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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
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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.
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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
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“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
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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.
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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.”
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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.”
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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.
Conventions of Print
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.
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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”)
Conventions of Print
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
Conventions of Print
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
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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
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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.
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Appendices
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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
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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
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Appendix C- Initial Assessment Running Record
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Appendix D- Final Assessment Running Record
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Appendix E- Initial Assessment Writing Sample and Transcription
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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)
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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)
Positive aspect(s) reflected in writing
Wrote simple and compound sentences- sentences contained correct noun/verb agreement
Used the conjunction “and”
Used basic descriptive words
Missing aspect(s) of writing
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)
Positive aspect(s) reflected in writing
Mostly knew correct spelling
Used correct capitalization
Mostly used correct punctuation
Knew page organization- created two indented paragraphs
Read to edit work
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Missing aspect(s) of writing
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”
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Appendix G- Final Assessment Writing Sample and Transcription
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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
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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)
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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)
Positive aspect(s) reflected in writing
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
Missing aspect(s) of writing
Did not preplan writing
Did not read to revise work, causing her to make some avoidable mistakes
Sentence level (the grammar)
Positive aspect(s) reflected in writing
Wrote simple and compound sentences- sentences contained correct noun/verb agreement
Used the conjunction “and”
Used the sequence word “second”
Used basic descriptive words
Missing aspect(s) of writing
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)
Positive aspect(s) reflected in writing
Mostly knew correct spelling
Used correct capitalization
Mostly used correct punctuation
Knew page organization- created seven indented paragraphs
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Missing aspect(s) of writing
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
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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?
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Appendix J- Sample of Completed “KWL Chart” for Follow-Up Writing Tutoring Program
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Appendix K- Sample of Completed Comprehension Graphic Organizer for Follow-Up Writing Tutoring Program