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Final Tutoring Report 1

Demographics & Educational Information

Amanda is a ten year old fourth grader. Her fourth grade class is composed of twenty-eight students. In this class,

nine students have Individualized Education Plans. Amanda comes from a close-knit Caucasian family. Amanda has

Attention Deficit Hyperactivity Disorder that causes her to have trouble focusing on tasks. She also has a mild anxiety

disorder that causes her to become anxious in certain situations. Although Amanda does not receive any special services,

she often works in a lower ability group that needs additional supports. Mrs. Johnson referred Amanda for tutoring because

she was close to approaching grade level in reading and writing but she needed more individualized instruction to help her

reach this goal. Mrs. Johnson hoped that this tutoring process would help improve Amanda’s comprehension and summary

writing skills.

Semester-Long Objective for Reading and Writing

Beginning: Amanda identifies some important facts of non-fiction texts but does not provide a complete summary of the

material. She also tends to recite wordy answers that contain incorrect components of information.

Behavior: Amanda will use a graphic organizer as a comprehension strategy to produce a summary of nonfiction texts

while reading both independent and instructional leveled books. For expository reading, she will ask herself: “What is the

main idea of the text?,” “What are three important facts?,” and “What is one specific example?”

Context: During our tutoring sessions, we will complete this objective through the use of direct instruction while Amanda

reads expository texts.

End: Amanda will improve her comprehension and will be able to use the strategy independently to summarize the text.

She will ask herself: “What is the main idea of the text?,” “What are three important facts?,” and “What is one specific

example?”

Tutoring Program for Reading

To meet the objective that we created for reading, Amanda began her tutoring session by reading independent-

leveled nonfiction texts. We had Amanda read texts that were on her independent level to help increase her confidence in

her reading comprehension abilities along with her fluency and word recognition accuracy. For this program, we also chose

texts that appealed to Amanda’s interests in order to help keep her focused and actively engaged throughout each lesson.

During each lesson, Amanda activated her prior knowledge on the subject of the nonfiction text by completing the “What

do I already know about the topic?” and “What do I want to learn?” columns of a “KWL Chart.” She then read the text

aloud. After reading, Amanda completed the “What did I learn?” column of her “KWL Chart” to organize her thoughts


before completing a comprehension graphic organizer. Once Amanda had demonstrated that she had learned her new

comprehension strategies, we gave her instructional-leveled texts to read during our lessons in order to keep her at an

appropriate level of instruction. (Please see Appendix A for a list of Amanda’s readings.)

At the start of each lesson, we reviewed the semester-long objective and stated the metacognitive questions: “What

is the main idea of the text?,” “What are three important facts?,” and “What is one specific example?” with Amanda. In

addition, we displayed a three-dimensional strategy toolbox (which contained the metacognitive questions), in front of

Amanda, while she read in order to help support her thought process. These metacognitive questions helped Amanda

monitor her comprehension of the text. Amanda often would struggle recalling what she had read and would tend to recite

wordy answers that were reread directly from the text. Therefore, we prompted Amanda to fill out the last column of the

“KWL Chart” by asking herself “What did I learn?” After completing this column, Amanda applied the information from

the “KWL Chart” to help her answer the questions “What is the main idea of the text?,” “What are three important facts?,”

and “What is one specific example?” Towards the end of our tutoring session, Amanda shared with us that she used her

metacognitive questions to help her during the English Language Arts state-mandated testing. This statement demonstrated

that Amanda felt confident using these strategies outside of our tutoring sessions to aid her reading comprehension.

In order to help Amanda actively thinking through her reading, we had her pause after reading each paragraph to

orally explain what she had read. This helped her remain focused while reading and further deepen her comprehension of

the text. Additionally, we used other refocusing strategies such as a checklist and a timer in order to help reduce Amanda’s

anxiety about missing transitions and to help increase Amanda’s attentiveness during each reading session. (The checklist

and timer are discussed in greater depth in the “Follow-Up Reading Program” section of this Final Assessment.)

