Se-lyun Lee

TUTORIAL REPORT FOR ONE ENGLISH LEARNER

Se-lyun Lee

California State University of San Bernardino

Se-lyun Lee

TUTORIAL REPORT FOR ONE ENGLISH LEARNER

Tutor: Selyun Lee

Tutees Name: Crane, Kxxx
Grade: Second grade

Part 1. Study of the Learner and Context

1. Description of the learning context (classroom, teacher, institutional context, goals of

learners course or program)
The Literacy Center of CSUSB provides the opportunities for children to read various books
and to meet their tutors and to be guided reading and writing by their tutors during the quarter.
Tutors are TESOL MA students of CSUSB. They are attending EESL 544 class, Reading in
TESOL. They will apply their learning related to teaching reading from EESL 544 class
when they instruct their tutees. Every Wednesday tutees meet their tutors and are guided by
their tutors about learning vocabulary, reading and writing based on the book which are
appropriate for their level. And they will have the celebration at the end of the quarter in
which they will read aloud their writing in front of the audience. Before they start to receive
lessons from their tutors, they get a plan in which they can know their current level and
projected level from the Literacy Center.

Kxxx visited the Literacy Center on October in 2013 to receiving the tutoring. She got an
instructional planning report on which her current SS (Scaled Score) is 211 on October, 2013.
And her projected SS on Jun, 2014 is 370. According to suggested skills on the
instructional planning report, Kxxxs STAR reading scaled score(s) suggests theses skills

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from Core Progress learning progressions would be challenging, but not too difficult for her
(p. 1).

Literacy Center provides Common Core ANCHOR Standards and the content is as follows:
Common Core ANCHOR Standards Focus (Cited from K-12 college & career readiness
anchor standards)
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

In addition, Literacy Center describes GRADE LEVEL CCS for the Quarter for second grade
elementary school students.
GRADE LEVEL CCS for the Quarter (Provided from Literacy center at CSUSB)
1. Ask and answer who, what, where, when, why, and how questions to demonstrate
understanding of key details in a text.
2. Recount fables and folktales from diverse cultures and determine their central
message, lesson, or moral.
3. Describe how characters in a story respond to major events and challenges.

I choose the grade K-2 of early advanced ELD level as the appropriate level for Kxxx
Crane who is a second grade elementary school student because she is going to be third grade

Se-lyun Lee

in 3 months. And also STAR reading scaled score(s) recommends more challenging learning
for her; ;Kxxxs STAR reading scaled score(s) suggests theses skills from Core Progress
learning progressions would be challenging, but not too difficult for her (p. 1). Furthermore,
because she will be guided from her tutor, I believe she will perform more challenging
learning. The Early Advanced ELD standard of the Reading Comprehension of the grade
K-2 is as follows:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

2. A description of the learner (age, grade, previous L2 experience, previous English

learning, academic success, L1 literacy)
My tutees name is Crane, Kxxx. She is 8 years old and a second grade student of elementary
school. Her parents are Mexican, so her first language is Spanish. Although, her first
language isnt English, she uses English very well enough for other people not to notice that
her first language is Spanish. Her proficiency might be caused by the effect from her mom
who uses English well. In addition, she has many opportunities to learn and use English, her
L2, in the school. She has learned English while she attends elementary school. At school she
learns English in the English class and learns other subjects such as mathematics and science
through using English. And also she uses English with her friends when she is in the school.
The reason why she visited the Literacy Center is because she wants to have the more
opportunities to read various books. She really enjoys reading books. She thinks she is a great
reader. During the first lessons, she concentrates her attention on reading aloud. When she
reads, she likes to talk her ideas based on reading to her tutor. When she writes her opinion,
she shows her confidence. She is especially interested in science, animal and mathematics.

3. A description of at least one diagnostic assessment you conducted with the student,

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and description of the results of the assessment

l After finishing Bed test
When she took Bed test which is a spelling test, she went through step1 and 2, totally 10
words. She made errors with oa of float and ai of train: short vowel, igh of
bright: long vowel pattern and pp of shopping: double consonant.
l Write opinion
She likes to write her opinion after reading showing her confidence. When she wrote, she
made errors in spelling. I guess she needs to know irregular plural forms of some vocabulary.
For example, when she should write leaves, she wrote leafs.

4. Sketchy Plan
When asked to choose book she want to read, she usually selected books she could read
fluently and quickly although she might have the ability to read more challenging level of a
book. I thought it wasnt good that she tended to choose easier book than her actual ability to
read and she needed the challenge to read more advanced level of a book in order to enhance
her reading ability. She needed a chance to step forward the next level to improve her ability
of literacy. So I had conversation with a reading specialist of Literacy Center to get advice.
She brought the books Shark which are more advanced level and asked my tutee to read
several pages. My tutee could read the books although she encountered unknown vocabulary
and couldnt read them fast. The reading specialist and I decided to choose the books for her.
She might feel that it is hard to read the books at first. But if the amount of the reading is
divided into each lesson and she is guided by her tutor, she could complete reading the books,
thus improve her reading skills. During reading, she will be asked questions from Blooms
thinking skills by which she can have the opportunities to think critically. The drawing
various graphic organizers while reading helps her think critically and creatively. In addition,

Se-lyun Lee

she will learn new vocabulary from text using vocabulary organizer. And she will prepare for
persuasive writing based on the books in order to read aloud it on the celebration day at the
end of the quarter.