Dana Wells

EDU 345
Formative Assessment #2

SFA Lesson Plan Instructions and Format

1. Submit a copy of the tutoring plan with the following information attached:

a. Reflection of Student Learning: (be explicit about effect on learning by each skill)
Example: (Refer to the template used)
Phonemic Awareness: In terms of Phonemic awareness, Lemoyne scored very well
on the first assessment. On this second round of re-assessment, he correctly broke
down this last word correctly, and has now mastered 100% of the Phonemic
Awareness sections. Therefore, on the second re-assessment, I did not assess his
phoneme awareness.

Letter Skills: For the Letter Skills portion of the assessment, Lemoyne already
mastered 100% of the sounds and letters. When completing my second tutoring plan,
we did have a time slot to work on Letter Skills, so we practiced writing the letters for
specific sounds. Lemoyne was able to correctly identify every letter name and all of
the sounds, but he was more hesitant on writing them. We worked through all the
“harder” letter sounds that I guess he would get confused such as “ch” and “ck”, “b”
and “d”, and “y” and “w.” Lemoyne did remarkably well on the tutoring plan. Since
he already had correctly identified LS(1) – LS(3), we did not have to re-assess this
section.

Word Skills: Lemoyne had previously mastered up to Set 7 on WS(1). This requires
him to read the words using blending. We had previously worked on incorporating
the finger detective. This re-assessment he used the finger detective when necessary,
but did not master any additional sections of WS(1). In regards to WS(2), Lemoyne
was able to master one more set (set 4), and 2/3 words into set 5! WS(3) requires
students to read words with base words. Lemoyne tried his best as this section, but
did not master any additional full sets. For my second Tutoring plan with Lemoyne,
we worked on this strategy of breaking the words into the base words and suffixes,
reading the base word, reading the suffix, and then putting it all together. He
accomplished this objective on the tutoring plan. The activity I selected when using
the tutoring plan included suffixes such as ‘ed’, ‘er’, and ‘ing.’ When completing the
actual re-assessment, however, the words seemed to have harder ending such as ‘est’
or when the last consonant is repeated due to the suffix of the word. He seemed to
have a much more difficult time with this.

Fluency: In this re-assessment, Lemoyne scored a 4 on the Rubric Score and was an
accurate and smooth reader. On the pre-assessment and previous re-assessment,
Lemoyne scored a 3 on the Rubric Score and was only an accurate reader. It was
great to see his improvement here! On both assessments he was reading at a 3
Reading Level and had minimal errors each time. His words correct per minute
(wcpm) improve with this re-assessment form 55 wcpm to 59 wcpm. The goal for end
of the year first graders is 60 wcpm. Lemoyne is so close to making this goal and with
the right encouragement, he will exceed it by the end of the year.

Vocabulary: Vocabulary was not assessed at this time.

Comprehension: In terms of comprehension, Lemoyne had previously mastered

C1(1) – C1(4). He additionally scored as developing on C1(5) and C1(7). For this re-
assessment, Lemoyne successfully mastered C1(5) and scored as developing on
C1(6). This was a great improvement to see. It shows that Lemoyne is using different
 comprehension strategies to help him become a better reader and understand the text.
In completing the Tutoring plan, one of the activities that we worked on was
clarifying an unknown word by reading on. He easily mastered this objective and was
able to generalize the strategy to apply it while reading other books. Lemoyne is
continuing to improve in regards to comprehension.

b. Next Steps: Next steps for working with Lemoyne are to work with him on his Word
Skills. From WS(1) – WS(5) Lemoyne could use assistance on strategies to help him
decode and read those words. An additional, very important, next step for Lemoyne
would be to continue encouraging him to read. He is at a crucial point right now
where he is just beginning to love reading, but it is challenging for him sometimes.
He needs peer models as well as adult models in his life to encourage him to be the
best reader he can be. He also needs help finding books that he likes to read – such as
Dr. Seuss books which are very fun and engaging, but also at his appropriate reading
level.

c. Concerns & Challenges: One of the concerns that I have for Lemoyne is his ability
to decode and read words. In terms of sight words and memorization, he has done a
great job of remembering those words and reading them quickly. In terms of blending
two letters, he also has those well memorized. When it comes to applying those skills
to read a word, he seems to have challenges. Lemoyne did not improve much in any
of the Word Skills sets, so this may need to be addressed in the future, in particular
about decoding words while reading a story. Additionally, he has still been unable to
read any words from the WS(5) list, which also is a concern.

d. Self-growth: (content, assessment, management, planning, efficacy, professionalism,

etc.) I have seen many areas of growth in Lemoyne! One of the biggest areas that I
have seen improve is his confidence in himself and his abilities as a reader. When I
first met him, he was not confident and would tell me that he did not like reading.
Now, the first thing he does is pick up a book and ask to read it. He has also greatly
improved in his resilience and working hard on the tasks. I think incorporating the
“Effort Rubric” into our daily routine has greatly improved his ability to work hard at
decoding challenging words. He is proud of himself and his accomplishments and
desires to learn!

In terms of my own self growth, I have learned much from Lemoyne. I have learned
first hand the importance of using relevant and interesting materials. He immediately
was more interested in what we were doing if it involved cars in anyway. I was able
to use this as a motivational tool to help him stay focused and score a “4” on the
Effort Rubric. In addition, I also learned the important of self-concept. In the
beginning, Lemoyne was not a confident reader. Because he thought he was a bad
reader, he struggled a lot. However, in these few short weeks, I have helped him
foster a more positive self-image, and therefore he is a more confident, and even
better reader.