SFA Formative Report #2 Format

Student Name Teresa Cincotta

Tutee Jeffrey
1.
Section Objective Activity Growth

LS-1B Identifies let- Letter sound- let- Jeffrey started working on this skill
ter sounds ter blending card after the first reassessment. But I re-
match ally liked it and continued it after the
second reassessment but with new let-
ters. The past two weeks we have
been working on sounds that he con-
tinuously would get incorrect includ-
ing: m, n, y, ng, d, and b. He consist-
ently confuses m and n; and d and b.
ng, and y were easily mastered after
the first 3 lessons. So we took this ac-
tivity a step further. Instead of me
just simple saying the sound and hav-
ing him point, I showed him how my
mouth looked when I said either the
m or the n sound. When my lips are
pushed together that is the m. when
my lips are apart that is an n. This
helped him to understand a little bet-
ter. However, he is still developing
on those sounds. For d and b I used
my hands to show him the difference.
I made two thumbs up and told him
my left hand is a b and my right hand
is a d. Whenever I said the sound he
would make thumbs up with his
hands and decide which was was a d
and which one was a b. This definitly
helped him but he is still developing
on these two sounds.
LS-1C Identifies let- letter blending For this activity, we worked on the
ter sounds card - letter sound sounds o as in dot, l, oo, ar, ou, ay,
match and e as in net. Just like the above ac-
tivity there were some letters that
clicked better than others. We
changed it a little bit were he would
choose the letter he wanted to tell me
the sound of. He would always start
with the ones he knew like l, ar, ay,
and oo. He struggled to remember o
as in dot and e as in net, and ou so he
didn’t like to choose those letter
sounds to tell me.

LS-2C Writes the let- using the magic Jeffrey loved this activity. We had
ters for spe- pencil in creative tons of fun with it because he really
cific sounds ways liked the idea of using “magic” we
started by tracing letters with our
“magic pencils” on the letter cards.
Then we moved to doing them on the
table. Then we did then on our arms
so we could “feel” what the letters
felt like. We even played a game
where Jeffrey would use his “magic
pencil” to write a letter on the table
and I would have to figure out what
letter it was. We did not work on any
specific letters because he needed
help with writing all his letters. But
we did do every letter at least once
between the four lessons.
 LS-2D Writes the let- writing letters on Jeffrey is still struggling to write his
ters for spe- paper. letters. He knows easy ones like a, c,
cific sounds e, h, i, l, o, r, t, u, v, and x. But strug-
gled to write all others letters cor-
rectly. He also struggled with re-
membering the difference between m,
w, and n. And between d, b, p, and q.
So each day we worked on b, d f, g, j,
k, m, n, p, q, s, w, y, and z. He pretty
quickly got on with j, k, s, y, and z. I
did notice that he writes some letters
weird. Like he started at the bottom
for s and for z. I tried to redirect him
in writing his letters correctly. I was
proud of how excited he was and how
well he listened to directions when I
taught him how to write each letter.

2. Reflection of Overall Lesson:

I think that I felt a lot more comfortable with these two tutoring plans than

I was the first time around. I think Jeffrey understood more and was more com-

fortable with the activities. I am really proud of myself with these lessons. Dur-

ing the second turning plan before I reassessed for the second time, I was having a

really hard time getting Jeffrey motivated about tutoring. He really did not want

to do anything. So after I reassessed for the second time, I found ways to get him

to be more motivated. I chose activities that I really thought he would enjoy. He

was so much more motivated after the second reassessment and he cooperated

well.
 I really liked the SFA tutoring plans. I find them easy to follow and set

up. I also found the activities easy to complete with your student. I really think

Jeffrey enjoyed the activities as well. During the second tutoring plan we did tap

it out. However, instead of tapping with a pencil Jeffrey and I did jumping jacks

to count how many letters sounds were in each word. He asked every time we met

if we could “do the jumping jacks game” I always let him because we had so

much fund with it. I think this was an overall positive experience and I am grate-

ful for the opportunity.

3. Other Issues and/or Questions/Comments:

Cultural – I have not observed any cultural/ethnic/racial issues that may or may

not influence literacy. Jeffrey is black, but I do not see it making a difference or

being a problem in terms of his performance in literacy. I had put this on my F1

and it still stands true.

Dialect- I haven’t noticed anything out of the norm in Jeffrey’s dialect, He does

say crick for creek but thats just a preference of words and does not have an effect

on his literacy.

Health- I’m not sure if this is where I should put this because it works for a few

sections but I’ll write it here. Jeffrey has a very intense speech impediment. I

know that he goes to speech therapy in school for this. He has trouble pronounc-
ing letter sounds, specifically “n”, “l”, “w”, and a few others. He also does not an-

nunciate which often makes him hard to understand. As a result of this, it can

sometimes be very difficult to understand what he is saying.

Since I have been working with him a little longer I have been able to un-

derstand him better because I am getting used to the way he pronounces certain

words. It is difficult to understand differences between words that rhymes when

he reads. For example: “tag”, “wag”, and “sag”.

Learning Styles/Disabilities/Exceptionalities – Other than his speech impedi-

ment I do not think he has any disabilities. I have noticed that he is very good at

memorization. This is a super cool skill but also can be a little bit of a down fall.

For example, as we moved on to start working on letter blends and two vowel

sounds, I’ve noticed he only recognizes them if the pictures are in the back-

ground. Like the moon on the letter card behind the “oo".

Socioeconomic – Jeffrey mentions his dad and his “papa” almost every time we

do tutoring. I have not heard anything about a mom or siblings. So, I assume Jef-

frey and his dad live with his grandpa. They seem to have a very loving home.

Jeffrey loves his dad and is always saying he can’t wait to tell his dad how well he

did because his dad will be so proud. He mentioned his mom to me when I aw

him after Halloween. He said she took pictures of him and ate his candy. I’m

confused as to whether she lives with them or if she just came for the day. He
still constantly talks about his dad and how much he loved him which is just ador-

able.