Tutoring Program for Writing

To meet the objective that we created for writing, Amanda wrote throughout each lesson to increase her

comprehension, pre-plan her writing, and construct her summary writing piece. (Please see Appendix B for a list of

Amanda’s writing pieces.) At the start of each tutoring session, Amanda completed the “What do I already know about the

topic?” and “What do I want to learn?” columns of a “KWL Chart” to activate her prior knowledge and to become

motivated to begin learning. She wrote down bullets of information in both of these columns to relay her thoughts about the

topic. After reading the text aloud, she returned to her “KWL Chart” and completed the “What did I learn?” column in

order to organize her thoughts before filling out the comprehension graphic organizer.


After completing each column of the “KWL Chart,” Amanda filled out her comprehension graphic organizer by

asking herself: “What is the main idea of the text?,” “What are three important facts?,” and “What is one specific

example?” Amanda reread the information in the last column of her “KWL Chart” in order to determine the main idea of

the text. She then selected three important facts from this column to insert into her comprehension graphic organizer. For

one of these important facts, she chose one specific example that she wanted to include on her comprehension graphic

organizer in order to provide more details for that fact.

When the comprehension graphic organizer was entirely completed, Amanda used the answers to the

metacognitive questions, which were written down on this organizer, to help her create a coherent summary writing piece.

Amanda created a title for her pieces based off of the main idea of the text. Within her piece, she included three important

facts and one specific example that she had learned during her reading. After completing her summary writing pieces, we

prompted Amanda to reread her work in order to edit her writing. During these lessons, we also wrote our own summary

writing pieces to model concise writing. Modeling how to create effective summary writing pieces allowed us to explain

our thought processes for determining the main idea, three important facts, and one specific example for our writing. (The

“KWL Chart” and comprehension graphic organizer are discussed in greater depth in the “Follow-Up Writing Program”

section of this Final Assessment.)

Reading Before

To evaluate Amanda’s reading ability we selected a variety of non-fiction books from Fountas & Pinnell. Before

assessment, Mrs. Johnson recommended for us to use a non-fiction text at the mid-fourth grade level as a starting point for

Amanda. Therefore, we had Amanda read this book during our first assessment session. However, due to Amanda’s

trouble with comprehension, we thought it would be best to conduct more running records with lower fourth grade leveled

books. After conducting four running records with these different expository texts, we were able to determine that Not Too

Cold for a Polar Bear (Please see Appendix C) was Amanda’s instructional level text. For this book, Amanda’s word

recognition accuracy, or the percentage of words she read correctly, was 95%. Amanda read 1 out of every 22 words

incorrectly, giving her an error ratio of 1:22. Additionally, Amanda was able to correct 1 out of every 5 of these errors, so

her self-correction ratio was 1:5. Although she had strong word recognition accuracy, Amanda’s self-correction ratio and

comprehension prevented her from being able to read this book at the independent level.

Amanda was able to comprehend the important facts that the book relayed about polar bears’ physical

characteristics. She stated that polar bears have guard hair, blubber, and black skin; however, she called the guard hair


“ground hair” and said that all of these features are part of polar bears’ “special skin.” She was not able to correctly explain

that these features are different layers of polar bears’ bodies. When we asked Amanda a Fountas & Pinnell “beyond the

text” question, “Why is it important for polar bears to live where they do?,” she was able to identify that polar bears’ bodies

are adapted to their climate but she also said that if polar bears lived in warmer climates they would be “freezing,”

demonstrating her difficulty with inferential thinking. Also, when prompted to tell us more about what she had learned from

the book, she correctly said that polar bears live all over the Arctic Region and near the North Pole, but she did not name

some of the other important facts from the text such as the type of food polar bears eat and their swimming abilities. It was

evident that Amanda could read the text but she had trouble summarizing important elements and drawing inferences from

the reading.

