Case Report for Tutoring Results

Student: Dylan
Strategies implemented during tutoring
Word recognition:

Make a Word

Word Sort and Pickup

Writing for Sounds

Structured Language Experience and Autograph Reading

Word Banks

Talking Dictionary and Independent Reading

Dylan's word recognition strategies focused on all long and short vowels. In most
tutoring sessions, two word families were introduced at a time. Dylan had three tutoring
sessions where a previously introduced sound was reviewed. During the Structured
Language Experience and Autograph Reading strategy, one of the targeted sounds was
chosen for the story. The Word Banks strategy was a combination of sight words and a
selection of three to four words with the targeted sound during Make a Word. The
Talking Dictionary and Independent Reading strategy focused on books at Dylan's
instructional level (Level C).
Vocabulary:

Personal Clues

Vocabulary focused on the Personal Clues strategy. The books at Dylan's listening
comprehension level contained vocabulary that was already familiar to him. I chose
words that related to the concept of the story such as canteen and scenery when we
read a story about camping. This helped Dylan learn more difficult words associated
with the story. The last two sessions focused on finding the antonym of vocabulary
words from the story.

Comprehension:

Plot Relationship Chart (fiction)

About Point with Notetaking (non-fiction)

Dylan's comprehension focused on two strategies that focused on story points and the
main idea with supporting details. The Plot Relationship Chart helped Dylan focus on
the characters and problem and solution in narrative text. The About Point with
Notetaking was used for expository text and helped Dylan identify the main idea and the
supporting details of the text. The books used for comprehension were at his listening
level.

Recommendations for further tutoring

Dylan should continue with the word recognition strategies listed above. He did well
making words during the Make a Word activity. He struggled with blends, specifically
st- and sh-. The Make a Word strategy should continue to add more blends. Dylan
improved during the Pickup as the tutoring session progressed, an area he struggled
with in at the beginning. The Word Bank activity should continue, as well, as he started
to recognize many of the word families automatically with repeated practice. Dylan's
fluency improved dramatically over the twelve sessions and he should continue with the
Talking Dictionary, using books at his instructional level (currently Level C). The Plot
Relationship Chart and About Point with Notetaking strategies should be continued to
help Dylan develop his comprehension skills. Dylan is ready for more difficult narrative
text, as he performed well identifying all the parts of the Plot Relationship Chart. He
should be exposed to more non-fiction text, as the About Point with Notetaking required
more prompting from me. The Personal Clues worked well for Dylan and he should use
this strategy to continue to develop his vocabulary.

Sample Work

-------~--_,_

1i+
h\ \
~\T
'.../

f \,Y-

~\ \

~\\-

1\ r
Session #2-Writing for Sounds
Dylan had trouble writing some
of the blends, but did well writing
CVC words. (twin)

________________

'

o~\t;,e..
--o..k
,. . .- \'-------1\1----::::.::=---~I
- --\
i

--

\
\
I

V)
Q)

f'~~
Session #8- Writing for Sounds
Our first session with long vowels.
Dylan struggled with one blend
(plate), but did better with sh-,
which he struggled with in previous
lessons.

3o~
. " .m~/
.

-_ : -\C\ f\\E:,,

_.
.

b\\l~G

+rtl~

b\\-a Y''(\\.P> --~ "

\

'~~-~

. Session #9- Writing for Sounds

Dylan did well writing all his words,

including blends.

...

3-1 \ \
~-

. fe~t
- ..

. e/Y<.

: 2~ee-t

- 6We

'lte.
le.e_
Session #11-Writing for Sounds
Dylan continued to improve on
his blends and self-corrected
his mistakes without any
prompting from me.

N\(. Wi+-5
Name:

I ____

D\/ Cl N

~'-----+-,_.__

Cttmpiri3 l/ip

~~~~--~

Date:

~ S5oNit.l

~---

Plot Relationships Chart

Somebody

But

Wanted

He <\ rped Ylis

f<1V1-\-s.

t.VJ \t

b(J,~
..__,,.,,

. Il..!L--

'E:Jee 5tunj h\rYl

OV\ hi:, lip .

So

He q,ui+
Co-mpirlj.

~eve. wa~
(().\().

Mvd puddles.
He cou Id Y\, t~\+- \V\ his

+it'\+.
~r.wi+)

No zipper So
~o let.Mpir1~)
he 9o+ co(d.

Session #2- Plot Relationship

Dylan does well identifying
all parts of the story. He
became frustrated with the
writing aspect, so we focused
on the strategy.

~S5~----"-----...L..-------L---------l
Teaching Comprehension Copyrighte Thinking Works 0
This page may be reproduced for classroom use only.

- -

--

- - - - - - - - -

USSDN tJ (p .
Plot Relationships Chart
Somebody

So

But

Wanted

B.eetfe.. /
f'o>l ./.
~~o\f-v

8dli Vlj
\p)czr/Vl

[3/~ja\y./

Avtt

:>Pop :J
.

\JJQ V\t- 1(\

+-\t\.Q_.
; 11 : .,. I " . . t
/V
'\ i. ~1 r\_ 1'1
1

(0-. {\;'.

J-.\Ae
\ v( '
t\ se, I

'.

thci\.t
\;\)rL!/Q

Of -t~-~
Session #6- Plot Relationship
Dylan does well identifying
multiple characters in a story.

Teaching Comprehension Copyright Thinking Works 8

This page may be reproduced for ctas~room use only.

About Point Notetaking

About:

---'-An--'-L..Lliw...mJ~"-'--=~---

Point:

Session #7- About Point

Details:
Dylan did well identifying the
"About" and "Point", but struggled 1.
to come up more supporting
details.
2.

\;\}

\t}.e_ lf'R_

:11 '1 \i V~

n,)les \\\j\~ , 't' .,.1._'v., ,,

F1 s \.-\ + =tu ~+\l's

About: _ _ _ _ _ _ _ __

I . l.

\i...

,vv'D
'
A

f' t:::::
J ~ &A,.
,,.,

...,l

l 'I /\ ir:o ,vv ,CJ

\ f v~ l~\ +kt. po

Point:-----------------

Details:

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~

A b o u t : - - - - - - - - - Point: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Details:

Teaching Comprehension Copynght Thinking Workse

This page may be reproduced for classroomuse only.

11'1 " ..

U\_.f I

C_tt_v_t-'-~,

Name: __

-'-r_1 _.:\_tt_f_.:J_.<_~----------

_..i..__,

About Point Notetaking

Session #10- About Point

Dylan improved on recalling
supporting details.

Details:

3.

About: _ _ _ _ _ _ _ _ __

Point:~-----------------

Details:

About: _ _ _ _ _ _ _ _ __

Point:------------------

Details:

2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~

Teaching Comprehensf-On Copyright Thinking Works

This page may be reproduood for classroom-use only.

Personal Clues
A selection of personal clues
from our tutoring lesson.

f<<A'{t\ K
-

Personal Clues continued

pe destrlo.r1

"t

GY
''
'

.-,-

/....

"

'

'' -

"- ''

""'

"'"

aM\t\\ 'o \a-fl

~