Recent Tutoring Session Reviews
"We had a very productive session that focused on analyzing passages for question 2 from the AP exam. We started out by talking about the skills the student is most confident about, and the ones he wants to work on further. He's most confident with multiple choice questions and analyzing poetry, and wants to work more on strategies for answering questions 2 and 3. We focused on question 2 today. Specifically, we worked on approaching the prompts for question 2 and figuring out what features to analyze in the passage. We went over a prompt he has written about in class and talked about what makes it difficult and strategies to analyze it. By working with an example, we talked about noticing details, describing them specifically, and linking them to the feelings and concepts authors convey."
"Student and I discussed the longer internal assessment outline she had written since our last session. I also guided her through some research options for the assignment. Then we discussed the extended essay. I helped her choose a field, discussed literary critical lenses, and explored resources."
"The student and I discussed strategies and material for his upcoming midterm exam. The student seemed to have a good grasp on the Elements of Literature portion of the exam, and will need to be sure that he knows each term, along with a corresponding example from his readings. We began a "cheat sheet" to sum up information on the class website so that it will be easier for him to study. We also continued to review his vocab list and the flashcards provided on the website. The student will need to be careful to match the list of terms on the left with the flashcard application. We discussed steps to studying terms with flashcards, including the use of the "star" and using the "both sides," "term" and "definition" options. He also has some paper flashcards that he can use to study, and has the option of making more if time allows."
"The student and I started off the session with a review of text features for fiction and nonfiction and how they are different. She is like most observant people and her brain takes over when she sees a nonfiction piece of writing. It was important to point out to her, however, that the reason she automatically knows it is nonfiction is because the text is structured in a certain way with headings and subheadings, bolded words, pictures with captions and photo credits, and bylines. She read a nonfiction article for me and at the end I asked her to state the definitions of bolded vocabulary. She was then reminded about the feature of bolded words always including a definition before or after the word. We will continue with another nonfiction set of articles when we meet again on Monday. She read to me from the Percy Jackson book for 10 minutes and we discussed the characters and plot elements of the two chapters. She did very well. Her fluency is improving quickly!"
"The student and I read through and discussed the theatrical version of The Diary of Anne Frank. We went over the characters, setting, plot, and his feelings on various subjects. I made sure to help him focus on important details and moments, and gave him tips on how to strengthen his reading comprehension. Reading through the play was fun for him when I got really into voicing the characters. It made the exercise more fun and relaxed."
"The student and I focused on his reading and writing skills. First I had him complete a story starter. He did well with the story starter and did not hesitate at all when coming up with his own ideas. I just had to help him with some grammar and spelling errors. Then we finished reading our chapter book, Two Minute Drill. He was very into the last few chapters of his book and made some great predictions as we read through them. He thoroughly enjoyed reading the chapter book and I have seen his comprehension and fluency skills improve as we read. During our next session, we will do a quick review of Two Minute Drill and possibly start another chapter book."