Reading After

When beginning the final assessment, we had Amanda read a low fourth grade-leveled text. This text was on the

same guided reading level as the text that Amanda had read during her initial assessment. After analyzing Amanda’s

running record results and comprehension responses, we determined that this book was now on her independent reading

level. Therefore, we had Amanda read a mid-fourth grade-leveled nonfiction text. After determining Amanda’s word

recognition accuracy, error ratio, self-correction ratio, and comprehension level, we concluded that she read Solar System

Sights on her instructional level (Please see Appendix D). When reading this text, Amanda’s word recognition accuracy

was 96%. Therefore, she correctly read 96% of the text. Amanda read 1 out of every 28 words incorrectly, giving her an

error ratio of 1:28. In addition, Amanda corrected 1 out of every 4 errors that she made, giving herself a self-correction ratio

of 1:4. Amanda had strong word recognition accuracy; however, her self-correction ratio and comprehension responses

stopped her from being able to read this text at the independent level.

Amanda was able to comprehend most of the important facts that the text discussed about the Sun and the Earth.

When she was asked the question “What is the Sun?” she correctly identified that the Sun is a star. This answer

demonstrated that Amanda was able to recall a basic fact that she had learned from the text. For the next question, we

wanted to prompt Amanda to provide an explanation of her new knowledge so we could assess whether she had an

effective understanding of the concepts relayed within the text. Therefore, we asked Amanda to explain how the Earth

“moves.” Amanda replied: “It spins around and around so the Sun hits a different part of the Earth every time.” Although

Amanda did state that the Earth “spins,” she did not use the correct term “orbit” (orbiting was the scientific vocabulary

word used to describe this process) and she only stated that the Earth “spins around and around,” failing to explain that the


Earth also revolves around the Sun. The language that Amanda used in this response does not demonstrate that she deeply

comprehended Earth’s orbiting cycle. Also, when Amanda was prompted to tell us more about what she had read, she

correctly replied: “I am one of the 6.5 billion people on Earth,” but she did not explain any of the other important facts

addressed within the text such as Earth’s uniqueness as a planet, and the Sun’s characteristics. Amanda’s fast reading pace

may have contributed to her comprehension responses and self-correction ratio.

Initial Assessment Final Assessment

Title of Nonfiction Text Not Too Cold for a Polar Bear Solar System Sights

Level of Text Q R

% Word Recognition Accuracy 95% 96%

Error Ratio 1:22 1:28

Self-Correction Ratio 1:5 1:4

Positive Strategies Used on Text Strong word recognition accuracy Strong word recognition accuracy

Negative Strategies Used on Text Read quickly, omitted and inserted some

words, mostly made errors due to not

looking at the middle and/or end of

words

Read quickly, omitted the word “the”

twice, made two errors from not looking

at the middle and/or end of words

Comprehension Comprehended main idea of text,

difficulty with inferential thinking,

correctly identified additional facts with

prompting, answers were somewhat

wordy

Correctly listed some important facts,

was not able to explain a concept from

the text in detail, correctly identified

additional fact with prompting, short

concise answers

Writing Before

During the interview, Amanda became very excited when we asked her to demonstrate her writing skills. She

explained to us that writing is a way for her to express her ideas and that it was one of her favorite things to do during

school.

When asked about what topic she wanted to write about, Amanda enthusiastically stated that she was going to tell

us about one of her favorite vacations. Therefore, when Amanda was creating her writing sample, we also composed pieces

about our favorite trips to make her feel more at ease. In her writing sample (Appendix E), we analyzed the positive and

negative aspects of Amanda’s writing at the message, sentence, and conventions of print levels (Appendix F). After actively

examining Amanda’s writing sample, we placed her in Gunning’s Stage 4: The Experimenting Writer of the Developmental

Stages of Writing and Level 4: The Capable Writer on the Six Traits Scoring Continuum.


Message Quality

At the message level, Amanda developed one central idea about her vacation. She titled her writing “My Trip to

Disney,” and created two paragraphs that contained supporting details for her two different topics. She also wrote two

descriptive paragraphs to express her thoughts and ideas. Throughout her writing, Amanda included “voice” when

explaining her favorite ride and when illustrating the emotions she felt during this trip.

