Recent Tutoring Session Reviews
"Used this session to finish initial review of assessment Critical Reading. Talked through each of the assessment types of reading passages (short, long, paired) to build experience with the test's question content and how to reliably locate answers. The student prefers to answer the questions immediately rather than read the passage first; so far his accuracy has been high and he has correctly expanded context where necessary, so I'm alright with this approach. Should his score suffer when he sees the section independently, we will adjust where necessary. Next section (Tuesday 8/5) will include a final timed prep with Critical Reading, some more Math exercises, and foundational work with the Essay. Student remains on track for very high achievement on the test."
"During this session, the student and I took a second look at the reading section of the assessment. After a quick review of the method that the student had been practicing and some of the tips that we had discussed the last time we looked at reading, I added a couple of extra tips and the strategy slightly to help her make the best use of her time. Timing is still the greatest challenge for the student. Her accuracy has increased dramatically, but her speed has stayed relatively constant at a little over 11:00 per passage rather than the goal of 8:30 per passage. The student is practicing reading through by using a speed reading site and I've given her some very specific things to focus on and read for in the passages to help her go through them faster."
"We just quickly reviewed the format of the ACT exam since the student felt pretty comfortable with it and recently took the June exam. We worked on the English section which was her lowest scoring section. We did a couple passages together, going over grammar rules as we went along. She was focused and asked a lot of questions about the different answer choices. We then did a little bit of math and science."
"The student did an English, Math, and Reading section on her own, and is already seeing improvement in all areas. She is gaining more confidence in the Reading and getting more comfortable reading at a faster pace and skimming."
"This session we finished going over the follow-up tests for chapters 5-10. The student did well on these problems. He was able to complete a good portion of them on his own however he needs more practice to improve speed. After, we started the first practice test."
"The student and I went over the first science section that she has completed since we began working together. We did an introduction to the science section, the types of questions that she will encounter, and the strategies for different subjects. We then moved onto an English section. She completed with about 6 minutes remaining and had a score of 27, moving up two points from her score in June. We analyzed the questions that were incorrect for whether they were rhetorical or usage and discussed the errors that she made. We also discussed that she should begin taking diagnostics in the next week or two, and aim to take three or four before the test date in 6 weeks."
"The student and I met and we focused on the ACT she had taken in June. She received it in the mail and we went through to look for the correct answers and also to interpret the weaknesses in her test. We covered all but math. Reading needed to be a little faster; however, she still scored strongly and only missed two prior to the last section. This makes me hesitant to make any major changes to her style because it worked well for her score. In English, we need to work on colons and dashes. We will go through some more tests to brush up and one lesson on it. For science, we will work on graph interpretation."
"We also went over her official ACT that she took in June. She did much better with the reading, though she's still working through some comprehension struggles. She tends to either pick out minute details or only take away a very basic and broad statement, so we're aiming for some middle ground by picking out a few of the big ideas instead. If the two sentences in question talk about the people of the community and what they are like, so should the right answer."
"The student and I spent a lot of time breaking down his reading and science work. He most specifically needs work on his reading timing. When not under pressure he is able to focus on the reading much better but once the time comes in he loses his confidence. I am having him start with one section at 12 minutes, the next at 11 and so on, until he is at a comfortable rate. I am very happy with his progress on the rest of the test."
"The student and I went over the Math homework I had assigned him during our previous session. We then went over a reading summary exercise, which he did well on. Finally, we went over the logic questions on the English section. I asked him to complete the remaining 3 English passages for homework. We will be working on Science, Reading, and Math tomorrow."
"We covered over basic science and English problems. I brought an ACT book from home to help him out. We covered the math section in depth. I left him the book for practice. He seems to be understanding every math problem, just has difficulty starting some problems. Will focus more on science as well during next session."
"We went over a diagnostic test for ACT Reading and part of a diagnostic test for ACT Science. The student needs to focus on finding evidence from passages to support his answers, because often, he'll pick an answer that is partially right instead of the very best answer. It was a little difficult to simulate how he'd actually approach a passage on the actual SAT because of the format of the online learning tools, but he'll have an ACT prep book for next time. He will complete a full-length ACT test before our next session, and we will review problems he had."