Session 1

Student Name/Age: Johan - 9 years old

Date: 06/16
Time: 30 mins

Objective: Gain an understanding of Johan as a reader and motivate him moving forward
Resources: Informal Interest Inventory, The Animals’ Vacation By Shel Haber

Assessments Given: Interest Inventory was given as
I read out the statements and Johan selected the
Garfield expression that matched how the statement
felt for him. I then selected 3 additional questions to
ask him and he wrote his answers of favorite books
and book topics.
Rationale/Results: Though I had Johan as
a student and already know him, I wanted
to hear his thoughts/feelings towards
reading specifically. I gained an
understanding of some of his preferences.

Opening Activities: I read aloud The Animals’ Rationale: Because I know Johan, I know
Vacation how much he loves animals and wanted to
start off with something to gain his
interest.

New Material/Practice: After the read aloud, I gave Rationale: I wanted to take the time to
Johan the Interest Inventory to gain insight about his understand his feelings of reading, his
few of himself as a reader. preferences, etc.

Closing Activities: Brainstorming some ways Johan
is reading in daily life that don’t make him feel bored
or disheartened - He suggested cookbooks as he is
helping in the kitchen, video games as he utilizes
directions/prompts, drawing and using the internet to
help with his art
Rationale: I don’t want him to feel like
reading has to be limited to books that
make him feel bogged down/ He is a very
special and creative child and I know he
has a passion for lots of other things so I
wanted him to see those and reading tied
together.

Comments: Johan struggles sometimes to enjoy reading or understand the purpose for reading. He
prefers listening to books as they are read to him by teacher, but doesn’t have that same opportunity
at home as his parents speak mostly Spanish

Reflection: I want to continue to set high expectations for Johan and build his purpose for reading
while we are working together. I want to continue to engage Johan in our time together and give
him confidence along the way to allow him to utilize reading for all the wonderful things that
interest him.
 Session 2

Student Name/Age: Johan - 9 years old

Date: 06/20
Time: 30 mins

Objective: Collect concrete data about Johan’s reading placement to prepare for the rest of
our sessions together
Resources: QRI Word Lists and Reading Passages/Comprehension Questions

Assessments Given: QRI Rationale/Results: Though I had Johan as a

student and already know him as a reader, the QRI
provided informative data to make decisions about
what the rest of our sessions should be structured
like/focused on

Opening Activities: QRI Word Lists Rationale: I began by giving Johan the word lists
Pre-Primer all the way through First and scoring to determine which passages to start
Grade with.

New Material/Practice: QRI Reading Rationale: I administered the QRI reading/comp.

Passages Pre-Primer 1 - 3 Assessment to to Johan starting with Pre-Primer 1
narrative and expository and continuing through
Pre-Primer 3 to determine his independent level at
Pre-Primer 1 and instructional Pre-Primer 2

Closing Activities: Checking Rationale: Johan struggled with the explicit

comprehension with questions and
recall about the passages after Johan
read them.
answers. While he was able to mostly recall the
stories, when it came time to answer the questions
he was adding extra details or putting his own spin
on things more than necessary or even some things
not apart of the story.

Comments: Although it can seem tedious, the QRI provides necessary instruction to
continue in the tutoring process. Johan had a good attitude as we went through each part.

Reflection: With the results of the QRI I see Johan’s need for equal phonics skills and
comprehension. I am prepared to begin tailoring our tutoring to meet his needs. I want to
move forward by focusing equally on discussion/reflection of stories to build
comprehension, building in some direct phonics instruction in fun/meaningful ways, and also
allow practice of sight words to help increase Johan’s ease/speed of reading.
 Session 3
Student Name/Age: Johan - 9 years old
Date: 06/23
Time: 45 mins
Objective: Sight word practice, answering explicit questions from story
Resources: Sight word cards, shaving cream, The Ear Book by Dr. Seuss
Assessments Given: No assessments given,
working off results from last session’s QRI
Opening Activities: Reviewing the list we
made of ways Johan uses reading everyday and
seeing if he could add anything from the days
between our last session.
New Material/Practice:
We started by introducing a lot of sight words
on a white board and saying them together.
Then I presented Johan with sight word cards
that I had in a stack. Each time he flipped a card
I would have him say the word and spell it out
with shaving cream.
Next, we moved on to The Ear Book. I started
by asking him questions that built on his past
experiences about things you hear, ears, ets. The
goal was for Johan to read through the book and
practice sounding out the tricky words. After
reading the book I wanted to focus on explicit
skills by asking Johan questions about the book.
Closing Activities: I had Johan draw a
picture of something he likes to hear with his
ears as a response to the book.
Rationale/Results:
Rationale: I want Johan to start to see how
important reading (and writing) are for his life
in ways that interest him even more.
Rationale: Based on his QRI results, I knew
that Johan was getting stuck at words that
should have been recognized at sight. I know
that he is a more hands on learner, so I wanted
him to be practicing this skill in a fun way by
writing the words in shaving cream.
I chose The Ear Book because it is more leveled
for Johan and I wanted him to be doing the work
of reading it. Additionally it involved animals
and I know that is a love of Johan’s. After we
reading I wanted to focus on explicit
questioning because this was an area of
weakness for Johan from the QRI results.
Rationale: I wanted to continue to build on
Johan making connections to the text and
once again incorporate his hands on learning
style
 Session 3 cont.

