Language and Catechetical Institute Tutoring Partnership Weekly Assessment
Adapted from the Ohio Department of Education’s Strategies for Diverse Learners Using the UDL Model
Please save the document and type your responses in the boxes below. Please use as much space as you feel is necessary to explain your experience.
Discuss the cultural background
of the student. Explain how you will use
their cultural knowledge and experiences
as teaching/ learning resources (for
themselves
and for other students).
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didn’t.
What is the level of students’ heritage
(native or home) language skills in all four
communication modes (listening, speaking,
reading and writing? How do you think
you will use their strengths and build upon
their weaknesses?
*You may consider filling this out after a few sessions and
then return to reflect upon what worked and didn’t.
Consult with the students’ English as a
Second Language (ESL) teachers or
tutors(Dr. Healy) and
Focus on English Language Learners(ELL)
Bella is a 27-year-old student from the country of Georgia. This is Bella’s second semester studying English
in Austria and when she began at the Kartause she knew very little English. Bella also knows how to speak
some Russian. Even though our cultures are different, Bella and I have been able to connect by telling each
other about our different cultures. Also, Bella is very motivated to learn, which helps us connect on many
levels.
I also worked with a student from China named Peter several times throughout the semester. He is currently
studying to be a priest and this is also his second semester in Austria. Upon coming to Austria he knew
almost no English at all and he has come a long way. Peter grew up in China and from what he has told me
he has had a very interesting and sometimes rough life. Peter enjoys talking about his home and his family
and he likes to tell stories. This is helpful for his learning because he needs to mainly work on
conversational English and telling stories and conversing about China is very beneficial.
Bella is a very good listener and she knows what she needs to work on. When I began working with Bella
she already had a wide vocabulary and she could speak very well, but wanted to work on pronunciation,
reading fluency, and writing. Because Bella had two tutors, I worked with her on pronunciation and reading
fluency and her other tutor helped her with writing and vocabulary. I often helped Bella complete her
homework, which included many long passages or stories that she would read aloud. As she read I would
correct her pronunciation or point out where she may have missed a word or a punctuation symbol.
Peter is a very good listener and he enjoys have conversations. Peter also had another tutor who worked
with him more on his homework and assignments, however, Peter and I enjoyed having conversations
about the past and the future. Upon having these conversations, Peter would often draw or write what he
was trying to describe because it helped him communicate more effectively. Also, Peter struggled with
hearing the differences between certain words, such as
Dr. Healy and Dr. Boury gave us a brief introduction on how to tutor an LCI student. Also, both Bella and
Peter knew what they wanted and needed to work on in order to improve their English.
 share ideas on how to support the students’
learning in both the content classroom and
the ESL classroom
.
Please upload the document and complete each section after your tutoring session. You will be required to submit both templates into the Blackboard shell at the end of the semester.
You are required to meet at least 5 times with your partner per 6/29/2014.
Date Time Multiple Means of Representation: To provide students various
ways of acquiring information and knowledge
02/20/2017 6-7pm This was the first time Bella and I met to work on
homework together. She had a packet of
assignments she needed to work on, mainly
involving reading and answering questions.
04/10/2017 2-3pm Jane and I worked together with Peter on this
day. He needed help editing a paragraph for a
homework assignment and he asked both of us
to help in order to have multiple perspectives
and corrections. We mainly had to edit his paper
on sentence structure and spelling, as well as
some word choice.
04/27/2017 4:30- Debbie, Emma, and I all worked with Peter
6pm during this time. It began with just Peter and I
and we focused mainly on conversational English
because he had some problems and asked for
advice. When he did not know a word or had
Multiple Means of Action and Expression: To provide options
for students to demonstrate what they have learned
Bella struggles mainly with reading fluency and
pronunciation. Since this was the first time we
met, I had Bella read a passage of homework
aloud and together we worked to answer the
questions. If I noticed she was struggling or
made a mistake I pointed it out and we talked
through it together.
We worked together to revise his paragraph by
reading it line by line and changing what needed
to be changed. Jane was very good at asking
Peter questions about his writing, such as “what
exactly did you mean by this?” It helped when
we were trying to determine what he was trying
to say and how we can edit it to sound better.
Also, we worked together to think of new words
that better express what is trying to be said.
Peter enjoys telling stories and talking about his
family and life. This is good because it helps him
focus on his speaking communication skills,
which is one of the aspects he struggles with
the most. When he did not know how to
Multiple Means of Engagement: To tap individual learners'
interests, challenge them appropriately and motivate them
to learn
Bella is very motivated to learn English and
therefore she wanted to put in the effort to
complete her homework correctly. Also, she
asked a lot of questions, which also keeps he
engaged in the work because she is curious
about concepts and ideas.
Peter really enjoys working with us to edit his
work and although he may sometimes find it
frustrating, when we work together it keeps
him motivated and helps him to realize that
his mistakes are not permanent, but that with
help they can be fixed.
In this situation, Peter did not need much
motivation because he wanted someone to
talk to and in order to give him advice we
needed to communicate. With this being said
Peter does often need encouragement in his
 difficulty expressing himself, we used pictures,
synonyms, gestures, and writing to
communicate.
04/29/2017 2- On this day, Bella and I had a short encounter in
2:30pm her room where we spent some time talking
about how she was doing and about her
upcoming assignments. It was good because we
had the opportunity to practice her fluency in
conversational English, rather then simply her
reading fluency.
05/01/2017 6-7pm On this day, Bella and I met to work on another
of her homework packets. This was similar to the
first time we met, however, I could see an
apparent improvement in Bella’s speech and
reading fluency. I was mainly there to encourage
Bella as she read and answered questions, as
well as to answer any questions she might have.
describe something or he did not know the
write word, he would draw a picture or we
would list off words that he could possibly use.
Also, I noticed that Peter knows how to spell
certain words, but he has trouble pronouncing
then or we have difficulty understanding his
words. In order to combat this, Peter would
write down the words he was trying to say and
it helped him communicate more effectively.
During our conversation, Bella and I talked
about how her classes were going and she told
me about an upcoming project she was
completing on her country. Bella speaks English
very well and she has quite a large vocabulary,
however, if she did stumble or struggle to find
her words, it helped if I jumped into the
conversation and offered a word I thought
matched what she was trying to express. Also, if
she pronounced a word differently, by
repeating the word back to her in a casual, non-
corrective way helps her recognize her mistake
without actually saying she made a mistake.
As Bella read the passages and answered the
questions, I went through them in my head as
well and I pointed out any mistakes she may
have made, which were very few. Also, there
was one section where she had to unscramble
the letters to create a common figure of speech,
which we both struggled with and worked
together to answer. Although we struggled, it
was a fun activity and we were able to joke and
laugh about the phrases afterwards.
English because sometimes he is not
confident in the knowledge he possesses.
Through helping him express himself and
through positive statements and body
language, having a conversation with Peter
can be really enjoyable and successful.
Since this situation was a conversation, little
motivation was required, again however, it is
always good to show encouragement and let
the speaker know they are doing well. I can d
this through positive facial expressions and
gestures. Also, keeping the conversation light
and flowing can also make the other person
more comfortable and encourage them to
keep talking.
I think this assignment was easy for Bella to
complete, but it was time consuming and
therefore, Bella had to put forth a lot of
effort. I helped motivate her by nodding my
head when she answered a question correctl
Also, when she finished a section I would use
positive encouragements, such as “great job.
It also helped encourage us both when we
were able to joke and laugh at the word
scramble and the humorous themes of the
stories.
Adapted from Ohio Department of Education, Lau Resource Center, March 2011