the end of the semester he got an outstanding 24/24 on the CAP test.
He was confident with his answers, and really knew what I was asking him with each answer.

Pre and Post: He performed exceptionally well with the phonemic awareness assessment
with getting almost all 9 or 10’s. Some areas that could use some work are the rhyming as well
as the substituting phonemes in words. Barton got a perfect score on both the letter recognition
and the letter sound recognition. The second time he was given this assessment, he improved or
stayed at a ten (the highest score) on all of the subject areas (see above). He has made huge
strides with his blending words.

Recommendations:

Word Identification

Pre: Barton did well at identifying sight words up to level five and then he began to
struggle. Most of the words that he was missing are some of the easier, three letter words. He
used initial sound well, so I would recommend working on reading all the way through a word
for Barton. He knows how, just sometimes sees how short the word is and figures it has to be
what he says just from looking at the word. Letting him know that it isn’t a race to read, it is
more about understanding and reading the whole word would really help his word identification
skills.

Post: By the end of our time together, Barton was able to decode words very well. He
will still sometimes read to fast and miss an ending, or two, but for the most part he can use
multiple strategies to decode longer words that he doesn’t know. I would recommend that he
continues to work on checking to see if words make sense in the context so that he can go back
and correct the smaller sight words when reading faster.

Oral Reading Accuracy and Fluency

Pre: I would recommend that Barton works on a single text for a while so that he
becomes very familiar with it and can focus solely on his fluency skills. He won’t be as worried
about figuring out certain words and he can focus mainly on his rate and his expression. Also,
having an experienced reader read when he does will help him keep up with that individual as
well as hear how his voice fluctuates.

Post: We did a lot of repeated reading and using a familiar text to work on fluency, this
seemed to help a great deal. The next step that I would like Barton to work on is getting to the
point where he can focus on fluency while reading a new text as well.

Comprehension

Pre: To continue to increase Barton’s comprehension skills I would recommend that he

does some close reads where he can dig deeper into the meaning of the text he is reading. This
helps students realize that they are always reading for a purpose and that they should be checking
for understanding throughout the entire text and revisit the pages or areas that they may not
comprehend.

Post: While Barton has great comprehension skills, he could still work on making sure
that he comprehends each page, along with every sentence. I feel like this will also help his
decoding skills and word recognition because if he doesn’t comprehend a sentence, he will read
it again also helping him correct his errors. This would be good for him to see with modeling.

Phonemic Awareness, Phonics, and Spelling

Pre: Work should continue with Barton and teaching him punctuation while reading a
text with him. Once something is taught, he generally remembers it really well, so teaching it as
he is reading is a very effective strategy with him. Also, focusing on rhyming for a few lessons
would be beneficial for him.

Post: Throughout the semester, Barton has shown significant improvement in this area.
One thing that can still use some work on is rhyming just like previously. He caught on to
punctuation quickly.

Conclusion & Reflection:

Barton has many strengths. He is great at using context clues and reading around a word
to try to figure that word out. My favorite prompt with his is “Does that make sense?” because he
notices when something sounds different right away. Another strength of his is decoding words.
He is very determined to take any word and try to figure it out for himself before looking to the
tutor for any help. Barton has a very solid base knowledge of the alphabet and each sound that
goes along with a letter. This really comes in handy when he is decoding the tricky words that
are not sight words. He knows how to read almost all of the sight words, but struggles with
writing some of them (from, who, how along with others). One area that I really worked with
Barton on is his fluency. Now that he is reading more accurately, I want to get him reading at a
good rate with expression. He always understands what he is reading, and his comprehension
skills are very impressive for his level. He is able to retell a majority of the story that he read or
listened to.

Over all, Barton has already been showing improvement and has been a very fun and
motivated student to work with. He is very observant and also eager to learn how to read and
enjoys reading new books. One thing that Barton could use some work on is a boost in his
reading confidence level. Barton is making great strides with his reading and I can’t imagine how
great he will do come the end of the school year!