Comments: I felt like Johan carried the same positive attitude and seemed to really enjoy
our time together as I worked to make it relatable and fun. I watched as we read the book to
see if Johan used the pictures any to make sense of the words he might not be able to sound
out.

Reflection: Johan seemed to do well with the sight word practice and we will continue to review
these words and others some as we go through our sessions. It seemed like he recognized some
words in this manner that he may not always recognize when reading.

While reading, Johan picked up quickly on the repetition in the book. He was starting to anticipate
what the next thing to hear would be. He struggled a bit when it came to answering questions but
he tried to do this from recall and I did encourage him to use the book to help so he wasn’t
changing what happened in the story.
 Session 4
Student Name/Age: Johan - 9 years old
Date: 06/27
Time: 30 mins
Objective: Explicit recall of information
Resources: Explicit definition, series of “story” pictures, sight word cards, flyswatter
Assessments Given: Instant recall of
pictures and what is happening/order
Opening Activities: I started by sharing a
series of pictures with Johan. I left the
pictures for about a minute, then had Johan
recall to me what happened in the correct
order.
New Material/Practice: We practiced
with the same book from the last session.
I had Johan reread the book and this time
as we went through we summarized each
page as we went. I followed the reading
with 2 different questions from last time.
We reviewed the sight words and then
spread them out and I said and word and
had Johan swat at the word I said with the
flyswatter.
Closing Activities: I kept the closing
simple by just having a conversation with
Johan about our session and how he felt
things went.
Rationale/Results: Johan was able to correctly
order the pictures. Since they were just pictures with
no actual story he of course wanted to add more to
what was happening beyond what he saw in the
picture
Rationale: I wanted to begin by testing his recall
skills without information that was read and see
how well he could recall the pictures in the correct
order.
Rationale: I used the same book to build fluency
and comprehension. I wanted to stop on each
page for discussion as we went to ensure he was
grasping what happened. After he finished I
asked new questions to gauge his understanding
of the book and recalling what happened.
I know that sight words must continue to be
practiced so I want to make sure we have some
time each session to review the words and grow
his list of easily recognizable words.
Rationale: I want to encourage more discussion
and also keep Johan apart of HIS learning.
 Session 4 cont.
Comments: This session didn’t feel as productive in my opinion, but I do know it was good
to continue where we had been working previously. Johan seemed to maintain his
enthusiasm and bring a good attitude. I think he is better starting to understand that there is a
place for his wonderful imagination and his ideas in regards to what he reads, but recall of
what he read is equally important.

Reflection: I see Johan making progress in his comprehension. As we continue I want to

grow his background knowledge and help him relate to what we are reading. Though I know
the sight words are important I plan to incorporate some helpful phonics as I’ve noticed
patterns of words that trouble Johan and also do a little work with vocabulary. I really am
enjoying our time and wish we had even more to keep things going!
 Session 5
Student Name/Age: Johan - 9 years old
Date: 06/30
Time:30 mins

Objective: Practice vocabulary strategies that incorporate background knowledge

Resources: Biscuit Visits the Big City, prediction graphic organizer, 1st 100 Fry Words

Assessments Given: Informally assessing how
Johan does completing the rest of the graphic
organizer independently
Assessing Johan’s progress with sight words
Rationale/Results: I wanted to see how Johan
would do on his own completing the rest of the
organizer after he watched me and we worked
together for the first part

I used the Fry Word list to see the progress

Johan has been making as we have been
practicing with sight words in several of our
sessions

Opening Activities: Introduced Biscuit Visits Rationale:

the Big City, asking what Johan knows about
cities, what he can guess about Biscuit, and
introducing the graphic organizer we will be
using throughout our reading

New Material/Practice: I begin reading and Rationale: I wanted to connect what Johan
stop at a word to demonstrate what to do when I knows to a way he can continue to make sense
don’t know, recording on the chart the word, of new words he encounters (phonetically, but
what I think about it, and using the picture also meaning wise). I modeled - I do, We do,
clues/rest of the words on the page to help me You do - to help Johan with this new strategy.
figure out the meaning. We continue on in the
book and practice the next word together. I have
Johan pick up reading at the end of the book and
show me how he can use this vocabulary
strategy on his own.

