"The student and I began this session by focusing on the reading comprehension section; in particular, we reviewed the importance of reading the questions that follow each passage before reading the passage itself and went over a few different approaches for proceeding through the passage and answering the questions afterward. She seemed to do the best with our sample non-fiction passages when she read through them and answered each question as she encountered the relevant portion of the passage that would allow her to answer it, then went back to the passage to continue reading. Poetry was a little more challenging, but she diligently practiced applying tone and context clues to questions that dealt with less straightforward lines or metaphors. In fact, she picked up fairly quickly on some kinds of questions she could ask herself about lines of poetry when a question presented two or more tempting answers, and she did very well at avoiding "trap" answers once she adopted a poetry-specific mindset.
After our work on the reading section, we went back to verbal skills; specifically, we tackled the verbal logic problems in some depth. Her vocabulary and word classification skills are relatively strong for her grade, so while we did spend some time on vocabulary enrichment and analogies, we spent far more time working out processes that would help her keep track of the relationships between given data points in the verbal logic questions and use them to evaluate proposed follow-up statements as true, false, or uncertain. She found it helpful to diagram information as it was given, although she needed a little help -- as most students do -- to avoid making assumptions about where to place less-specific data points on her diagram and thus to spot which comparisons couldn't be determined. For an eighth-grade student working through one of the most complex question types on the upper level exam, though, she did very well."