Before beginning her writing sample, Amanda did not use any preplanning strategies. As a result of not

preplanning, she has also failed to create a third paragraph for her concluding statement. For example, in her second

paragraph, Amanda discussed her favorite ride and then ended her writing saying, “All of the rides were really fun and I

was happy that my brother had the best birthday ever!!!” Mrs. Johnson told us that her students were taught to create

introductory, body, and conclusion paragraphs in fourth grade.

Sentence Quality

At the sentence level, Amanda wrote simple and compound sentences that contained correct noun/verb agreement.

She also used the conjunction “and” in one of her compound sentences. In addition, Amanda incorporated basic descriptive

words into her writing. For example, she stated “all of the rides were really fun” and “people went on the big screen” to

support her ideas and thoughts about Disney World.

Amanda’s writing lacked the use of sequence and/or conjunction words (with the exception of the word “and”).

However, when Amanda did use the conjunction “and,” she created one long run-on sentence. She failed to establish two

separate sentences that explained details about her favorite ride. Also, within this run-on sentence, Amanda did not use the

correct case of a pronoun. For example, she wrote: “It was when Mike told jokes and people went on the big screen and me

and my sister got to tell a joke.” This sentence illustrated how Amanda’s writing could be improved with practice of proper

grammar.

Conventions of Print

Throughout Amanda’s writing sample, she demonstrated her knowledge of capitalization and punctuation by

beginning each sentence with a capital letter and ending each sentence with a period. Amanda also spelled most words

correctly, including more difficult words like “amusement.” Additionally, Amanda illustrated her understanding of proper

page organization by indenting both of her paragraphs. She also skipped lines when creating her writing sample, a useful

editing strategy. Amanda further demonstrated her editing skills when she reread her sample to edit her work. For example,

when explaining her favorite ride, Amanda originally stated “It was we Mike told jokes,” however, after rereading her work

she edited this mistake and changed the word “we” to “when.”


At the conventions of print level, Amanda made minor spelling and punctuation errors. Although Amanda did

spell most words correctly, she failed to include the letter “e” at the end of the word “favorite.” This omission may suggest

that Amanda has difficulty spelling words that contain silent letters. Also, Amanda failed to include an apostrophe “s” in

the word “brother’s,” instead she wrote: “In October I went to Disney World for my brothers birthday.” This example

demonstrates that Amanda needs additional instruction on the difference between plural and possessive nouns.

Furthermore, within her writing sample, Amanda did not include a comma where it was necessary and added a comma

where it was not appropriate. For example, she inserted a comma after the word “like” and wrote: “We went to all of the

amusement parks like, Magic Kingdom, Animal Kingdom, Epcot and many more.” This information shows that Amanda’s

writing could be improved with more practice with punctuation.

Writing After

For the final assessment, Amanda decided to write about her family vacation to Ocean City. (Please see Appendix

G) She explained that her family goes to Ocean City each summer and she provided descriptive details explaining their trip.

Amanda was so excited about her topic decision that she created seven paragraphs to highlight her numerous memories

there. After Amanda completed this writing sample, we analyzed her strengths and weaknesses in regards to her message

level, sentence level, and conventions of print. (Please see Appendix H)

Message Quality

At the message level, Amanda wrote about one central idea. She created seven paragraphs that contained her own

ideas and experiences about Ocean City. Each paragraph relayed a new topic to support her central idea. These descriptive

paragraphs contained many examples and facts to “paint a picture” of Amanda’s experience at one of her favorite vacation

destinations. For instance, she wrote: “Every morning we take all of our beach chairs, shovles (shovels), tent and towls

(towels) and go to our beach (Clemintine).” Amanda also included voice into her writing piece. For example, she stated: “I

really love going to Ocean City every year and I can’t wait to go back again.” In addition, Amanda titled her piece and

closed her writing with a concluding paragraph.

Before beginning her writing sample, Amanda did not pre-plan her work. Also, unlike the initial assessment,

Amanda did not read to revise her work. Since she did not reread her work, Amanda made some errors that could have been

avoided. For example, she wrote: “the you are all wet,” omitting the ending “n” off of the adverb “then.”


