Recent Tutoring Session Reviews
"We read stories, practiced extrapolating meaning from the pictures, and then wrote down what we read. I also let them build Play-Dough sculptures and then write down what they made. We played pattern-recognition games online."
"In this session, the student read the book "Pinkalicious," answering questions about the story as she read. She did very well reading and sounding out the words, and needing less prompting to sound out the word letter by letter (and not guess). After this, we played 3 rounds of a sight word game that gave her practice with 18 sight words, including some that she needs help with sometimes (ex. they and with). We ended the lesson with me saying a sight word, and her spelling the word, without prompting or looking first at the word. She was able to spell about 3/4 of the sight words I gave her."
"The student and I started our lesson as we always do, with him working on his spelling and grammar homework from school. I looked over his answers to make sure he had not made any errors, and was excited to see that he had not made a single mistake! He did a couple of quick exercises in the grammar workbook, and then we spent the rest of our time reading together from our scorpion book. He really needs to slow down when he reads aloud, and following along with his finger seems to help."
"At the student's request, this session's focus turned toward selections from the Writing and Math portions of the SAT exam. On questions sampled from the former, the student demonstrated her usual, intuitive strength at answer elimination; the latter involved more differentiated topics of study focus, of which the following required some additional attention: questions on evaluating variable expressions in terms of other variables, particularly when paired with measurements in practical applications; questions involving negative exponential and radical expressions in their various forms; and questions on factoring and solving for quadratic functions. Generally, the student showed particular preference for and facility with questions requiring histograms and statistical analysis."
"The student practiced writing her name. Then she reviewed her folder sight words along with new sight words added on today, and read questions and answered them, writing yes or no next to these questions. She also read statements on that page to identify colors and objects. She viewed the sight words video along with a segmenting video "The Reading Machine." Then she read a book called "Let's Read Together," and completed her journal entry. She was left with books to practice her reading, along with her new sight words that were added onto her sight words folder."
"The student and I continue to work on his listening and dictation skills, and the fine tuning is going well. He commented that in the beginning of these exercises it was hard for him to catch many words in a row (only 1 or 2), but now he is catching many more in a row. Today we started a new method similar to the listening and dictation skills, which I am excited to see the results of. Only in this method, we will concentrate on speaking. As we converse, I am going to make minor corrections to his spoken syntax. Both of us expect this to have the same positive results we are finding with the listening and dictation skills."