"We drilled vocabulary, and she knew the majority of the words. I modified some of her definitions to make them easier to remember and more accurate, and we noted which words were the most difficult. I drilled her on last week's words too, and we found that the difficult words from last week were still difficult. We came up with ways to remember those words, and we talked about contextual meaning. Since she's a thoughtful kid, knowing how the words are most likely to occur every day should help her remember the meanings. For the rest of the session, we worked on reading comprehension. We looked over the timing and structure of the RC section on one of the practice tests. I had her do a few question sets from that test, with passages of varying length and content. We discussed how to decide which questions to do first, a little bit about the various types of questions that occur on the test, and how to manage time. We practiced writing on the test and ruling out bad answers. The main takeaway from this lesson is that in order to rule out or choose an answer, she must be able to support her decision with evidence from the text. We talked about the difference between inferring things in English class and asking inference questions on a standardized test, and I really think she is beginning to think critically about that difference. She seems like a good English student, which I told her, and I also advised her to careful because of that -- because the placement exam will include questions that are specifically designed to mislead students who are good at interpreting questions. We talked about what to do when those types of questions pop up. Her other area to work on is vocabulary - there were a few questions, at least one for each passage, that would be much easier for her if she knew all the vocabulary on the test, so we created a study list from the part of the test she worked on."