Closing Activities: We ended our session by Rationale: I wanted to see the progress Johan
Johan showing how he has improved with sight has made with these Fry words to know if our
words. I gave him a sight word test. time spent on these words is helping in his
fluency and word recognition

Comments: Although Johan seemed to have a less enthusiastic attitude today, he still worked hard.
It was necessary to give the assessment to check in on his progress in this area.
 Session 6
Student Name/Age: Johan - 9 years old
Date: 07/04
Time:45 mins

Objective: Vocabulary, word meaning, writing, comprehension

Resources: CLOZE activity, vowel & picture cards

Assessments Given: CLOZE Activity Rationale/Results: I gave Johan the

CLOZE activity to determine how he
would do making sentences make sense.
This was important to me because he is an
ELL and sometimes
phrasing/understanding can be lost in
translation.

Opening Activities: Short vowel sort. I began by
reviewing the short vowel sounds with Johan. I then
gave him some cards for each sound. I would hand
him a picture card, he would say the word and then
determine which vowel made the sound and place the
card in the correct pile. Then after we had done
several, I had Johan pick a few to work on spelling
Rationale: As we’ve continued reading
and working in our sessions I’ve noticed
that sometimes Johan mixes up vowel
sounds. I wanted him to practice and see
the importance of slowing down to get it
right.We connected this to his writing by
using our sounding/sorting to help write
the words for the picture.

New Material/Practice: I gave Johan the CLOZE
passage and explained to him how he needed to help
me decide the missing words. I reminded him to use
clues, other words, and ask himself if it made sense
as he was going. *Didn’t have time to get to comp
questions afterwards*
Rationale: I wanted to determine how he
would do making sentences that make
sense. This was important to me because
he is an ELL and sometimes
phrasing/understanding can be lost in
translation.

Closing Activities: We had a little extra time to end Rationale: Wanted to continue working on
with another round of the sight word fly swatting sight words and Johan enjoyed this game
activity as the way to do so.

Comments: This session felt very productive! Both Johan and I seemed to have lots of energy and
get lots done while having fun in the process.

Reflection: I am starting to see more and more how Johan is taking ownership of his learning and
enjoying it along the way. He got excited to practice the sight words and asked for “new” or
“harder” words this time. He is really doing great through our time together and his mom said he
had been practicing sight words at home and even helping her (as she speaks mostly Spanish).
 Session 7
Student Name/Age: Johan - 9 years old
Date: 07/06
Time: 30 mins

Objective: Recalling information - from text and life

Assessments Given: Retelling guide given after Rationale/Results: I actually had Johan
rereading book from last time recall the story from our previous session,
then Johan reread the story and recalled it
again.

Opening Activities: We worked on sight words again Rationale: I jumbled up the sentences we
but writing them and using them in a sentence. created and saw how fast Johan could read
the sentences to test his working memory.

New Material/Practice: Before we reread Biscuits
visits the Big City I had Johan recall the story. Then I
had him recall it again after we had reread.
I had Johan draw out some things that happened for
him in the few days since we’d seen each other.
Getting him to retell/recall his own events
Rationale: I wanted to see how well he
remembered from our previous session and
then how this compared to his retelling
right after rereading the story.
I wanted to see if his retelling improved
when he could make connections.

Closing Activities: I gave Johan a few pieces of
paper to recall/journal his next few days before we
had another session! To practice recalling all that
happened to him.
Rationale: I want him to become more
aware of paying attention. Starting with his
own life where he did better and
translating that to the same retelling of
stories as he reads.

Comments: I sort of came up with the closing activity on the spot, but knew it would be perfect
for Johan as he loves drawing and is so creative.

Reflection: He seemed to retell better when it was connected to his own life. Stories became
harder to retell because he always wanted to add his own details or imagination. I challenged him
to practice explaining his day to mom or sibling and then recording the events in this “journal” I
had given him.
 Session 8
Student Name/Age: Johan - 9 years old
Date: 07/07
Time: 45 mins

Objective: Silent e phonics skills, fluency scaling

Assessments Given: Multidimensional fluency Rationale/Results: Johan has shown that

scaling given as Johan read the passage A Pet for as we are reading he reads at a slower,
Jenna more choppy pace. This is partly why I
wanted to work so much on sight words so
he isn’t stopping as frequently while he
reads.