Sentence Quality

At the sentence level, Amanda wrote both simple and compound sentences that contained proper noun and verb

agreement. These sentences contained descriptive words to illustrate her thoughts. For example, she used the word

“soaked” when explaining her favorite “log ride” and she used the word “vanilla” to explain a flavor of ice cream. Also,

Amanda included the conjunction “and” within her writing. In addition, Amanda used the sequence word “second” to

introduce her second favorite ride in the amusement park, “WONDERLAND.”

In her writing piece, Amanda did not include sequence and conjunction words (with the exceptions of the words

“and” and “second”). However, when Amanda used the conjunction “and” in the fifth paragraph of her writing, she created

one long run-on sentence. She failed to establish two distinct sentences that explained details about the “log ride.” Instead,

Amanda stated: “We love going on the log ride, you go in a log and undernieth you is water and when you go down the hill

you go super fast you get soaked in water and the you are all wet.” Also, she did not include the word “first” in her writing

before using the word “second,” demonstrating an incorrect use of sequence words. This sentence illustrated how

Amanda’s writing could be improved with practice of proper grammar.


At the conventions of print, Amanda included correct capitalization and punctuation into her writing by beginning

each sentence and proper noun with capital letters, and ending each sentence with a period. Amanda also spelled most

words correctly. In addition, Amanda demonstrated her knowledge of proper page organization by indenting all seven

paragraphs. Furthermore, she skipped lines when creating her writing sample, a useful organizational and editing strategy.

Amanda made minor spelling and punctuation errors throughout her writing piece. Although Amanda did spell

most words correctly, she spelled some words incorrectly because she either omitted a vowel or she placed a vowel in the

incorrect location of the word (some examples include: “the” as “th”, “always” as “alawys” and “vanilla” as “vinalla”).

Furthermore, within her writing sample, Amanda did not include some forms of punctuation where they were necessary

(e.g. commas, a semi-colon and/or period). For example, she wrote: “Every morning we take all of our beach chairs”

instead of writing “Every morning, we take all of our beach chairs.” In addition, she wrote: “It is an ice cream shop and

they have contest like hula hooping, dancing and many more I always win every year.” After Amanda wrote the words

“many more” in this statement, she failed to conclude her sentence with a period or to include a semi-colon to adjoin her

thoughts. Since she omitted these elements, she created one run-on sentence. Additionally, Amanda did not reread to edit

her work.


Writing Before Writing After

Message Level Strengths Wrote one central idea, wrote own ideas and

experiences, wrote two descriptive paragraphs that

contained two topics, included voice, titled writing

Wrote one central idea, wrote own ideas

and experiences, wrote seven descriptive

paragraphs that contained topics that

supported central idea, included voice,

titled writing, gave writing a conclusion

Message Level Weaknesses Did not pre-plan, did not include a concluding

paragraph

Did not pre-plan, did not read to revise

work

Sentence Quality Strengths Wrote simple and compound sentences that contained

correct noun/verb agreement, used the conjunction

“and,” included basic descriptive words

Wrote simple and compound sentences

that contained correct noun/verb

agreement, used the conjunction “and,”

used the sequence word “second,”

included basic descriptive words

Sentence Quality Weaknesses Did not use sequential words, mostly did not use

conjunction words (with the exception of “and”),

used incorrect order of pronouns, second paragraph

contains a run on sentence (inappropriate use of

“and”)

Did not use sequential words (with the

exception of “second”), mostly did not use

conjunction words (with the exception of

“and”), fifth paragraph contains a run on

sentence (inappropriate use of “and”)


