Recent Tutoring Session Reviews
"We began the session by reviewing the student's high frequency words. I noticed a lot of improvement; he did not struggle with the teacher's list as much as he did before. Also, he only missed two words from the list of first grade words. He was a lot quicker as well. Next, we completed his Language Arts homework, which was to identify the noun in the sentence. He had to copy the words onto a sheet of paper and then underline the nouns. If a sentence is too long to write on one line, he indents the second line of the sentence. Once I told him he didn't have to do that, he corrected the mistake. He misidentified the noun in the first sentence. However, he was able to independently identify the noun in the remaining sentences. We then read 2 books. He was able to recall details from the last chapter of "The Best Seat In Second Grade" and the main idea of our other book. We ended the session by completing a handout on sorting short and long vowel e words. He was able to read other words based on the vowel patterns. He is doing great!"
"The student and I spent time reading various passages. We read from a couple of different sports books, one Encyclopedia Brown book, and then a book of poems. These were all shorter stories which allowed us to read for a bit and then talk about what we read. I would ask him various questions about the reading to monitor his comprehension. He seems to be doing a good job at remembering facts and understanding the reading."
"In today's lesson, the student finished reading Chapter 2 of the book "Flat Stanley" and began reading Chapter 3. He struggled sounding out many words, though with some prompting he was able to sound out almost all of the words. Next, I had him practice spelling sight words. I would say a word and he would write how the word was spelled on paper. I then did a sight word drill with him, holding up flash cards of sight words and he would say each word. I ran through about 30 sight words. Out of these words, he struggled with the words "other," "our," "pretty," and "say." He also initially read "on" as "no," but was able to correct himself quickly. Some of the words he could not read in the flash card drill were the same words that he could not spell on paper. We spent the rest of the time using whiteboards to work with spelling, identifying and sounding out words. For example, I would write the word "shake" on my whiteboard and have him read it. Once he was able to read the word correctly, I would hide my board and have him write the word/spell it correctly on his whiteboard. We did this with words that began with "sh," words that began with "ch" and then words with "oo" in them. I want to keep working with him on activities that have him practice decoding/sounding out words, as well as with reading out loud."
"The session began with a review of the assigned idioms. The student had to use previously practiced idioms in daily conversations and give an example for new idioms. Next, we reviewed her same sound assignment. We discussed subject verb agreement and I gave her a homework assignment for practice. She also asked me to review a newly purchased iPad app. I picked a section for her to review. The app assists with pronouncing verb sound differences."
"The student's spelling words this week all focused on ancient Egypt. Right off the bat, he had about half of them mastered from working with his mom, which was great! We spent the bulk of the time today working on alphabetizing. He was able to write the alphabet as a reference. Once he had the alphabet written, he was engaged and successful in the activity of placing the words in order. I also followed up the lesson with a good chat with his mom regarding a specific plan for our sessions going forward, which included an email to his teachers to get specifics on his challenges and strengths."
"We introduced "King Ed" (final e) and listened to several new letters in Lively Letters. Then, we did some word building with the student's little personal pocket chart, and we focused on words with the new letters (fix, fox, yellow, etc.) He is doing really well and recognizes it, (I'm really good at this!" he announced.) I love seeing the self confidence because he will continue to take risks as he is building skills. We played word family bingo, and he insisted on reading the cards as well as playing the game, so he got lots of decoding practice! This was a really good session!"