Maybe something like this:

1 Explain the importance of individual and small group instruction and describe the role of the paraeducator in tutoring.

2 Describe the purpose and components of an instructional lesson plan.

3 Identify methods for building rapport with students.

4 Prepare effectively for a tutoring session.

5 Present directions and information effectively during instruction.

6 Describe methods for managing individual and small group instruction.

7 Identify methods for reinforcing students during tutoring activities.

8 Evaluate the effectiveness of a tutoring session.

9 Describe techniques for reporting the results of the instructional activity to the teacher.

10 Discuss criteria for changing a lesson, terminating a lesson and handling emergency situations during a tutoring session.

Ok, I’m not sure if I read your question correctly, but here goes.
Most of the answers you will give will have to be in relation to the age of the child (assuming its a child) you are tutoring.
For example, a very young child (5 years), would be learning alphabet/sound recognition. Their main focus would be piecing together simple sounds to form words, with a lot of repitition. As the child develops, you will then move into areas such as simple grammer and sentence structure, as well as adding words with more syllables. You need to focus on the cues the child uses to decode an unknown word. Cues are visual, meaning, and structure. Meaning, does the child use a picture to get a clue as to what that word could be? Does the child sound out the word, or use the letters in the word to appropriate it? Does the child use a word that would make sense in the sentence they are reading? All these cues are important. It is when the child can put all three things together that they can become a competent and independent reader.
How much does the child rely on you when they get stuck? Do they automatically look at you or do they try to figure it out for themselves before asking for help?

The important thing to remember though, when teaching a child/student to read, is that all the reading in the world is relatively useless without comprehension. If a child does not understand what they are reading, then no matter how many words the child can read in the book, no matter how perfectly the child pronounces everything, the book is too hard for that child.

You should be asking the child lots of questions so that you can figure out exactly what the child is geting from the text. Can the child explain what happened at the beginning of the book? Can the child find a fact from the book? Can the child find a specific word or sentence and explain it? Can the child talk about the characters in the book? Can the child predict what they think will happen later in the book? From experience, I have found that young children have a very difficult time predicting what they think will happen. This seems to be a skill that develops past the age of 7.
Another great question to ask is “How would you feel/What would you do… if you were so and so in the book?”.
The answers to these questions will give you a lot of cues as to what you can write in your summaries.