Strengths

Mostly knew correct spelling, used correct

capitalization, mostly used correct punctuation, knew

page organization by creating two indented

paragraphs, read to edit work

Mostly knew correct spelling, used correct

capitalization, mostly used correct

punctuation, knew page organization by

creating seven indented paragraphs


Weaknesses

Did not include the ending of the word

“favorite”(missed the silent “e”), omitted one comma

and incorrectly used one comma in the introductory

paragraph, did not include an apostrophe where

necessary

Spelled some words incorrectly due to

omitting vowels or placing vowels in the

incorrect location, tended to omit some

punctuation in her writing, did not read to

edit work

Follow-Up Program for Reading

For Amanda’s follow-up reading tutoring program, we believe that it is important to continue the strategies that we

have implemented because they have proved to help Amanda deepen her comprehension of the text and increase her word

recognition accuracy. Amanda should continue reading mid-fourth grade leveled non-fiction texts (starting at Level R)

because this is her current instructional level. For this follow-up program, the following New York State Common Core

Standard should be continued to be addressed:

RI/ Key Ideas and Details/4

2) Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Before Amanda begins her tutoring sessions, a timer should be set to the time that Amanda has to leave her lesson and

return to her classroom. This will help reduce Amanda’s anxiety about missing her next class or activity because she knows


that the timer is there to inform her when she has to leave. This will prevent her from continuously looking at the clock and

will help her remain attentive. To help “hook” Amanda’s interest in the reading topic, a “KWL Chart” should be continued

to be used to activate her prior knowledge. During reading, Amanda should ask herself her three metacognitive questions:

“What is the main idea of the text?,” “What are three important facts?,” and “What is one specific example?” to help her

actively read through the text. In addition to these questions, when reading, Amanda should pause after each paragraph to

recall what she had read. This strategy will help her increase her reading comprehension. In order to remind Amanda to

pause after each paragraph and remain focused when reading, her checklist should be placed next to her during the reading

portion of the lesson. This checklist asks Amanda two essential questions: “Did I focus on the text when reading paragraph

___?” and “Did I pause after paragraph ___ to explain what I read about?” Amanda should give herself a star if she believes

that she has fully accomplished the task required for each box (Please see Appendix I for a sample of this checklist). After

reading, Amanda should continue to complete the last column of her “KWL Chart” and fill out her comprehension graphic

organizer in order to organize her thoughts before composing her summary writing pieces.

Follow-Up Program for Writing

For Amanda’s follow-up writing tutoring program, we believe that it is important to continue the strategies that we

have implemented because they have been beneficial in helping Amanda create clear, coherent summary writing pieces.

When writing, the following New York State Common Core Standard should be continued to be addressed:

W/ Production and Distribution of Writing/4

4) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and

audience.

To activate Amanda’s prior knowledge and to serve as a source for her comprehension graphic organizer, Amanda should

complete her “KWL Chart.” This chart is divided into three columns; each column of the chart represents an important

question. The letter “K” stands for “What do I already know about the topic?,” the letter “W” stands for “What do I want to

learn?,” and the letter “L” stands for “What did I learn?” Before reading, Amanda should independently complete the first

two columns of this chart: “What do I already know about the topic?” and “What do I want to learn?” After reading,

Amanda should use the knowledge gained from the text to bullet important facts and examples that she recalls in the “What

did I learn?” column of her “KWL Chart”. According to the day of the tutoring session, Amanda may require the use of

scaffolds to fill out this last column. If this occurs, we found it to be beneficial to ask her text-specific questions to help her

determine pieces of information that she can incorporate into her chart. For example, when Amanda read a text about


turtles, we asked her: “What did you learn about turtles’ shells?” “What did you learn about turtles’ flippers?” and “What

did you learn about turtles’ eyesight?” in order to prompt her to recall information that she had read before completing the

“What did I learn?” column of her “KWL Chart” (Please see Appendix J for a sample of this “KWL Chart”). When

Amanda is finished filling out her “KWL Chart,” she should complete her comprehension graphic organizer to pre-plan her

summary writing piece. She should apply the information from her “KWL Chart” to fill out the “main idea” box and the

three “important facts” boxes. Listed below the “important facts” boxes are three “specific example” boxes. She should

complete one of the “specific example” boxes; therefore, she should choose only one specific example for one of her

important facts. As Amanda masters independently working through these strategies, she may be encouraged to try

determining an additional specific example to include within her summary writing piece (Please see Appendix K for a

sample of this comprehension graphic organizer). When Amanda completes this comprehension graphic organizer, she

should compose her summary writing piece based solely on the information from the organizer. This pre-planning strategy

helps her create concise writing pieces, something she initially struggled with. After creating her writing piece, Amanda

should reread to revise and/or edit her work.


