Award-Winning Academic Tutoring & Test Prep
K - 8 Tutoring in Detroit, MI
|Reading Tutoring||Elementary Math Tutoring||Writing Tutoring||Science Tutoring|
|Math Tutoring||ISAT Tutoring||ISEE Tutoring||Summer Tutoring|
|Phonics, Fluency, and Comprehension Tutoring||HSPT Tutoring||Executive Functioning Tutoring|
Elementary (Kindergarten - 5th Grade Academic Tutoring)
Elementary school is a time of formative growth for all students. Varsity Tutors understands the importance of getting all children on the right track from the very earliest years of formal schooling. We offer one-on-one, individualized tutoring for students in grades K-5 in all academic subject areas and to support academic development and the achievement of early learning milestones. Tutors meet with students in the comfort of their own homes or other convenient locations. Elementary school is a time of formative growth for all students. Varsity Tutors understands the importance of getting all children on the right track, beginning with the earliest years of formal schooling. We can connect you and your child with one-on-one, individualized tutoring for grades K-5 in all academic subject areas. Tutors are also available to assist your child with Study Skills & Organization, to support academic development and the achievement of early learning milestones. Tutors meet with students in the comfort of their own homes or other convenient locations.
Middle School (6th – 8th Grade) Academic and Test Prep Tutoring
Middle school is a time of transition and change for all students. Varsity Tutors understands the importance of preparing students to meet more challenging academic standards and helping them to prepare for the upcoming rigors of high school. We can connect you and your child with one-on-one, individualized tutoring for grades 6-8 in all academic subject areas, including foreign languages and executive functioning. Tutors are also available to help students prepare for high school entrance exams with test prep tutoring. Test prep tutoring includes comprehensive diagnostic testing and one-on-one, individualized instruction that identifies specific areas of need and comprehensively prepares students for their specific entrance exams. Both academic and test prep tutoring are done in the comfort of students’ own homes or other convenient locations.
Recent Tutoring Session Reviews
After the review of dates and the previous session, we engaged in more Q & A, combined with all the materials we've learned in the past, with added new vocab and phrases. They were: team, therefore, website, new, what's this? what's that? where is it? right here! and right there! The homework is to make a sentence or two with these new vocab we just learned.
We covered the relationship between pronouns and verbs. We started with gustar and moved into reflexive verbs. He's doing really well not really struggling with a lot from class. He's very motivated and usually does very well. No extra practice. His mom said he got one question wrong on his last quiz so he's doing great.
Today we worked on his science project for his science fair. We worked on how to do an introduction to an experiment as well as materials and methods. We then worked on a graph for his results and then we did his conclusion. We designed his poster and he did his experiment on the reaction of mentor in diet coke, water and orange juice.
This week, the student and I went over the Constitutional Convention, since she is not satisfied with her Social Studies teacher's explanation of what he expects from her for these assignments. Afterwards, we discussed some properties of atoms and how they relate to one another to form compounds and mixtures. Finally, we briefly brainstormed some ideas for a math project regarding a board game that required three different probabilistic rules.
To start off we talked about why we read. I then read "The Year Without a Santa Claus" and "A Case of Tattle Tongue" to her in order to reinforce the idea that reading is fun, and a way to engage with interesting stories. She struggled through "Dinner for Maisy", but I think she was primarily just intimidated by the fact that it was a harder book. She was perfectly capable of reading it given sufficient time and some prompting, however! We also did some spelling practice.
Worked on projectile motion assignment packet and lab worksheet. Reviewed Force diagrams and Newton's 2nd law material at end of session. Spent time focusing on unit conversions and double checking unit consistency among known data.
Reviewed last week session: like singular and plural based on the subject of the sentence (gusta, gustan) ex. "me gustan los libros". Reading and translation Asking questions (las preguntas) who, what, where, why, how, how much, how many, what is it.
Today the student and I worked on Z-scores of a normal and binomial distribution and the calculation of the mean and standard deviation of a population proportion. We also worked on confidence intervals for a bit.
We went over the "ice" and "ace" words, which the student spelled out many times and wrote sentences with. We discussed the difference in meaning between "advice" and "device." We also talked about what "grace" means. We did a short dictation on various words ending in "ace" and "ice," both from her list and not. We went over punctuation rules and the uses of apostrophe, quotation marks and ellipsis. We will continue to review these uses and rules. We practiced writing small "p"s. We started re-reading her assigned book, "Snake Camp," and we have started reading "Harriet the Spy."
We finished up the student's assignments. We talked about what she should talk to her teacher about. She is starting to pick up on the concepts. I left her with a to-do list.
Student worked on simplifying factions, making an improper faction into a proper fraction, and adding factions. She is still having difficulty understanding when to simplify a fraction. She has a very positive attitude towards math. I also left her with some simplifying practice. We played a game to review these concepts which she did very well on. Her addition is really coming along because she starts with the bigger number and adds the smaller on her fingers.
The student's grade is officially a B, which was our goal for the semester. From now on, I am encouraging her to keep shooting for higher, because falling back into a complacent mindset may cause her grade to slip back to a C. She has a test tomorrow over matrices. Since the first day on the topic, she has had a strong hold on the topic, and my role has been more corrective in the event of accidents as opposed to the instructive role I took to explain trigonometry. I am confident that she will perform well on her test tomorrow.