TUTORING SESSION AT SCHOOL 3

Lucy Nunez © 2008, NUNEZ

BACKGROUND INFORMATION:

During my tutoring sessions, I tutor a student who is an emergent reader. My tutee just came to America from a Spanish-speaking country and unfortunately speaks English very poorly. Her reading is difficult to understand, and lacks expression and phrasing. The tutee will need to improve her fluency skills in order to achieve the standards.

When working on her fluency skills, I will also be helping her in improving her communication skills, vocabulary skills and comprehension skills.

In the following slide you will see a sample part of one of my lesson plans. As you can see I use paired repeated reading. Although my tutee is not paired up with another student, but with me, you can get the same results when using an adult. This strategy has been improving her fluency because I am able to model the correct pronunciation of words and she will be able to follow the model. With the paired repeated model, my tutee has built confidence. Not only has she been able to improve her fluency skills but also her comprehension skills.

Learning Activities:Instructional Strategy

The instructional strategy that I will be using is Paired Repeated Reading. Since my student is an emergent reader, being able to first listen how a sentence should be correctly pronounced is great help for her. When reading I will read one page, then we will read the same page together and finally she will read the page on her own. (I do, We do, You do) It is better to start with a small passage so when choosing a book I will remember to choose a book that has less than 50 words in it. While doing paired repeated reading, I will be able to model fluent reading and an example of non-fluent reading. I will also monitor her reading skills by keeping score of how many Words Per Minute she can read.

PROCEDURES WHEN USING PAIRED REPEATED READINGTeaching/learning activities clearly stated and connected to intended learning outcome and assessment. Instruction shows evidence of strategies. Teacher activity Student activity 1. I will ask the tutee if she goes

outside to play and if she does what she wears to keep warm, which relates to the book.

2. Next, I will introduce the story, “Going Outside to play” I will read the story first to correctly model how a fluent-reader would read.

3. Next I will re-read the story having the tutee read a little bit with me. We will take turns read the pages.

4. After listening to the story twice, the tutee will then read the story on her own.

1. Tutee will verbally talk about her favorite food and her experience if she has ever cooked with her mother.

2. The tutee will listen to the story, “Going Outside to play” being read by the teacher.

3. The tutee will read the page designated to her.

4. After receiving practice by listening to models of fluent reading, the tutee will re-read the story on her own.

CONCLUSION:

This has been the 8th week in my tutoring session and I have observed that my tutee:

Was only able to pronounce 7 WPM in the 1st week of tutoring

Has improved her fluency by being able to correctly pronounce in English 46 WPM by the 8th week

Is able to comprehend what is happening in the story, although sometimes she needs some assistance

Is able to recognize vocabulary words and sight words Is able to express herself in English with at least 5 words Is able to use Paired Repeated Reading and practice it with

other students in the classroom