Appendices


Appendix A- List of Books Read

DATE BOOK TITLE AND

AUTHOR

BOOK LEVEL GENRE READING MODE

2/20/13 Amazing Animal Adaptations

By: D.M. Longo

Fountas and Pinnell

S Non-Fiction Aloud

2/20/13 Fishing Smarts

By: Luka Berman

Fountas and Pinnel

R Non-Fiction Aloud

2/27/13 Animal Instincts

By: D.M. Longo

Fountas and Pinnell

P Non-Fiction Aloud

2/27/13

(Instructional

Level-Initial

Assessment)

Not Too Cold For a Polar

Bear

By: Kitty Colton

Fountas and Pinnell

Q Non-Fiction Aloud

3/13/13

Ferdinand Magellan: World

Explorer

By: Linda Barr

P Non-Fiction Aloud

4/3/13

Snakes

By: Seymour Simon

P Non-Fiction Aloud

4/10/13

Eat Your Vegetables! Drink

Your Milk!

By: Dr. Alvin Silverstein,

Virginia Silverstein, and

Laura Silverstein Nunn

P Non-Fiction Aloud

4/17/13

All About Turtles

By: Jim Arnosky

Q Non-Fiction Aloud

4/24/13

All About Sharks

By: Jim Arnosky

Q Non-Fiction Aloud

5/1/13

(Instructional

Level-Final

Assessment)

Solar System Sights

By: Heera Kang

R Non-Fiction Aloud


Appendix B- List of Writing Pieces

DATE TITLE

GENRE

2/20/13

(Initial

Assessment)

My Trip to Disney Personal Narrative

3/13/13

Magellan Summary Piece

4/3/13

All About the Snakes’ Skin Summary Piece

4/10/13

Junk Food is Bad For You! Summary Piece

4/17/13

Sea Turtles! Summary Piece

4/24/13

(Final

Assessment)

Every Summer Personal Narrative


Appendix C- Initial Assessment Running Record







Appendix D- Final Assessment Running Record




Appendix E- Initial Assessment Writing Sample and Transcription


My Trip to Disney

In October, I went to Disney World

for my brother’s birthday. We went to

all of the amusement parks like Magic

Kingdom, Animal Kingdom, Epcot and many more.

We went on a lot of rides. My

favorite ride was the Monsters Inc. laugh

room. It was when Mike told jokes and

people went on the big screen and

me and my sister got to tell a joke.

All of the rides were really fun

and I was happy that my brother

had the best birthday ever!!!

(The words correspond to each line that Amanda wrote)


Appendix F- Initial Assessment Writing Assessment Sheet

Marist College

EDUC 352 Assessment and Remediation of Reading and Writing

WORKSHEET FOR WRITING ASSESSMENT

Child’s name _______Amanda_____________

Title of writing sample ____”My Trip to Disney”_________

Date sample was completed ____February 12, 2013____

Genre represented _______Personal Narrative_________

Message level (the entire discourse)

Positive aspect(s) reflected in writing

Wrote about one central idea

Wrote own ideas and experiences

Wrote two paragraphs that contained two topics

Writing included voice

Writing contained descriptive paragraphs

Gave writing piece a title

Missing aspect(s) of writing

Did not preplan writing

Did not create a third separate paragraph for concluding statement (something she was taught to do in

fourth grade)

Sentence level (the grammar)


Wrote simple and compound sentences- sentences contained correct noun/verb agreement

Used the conjunction “and”

Used basic descriptive words


Did not use sequential words

Mostly did not use conjunction words (with the exception of “and”)

Incorrect order of pronouns (e.g. “me and my sister”)

Second paragraph contains a run on sentence (inappropriate use of “and”)

