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K - 8 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

We focused on the student's paper on Dracula. Using the comments she received on it, we returned to the text and worked on fleshing out an analysis of the dynamics between characters. She left with a partial outline and some notes for drafting a new version. We were excited to see the paper take shape.

The student wanted to read the books she got at the book fair as she was very excited about them and even talked about it in our last session. With the first book I read to her as the paragraphs were more complex and then asked her to find words within the text. She did well.

In this session, we covered Darwinism theory of evolution and then went into more detail about Darwin's theory. We talked about convergent and divergent evolution so that the student had a better understanding of why some organisms that are genetically dissimilar might look the same, and why some genetically similar organisms might look different.

The student had only one homework assignment to complete. She had to complete an English/Language Arts assignment that required her to read a short story which contained "master words" in bold print. After reading the passage, she was required to write what she believed to be the definition of the words as well as the dictionary definition. Next, she was required to read a list of words and then determine the synonym and antonym of the "master words." She did very well with this assignment. When she had completed the assignment, I quizzed her on the definition of the words in order to ensure that she would be prepared for her upcoming test.

We covered topics on the student's upcoming test. Afterwards we covered material that is going to be on his final exam. The topics covered were thermochemistry, gas phases, and particle motion. There were no concerns in this session.

Today we worked on the student's final draft. She worked on the two last paragraphs at home and we looked at them and corrected a few things. She did not know how to develop her conclusion so we went over a few things that it should include. I believe that she has a clearer idea of how to structure an essay now, and most importantly organize her thoughts first.

This session I worked with the student on her Frankenstein paper. We worked mostly on teasing out her analysis for this part of the paper, which shifted a bit from want she originally wanted in her outline. We also reviewed the peer feedback she received from a classmate last week, and discussed how best to integrate the changes.

Today we went over the derivatives, then reviewed product rule, quotient rule, chain rule and basic arithmetic for simplifying polynomials, composite fractions and logarithms. We completed the student's homework assignment and had time to start in on the practice as well.

We worked on weekly vocabulary, discussed Latin roots, and reviewed in-context uses of each word and related words. We continued working on test prep (we finished the first practice test and completed half of the second test). The student has improved a lot since getting used to the test format and reviewing more basic math. I left online math games as review for the week.

Today I met with the student to work on Algebra II. His class is continuing coverage of radical expressions - this section they have moved on to converting between radical and exponential form. Last week I had touched upon this because it is probably the most useful part of this chapter and I wanted to give him a new tool to approach radicals - this week we refined that tool through lots of example problems. He has shown himself to be comfortable with every piece of material in this section, from conversion between radical and exponential forms to simplification of exponential forms. Problems which combined multiple pieces were more challenging at first (what order do you work in?) but working through those helped solidify his understanding of the material. I'm confident that he has this down and more importantly I got the impression that he is confident as well. As always I encourage more practice to boost that confidence.

Student A and I reviewed his math and his science, since he has been out of school for a while. He needed clarification on the concept of moles in chemistry. Student B and I reviewed some math concepts that we will practice more thoroughly next week.

The student and I worked on heats of reaction and thermodynamics. We focused on homework dealing with Hess's law and enthalpy. We also discussed the meaning of entropy and applied that to chemical reactions. We also began work on an enthalpy lab she completed in class.