Opening Activities: Rationale: I wanted him to

I introduced the passage. Connected to Johan and his picture/connect with the passage before
pets. reading.

New Material/Practice: Rationale: Johan showed he was

I had Johan read the passage as I was paying attention frequently reading in 2-3 word phrases,
for fluency and filled out the Multidimensional having rough spots where he stopped
fluency scale often, and read at a slower pace.

I did have Johan answer the questions after the I wanted to included the comp. practice in
passage as a way to work on comprehension our session for the day!

Closing Activities: After the fluency Rationale: I want to continue to grow

scaling/questions, Johan and I added a new phonics Johan’s phonic tools so he is able to
skill to his tool belt. The silent e phonics skill. We continue growing in his skills that will
used some sort cards where some vowels made the increase his independent reading abilities.
long or short sound. I had Johan notice what was
different in the sounds/words. He actually pointed out
the e on the end of those words

Comments: We took a few extra minutes to review the “journal” Johan had created in the time
since our previous session - he really enjoyed this “homework” and did a really good job of
explaining/recalling!

Reflection: I am starting to see Johan grow in a lot of areas. I look forward to continuing to work
with him as we add more skills, make connections to his life, and see him take more ownership of
his reading!
 Session 9
Student Name/Age: Johan - 9 years old
Date: 07/11
Time: 30 mins
Objective: Gather more data, work on phonics/sight words
Resources: IRA, picture cards, The Mighty Silent “e”!
Assessments Given: Index of Reading Awareness
(IRA)
Opening Activities: IRA
New Material/Practice: Reviewed silent “e” rule
and played a game with picture cards. I would show
Johan a card and he would have to spell the word
remembering it would follow the silent e pattern.
After a few rounds we made it a “competition” to see
if he could beat me/the clock - spelling it before the
30 second timer went off
Closing Activities: We ended by reading the long
vowel book - The Mighty Silent “e”!
Comments: Our work wasn’t necessarily as productive today, just continuing to practice and work
hard.
Reflection: Based on the IRA results I see that I need to model more of my thinking (think aloud)
as I read to help Johan with the Evaluation portion that he scored so low on.
Rationale/Results: I gave this to gather
more information from Johan about what
he is thinking/feeling as he is reading. I
wanted to see if these things aligned with
what I experience while working with him.
I was surprised he scored lowest in
Evaluation - showing he needs more
practice in this area.
Rationale: Opened with this because it
was somewhat lengthy and wanted to
move on so we could work during our time
too.
Rationale: I wanted to keep working on
phonics this time as I know it will help
Johan build his fluency when he can
recognize words/know strategies as he is
reading. Threw in the “competition” for
added fun and motivation.
Rationale: I wanted to make sure we
included a way for Johan to see/hear the
silent e rule as he (or I) was reading.
 Session 10
Student Name/Age: Johan - 9 years old
Date: 7/13
Time: 40 mins

Objective:
Resources: A Night at the Zoo,

Assessments Given: Anecdotal Records and Rationale/Results: I used this session to

Comprehension Assessment collect some data while Johan read in
regards to his comprehension behaviors I
noticed.

Opening Activities: We played a quick round of swat Rationale: I want to make sure we don’t
the sight word for some fun to start our session. lose progress by consistently practicing
these words.

New Material/Practice: I gave Johan the book, A
Night at the Zoo and told him that he would be
teaching me today. He was going to be incharge of
introducing, reading, and discussing after we read.
As he read and “taught” I used the opportunity to
collect records and assess his comprehension
behaviors.
Rationale: I was challenging Johan by
making him the “teacher” to demonstrate a
lot that we had worked on so far. I
collected data while he read (telling him I
was the student taking notes so I wouldn’t
forget..haha!) In reviewing the notes I
collected I see the progress Johan has
made in his comprehension skills. I do see
that we can continue to work on writing
about reading.

Closing Activities: We both drew a picture about the Rationale: Kept the session fun and
story and then compared them to each other’s. reflective of Johan’s interests (art) while
keeping us reflective on the text.

Comments: Johan did “teach” but wasn’t afraid to ask for help as he went to clarify and make sure
he was understanding parts of the text. He did well predicting based on the cover and discussing
afterwards.

Reflection: Moving forward I see room for us to grow in Johan writing about the text. He has
gotten more comfortable discussing books, so now we will build his writing confidence.