Recent Tutoring Session Reviews
"The student finished writing her story for the book with no words and did a superb job with voice, recall and story sequence. She read what she wrote last session and immediately found her place in the book and quickly finished her writing. I was impressed because she was so hesitant at our last session. We then continued reading a chapter in "Grasshopper on the Road". The student did an outstanding job sounding out words, repeating them with proper pronunciation and read with a lot of emotion. She really seemed to enjoy the chapter and we laughed a lot at the silly scenarios. We spent the last half of our session on a second book without words titled "The Umbrella" She loved this book and did an amazing job telling her own story. When it came time to start writing she was once again "stuck" but she told me to keep my eyes shut while she told me the beginning of the story and kept asking me if I could "see it" in my mind. I am thrilled with her progress! I encouraged her to keep the books until I return later this week and read her story to her parents."
"In this session, the student read two books and practiced her spelling words. She read a book that I brought "Put Me in the Zoo," as well as a book she had, "The Horse in Harry's Room." The student did well reading both books, only needing assistance with words that are tricky phonetically, like "circus." During the reading, I asked the student several questions that had her make predictions about what would happen next, inferences about what was happening in the stories, and opinion questions. The student's answers showed that she had good comprehension of the stories and could support her answers with details. We also went through her spelling list twice. The student got all of her spelling words right each time. I did notice as she wrote her answers though, that she wrote her "j" in "Jump" backwards and then fixed it, and for the word "plum" she would spell it "pulm," but then would catch her mistake and fix it. Because of this, I had the student spend a little more time practicing writing and spelling both of these words, and reminded her to sound out "plum" in her head, and think about which sound she hears first, second, third, etc. She did very well this tutoring session."
"The student read and analyzed nonfiction text. The piece was about Lincoln, and we read it together and he annotated."
"We reviewed punctuation, as the student's mother thought this might be an issue. I reviewed some of the student's writing, and we planned out the focus of our next sessions. I think he is struggling with slowing down and paying attention to what he is doing, so we talked about that in detail. He was willing and very receptive to the material. We discussed editing written work, and specifically reading every completed paper aloud to hear the mistakes."
"We began with a few of the short critical thinking puzzles. The student enjoys them, and they help him with developing his logic and inference skills for reading comprehension. We moved on to a parallel passage reading selection. He's getting better at these, although they remain challenging for him. He missed two of eight questions--the inference ones. We reviewed those and discussed the necessity of connecting the inferences in the passages in order to choose the "best" answer. He grasped the essence of this more quickly than previously. He next did two proofing exercises, which led to reviews of sentence types and comma use. To end we read his book. He was focused and pleasant throughout."
"In this session, we reviewed the spelling patterns "ought" and "aught" and words that use those patterns. In addition, the student completed the assessment, which was used to diagnose his abilities in terms of fluency and comprehension in reading. I was able to discover that he slows down tremendously for word solving, which impacts both his fluency and comprehension. Also, he does a great job reiterating factual information from text."