Week 1: Initial Assessment
Abby's Planner:
Tutoring Planner: Week 1
Goals
- Begin to establish a relationship
- Learn what kind of help Marcus needs
Activities
- Find out about Marcus's interests and family
- Discuss any pressing academic assignments/needs he may have
- Identify where to begin
- Make plan for working together during sessions
Materials
- Blank paper
- Lined paper
- Folder with pockets
- Index cards
- Pencils with erasers
- Colored pens
- Paper clips
Tutor Reflections
- Find out how Marcus feels about school and meeting with me
- Include Marcus in thinking about how we could work together
- Take note of his writing skills
Abby and Marcus meet for the first time at the community center. The room is large and there are about 25 other students in the room who are also meeting mentors for the first time.
Abby: I am glad to finally meet you. When I came into the building I wasn't sure where to go and was afraid I'd miss you. Do you know your way around this building pretty well?
Marcus: Kind of. I've been coming here since I was in second grade.
Abby: So you must know the routine here really well. Are there things you like to do when you first get here?
Marcus: Well, I like to get a snack 'cause I'm pretty hungry.
Abby: So, I bet you're hungry now. Should we get a snack before talking more?
* * *
Abby: When you're not here or at school, Marcus, tell me what you like to do.
Marcus: Well, sometimes I play basketball at the park.
Abby: Oh yeah. Do you have brothers and sisters that go with you or do you go with friends.
Marcus: Friends usually, but sometimes I go to watch my brother play.
Abby: Do either one of you play on a team where there's a coach or is it mostly pick-up?
Marcus: My brother's a forward on the high school team. He likes the coach but sometimes he yells a lot.
Abby: Yeah, I know a coach like that. What about you, have you ever had a coach or a tutor before? At school or in this program?
Marcus: No, my teacher said it would be good — for my homework.
Abby: So your teacher thought it would be good for you to work with a tutor? Did she tell you about the kinds of things she'd like you to be working on?
Marcus: Homework. This is what I have for tomorrow.
Abby: Does your teacher give you a worksheet or calendar to write down your assignments?
Marcus: Yeah, but sometimes after I write them down, I can't remember exactly what I was supposed to do.
Abby: Well, this is my first time working with a fifth-grader so we're going to have to work together on a plan for how to organize our time.
Marcus: OK. Here's my homework. I got this book report sheet last week but I lost it so my teacher gave me a new one today.
Abby: Do you have your book with you today?
Marcus: No, it's at school.
| Should Abby: | ||
| A. … Tell Marcus that because he doesn't have the book and the assignment is due so soon, there just isn't time to work on this? Instead, they should try to think of another assignment that is coming up that Abby can help with. This way Marcus can bring the right books they will need to complete the report. | B. … Try to find someone in the program who has the book or find another tutor who has recently read it to help with answering some of the questions? | C. … Work on the book report and help Marcus complete the form he has, despite the fact that he doesn't have the book? |
| See This Choice | See This Choice | See This Choice |
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Date of Last Updated: 7/14/2004
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