Conventions of Print (spelling, punctuation, letter formation, page organization, and so forth)


Mostly knew correct spelling

Used correct capitalization

Mostly used correct punctuation

Knew page organization- created two indented paragraphs

Read to edit work



Did not include the ending of the word “favorite”- missed the silent “e”

Omitted one comma and incorrectly used one comma in the introductory paragraph

Did not include an apostrophe when attempting to write the word “brother’s”


Appendix G- Final Assessment Writing Sample and Transcription





Every Summer

Every summer I go to Ocean

City N.J. We live on St. Johnson

#13. Every morning we take all of

our beach chairs, shovels, tent and

towels and go to our beach (Clementine).

I go with my mom Amanda,

my dad Brian, my sister Teagan

and my brother Braedon. My

grandma, my grandpa and my mammy

and poppy come on Thursday.

We go in July. Every

year I see my friend, Anna, Josh

and Nick. They live 2 houses down

from us.

Always on Friday we go

on the boardwalk and we live

on the same street as the beginning

of the boardwalk. We go to an

amusement park called “WONDERLAND.”

We love going on the log ride,

you go in a log and underneath you

is water and when you go down

the hill you go super fast you get

soaked in water and the you are all

wet. Our second favorite ride is the

bumper cars, I always bump into

my sister Teagan. One day a week


we go to this ice cream shop at the end

of our road and I always get vanilla.

We also go to this place called

Johnnie Be Goods. It is an ice

cream shop and they have contest like

hula hooping, dancing and many more

I always win every year.

I really love going to Ocean

City every year and I can’t wait to

go back again.

(The words correspond to each line that Amanda wrote)


Appendix H- Final Assessment Writing Assessment Sheet

Marist College

EDUC 352 Assessment and Remediation of Reading and Writing

WORKSHEET FOR WRITING ASSESSMENT

Child’s name _______Amanda_____________

Title of writing sample ____”Every Summer”_________

Date sample was completed ____April 24, 2013____

Genre represented _______Personal Narrative_________

Message level (the entire discourse)


Wrote about one central idea

Wrote own ideas and experiences

Wrote seven paragraphs that contained topics that support the central idea

Writing included voice

Writing contained descriptive paragraphs

Gave writing piece a title

Gave writing piece a conclusion paragraph


Did not preplan writing

Did not read to revise work, causing her to make some avoidable mistakes

Sentence level (the grammar)


Wrote simple and compound sentences- sentences contained correct noun/verb agreement

Used the conjunction “and”

Used the sequence word “second”

Used basic descriptive words


Did not use sequential words (with the exception of “second,” she included the word “second” but did not

start with the word “first”)

Mostly did not use conjunction words (with the exception of “and”)

Fifth paragraph contains a run on sentence (inappropriate use of “and”)

Conventions of Print (spelling, punctuation, letter formation, page organization, and so forth)


Mostly knew correct spelling

Used correct capitalization

Mostly used correct punctuation

Knew page organization- created seven indented paragraphs



Spelled some words incorrectly due to omitting vowels or placing vowels in the incorrect location of the

word (e.g. shovels, towels, always, underneath, Clementine and vanilla)

Tended to omit some forms of necessary punctuation (e.g. Omitting a semi-colon or period in one of the

sentences in the sixth paragraph created a run-on sentence, tended to omit commas in the first paragraph)

Did not read to edit work


Appendix I- Sample Checklist for Follow-Up Reading Tutoring Program

“Snakes” Checklist

Did I focus on the text when reading paragraph

1?

Did I pause after paragraph 1 to explain what I

read about?

Did I focus on the text when reading paragraph

2?

Did I pause after paragraph 2 to explain what I

read about?


Appendix J- Sample of Completed “KWL Chart” for Follow-Up Writing Tutoring Program


Appendix K- Sample of Completed Comprehension Graphic Organizer for Follow-Up Writing Tutoring Program

Documents

Demographics & Educational Information - Marist Collegemarist.edu... · Demographics & Educational Information ... When the comprehension graphic organizer was entirely ... text but