Elementary Reading Clinic

Spring 2014
Student Summary
Name: Gretchen Andrews
Age: 8 years old
Grade: Second Grade
School: West Oakview Elementary
Tutor: Emily Corning
Attendance: 12/12 sessions plus Introductory Meeting and Conference
TUTORING RESULTS
Interest and Reading Attitudes
Gretchen told me that she really loves to read. She told me that she has
been working on reading every night at home, because she wants to get
smarter and better at reading. She also told me about her best friend, and
how they do everything together.
Literacy Assessments
Gretchen assessments show that she is at independent level 24 and
instructional level 28. Gretchen needed to work on Phonics, specifically
vowel teams. Gretchen quick phonics screener showed that she needed work
on predictable and unpredictable vowels (oe, ee, ai, ay, oi, oy, au, aw, ew,
ue, ow, ea, oo, ou, ie) Gretchen also needed work on Comprehension,
specifically authors message and important events. Gretchen DRA2
Continuum level 24 showed that she still needed instructional help with
identifying significant events. I did a running record assessment on Gretchen.
Her accuracy rate was at 96%. Gretchen answered three out of the four
questions correctly on the comprehension part of the assessment. If
Gretchen continues to slow down her reading and focus on every word, she
will be able to go on to the next level.
Word Work (Phonemic Skills, Phonics, Vocabulary
Games were the best way for working on word work with Gretchen.
Gretchens assessment showed that she needed work on vowel teams, and
predictable and unpredictable vowels. To work on these I incorporated a few
different games and activities. We played a matching game, where she had
to match predictable and unpredictable vowels words to the picture (boat,
coil, town, pail). She seemed to really like this game, and it allowed her to
see a picture with the word.

Fluency
Gretchens assessments showed that she needed to work on reading longer
phrases at a time, and reading with expression. Gretchen is at instructional
level 28 for fluency, and we want her to increase so that she will be at
reading level at the beginning of the school year for 3 rd grade (reading level
30). To work on fluency, we did a lot of reading with expression. At first she
was shy, but as we meet more, she did a great job opening up. We focused
on quotes in the book, who was talking, and we changed our voices to fit the
character in the book. This also allowed her to focus on the punctuation, and
slow down her reading so she was not skipping over her words.
Comprehension
Gretchens assessments showed that she needed work on authors message,
and identifying the most important events. We worked on comprehension, by
stopping and asking questions while reading. I would have Gretchen stop and
retell me points in the story. Another that I had Gretchen do was making stick
notes about main points in the book, while she was reading. When we
finished she was able to go back and read what she wrote, to help guide her
in retelling the story and specific events that occurred.
Writing
Gretchen worked on writing, when she would write down responses of
questions that I would give her, in regards to the book we were reading. She
has very nice hand writing and can spell words well, but she needs to work
on her sentence structure. Most of the time, she would only write one to
three words, instead of writing full sentences to the answer. When I would
ask her orally, she could tell me in full sentences to the answer. This tells me
that she knew the correct answer and what I was asking her to do, she just
needs to work on writing in full sentences so that I know what she was trying
to say.
CONCLUSION
During my time tutoring I believe that Gretchen had a few different areas of
growth. Her reading fluency was better than when we first started. She also
did a much better job with reading with expression. Normally I would remind
before starting, and she would pay close attention to this. Gretchen still
needs to work on her comprehension of the authors main points. One thing
that we started doing was, making notes about the main points and placing
them in the book. One suggestion, I have is to continue having Gretchen
read out loud at home. I think that she can really benefit from this. I would
like to thank you for allowing Gretchen to participate in tutoring. It has been
such a joy working with her, and she is so kind hearted and very well
mannered.

Elementary Reading Clinic

Spring 2014
Student Summary
Name: Toni Gonzalez
Age: 8
Grade: Second Grade
School: west oak view
Tutor: Emily Corning
Attendance: 10/12 sessions plus Introductory Meeting and Conference
TUTORING RESULTS
Interest and Reading Attitudes
Toni told me that she wants to become an actress/singer/dancer someday.
She also told me that she loves fashion, and she told me all about her family.
Another thing that Toni told me about was that she doesnt really like to read,
but that she will do it.
Literacy Assessments
Tonis assessments show that she is at independent level 24 and
instructional level 28. Toni needed work on fluency, specifically vowel
patterns. Tonis Quick Phonics Screener showed that she needed work on
silent E (mite, pole, dome), R controlled vowels (marm, bert, dart). She also
needed help on predictable and unpredictable vowels (oa, ee, ai, ay, oi, oy,
au, aw, ew, ue, ow, ea, oo, ou, ie). Tonis DRA2 level 24, showed that she
needed instructional help with retelling characters and details, and
interpretation of the text. I did a running record assessment on Toni. Her
accuracy rate was 92%, in order to advance to the next level it needs to be
at least at a 96%. Toni answered two out of the four comprehension
questions correct. She needs to answer 3 out of the 4 questions correctly to
advance to the next level. If she can get her accuracy rate up to at least 96%
and answer three out of four questions correctly, she will be able to move on
to the next level.
Word Work (Phonemic Skills, Phonics, Vocabulary)
Games were the best way for working on word work with Toni. Tonis
assessment showed that she needed work on vowel patterns, Silent E, R
controlled vowels, and predictable and unpredictable vowels. To work on
these I incorporated a few different games and activities. We played a
matching game, where she had to match predictable and unpredictable
vowels words to the picture (boat, coil, town, pail). She seemed to really like
this game, and it allowed her to see a picture with the word.

Fluency
Tonis assessments showed that she needed to work on reading longer
phrases at a time, and reading with expression. Toni is at instructional level
28 for fluency, and we want her to increase so that she will be at reading
level at the beginning of the school year for 3 rd grade (reading level 30). To
work on fluency, we did a lot of reading with expression. At first she was
hesitant, and thought that this was silly. The more we worked on reading with
expression; she really began to open up, and would really get into the book.
We focused on quotes in the book, who was talking, and we changed our
voices to fit the character. This also allowed her to focus on the punctuation,
and slow down her reading so she was not skipping over her words.
Comprehension
Tonis assessments showed that she needed work on retelling characters and
details and interpretation of important text implications. We worked on
comprehension, by stopping and asking questions while reading. I would
have Toni stop and retell me points in the story. Another strategy that we
worked on was making sticky notes about main points in the book, while she
was reading. When we finished she was able to go back and read what she
wrote to help guide her in retelling the story and specific events that
occurred.
Writing
Toni worked on writing, when she would write down responses of questions
that I would provide in regards to the book we were reading. Writing is
something that Toni struggled with, and it is hard to understand what she is
trying to say. She needs to work on spelling, capitalization of titles, and
sentence structure. When I would ask her orally, she could tell me the
answer in full sentences. These answers tell me that she knew the correct
answer and what I was asking her to do.
CONCLUSION
During my time tutoring I believe that Toni had a few different areas of
growth. Her reading fluency was better than when we first started. She also
did a much better job with reading with expression. Normally, I would remind
Toni before starting and she would pay close attention. Toni still needs to
work on her comprehension of the retelling of characters and details and also
the interpretation. One suggestion, I have is having Gretchen read out loud
at home with a parent or older sibling. I think that she can really benefit from
this.

I would like to thank you for allowing Toni to participate in tutoring. It has
been such a joy working with her, and she is so kind hearted and very well
mannered.