Recent Tutoring Session Reviews
"I gave the student a few practice sections of the assessment Critical Reading and we discussed her results as well as test taking strategies. We also focused in on all of her wrong answers, took apart the question in review, and discussed a few additional strategies to correct her mistakes. We also spent some time discussing vocabulary review and reading selections to improve her score. All of the practice tests were scored and will be used as a benchmark. I left the student with some vocabulary/contextual assignments for next week. No concerns otherwise"
"The student and I reviewed her homework from Monday and then went on to do another long critical reading passage. She got 4/6 questions right from her homework and all of them right on the passage we did together. The student's main issue with critical reading is that she does not like to flip back and forth between the questions and the passage. I explained to her that the format of these passages requires her to focus on different lines/words, but that she should always ready a few lines above and below in order to ensure that she understands the context. In addition, we went over a few of the grammar questions. I assigned her a long two passage critical reading and the remaining grammar questions (4 of them)."
"Today we finished working through the practice test. The student was doing well on the problems and understanding how to approach them in a more efficient manner. After we finished we began going back through the test from the beginning, and I had the student show that she understood the questions by explaining to me exactly how to arrive at the correct solution. We didn't get all the way through it, so I assigned her the rest of the test for explanations. I also encouraged her to get a good book to read that will help her with the literature subject test."
"Today we worked mainly on Math and Reading. In Math, she got almost every question in the first 35 correct and those that she did miss were minute mistakes. We talked over strategies and solutions for the harder, final 20 questions of the exam and she seemed to understand any that she missed right away. For Reading we worked on her timing. Under no time constraints, she got nearly every question correct but used close to 10 minutes a passage, a pace that would not allow her to finish in 35 minutes. We tried a variety of reading/question time combinations and found that she was most accurate when she spends 3 minutes reading and 5 minutes answering questions."
"Today we reviewed math and reading. The student is very good at the majority of math, but is more than happy to ask for help when she needs it. I'm sending her a sheet of need-to-know formulas for the test to help her be better able to study independently. We also reviewed reading today. Her skills at remembering and retaining information and where it is at, as well as identifying important information in the passage before even reading the questions are all excellent. For homework, I asked her to do a practice math test and a practice reading test."
"The student and I focused on some more grammar questions at the beginning of this session. We again spent some time looking at what verb tenses to use and when, which should at least help out his essay writing capability. I then taught him the meanings for all of the vocabulary words that he did not know or had forgotten, and we looked at some reading comprehension questions after that. The essay he had written for me was overall pretty good, although he still needs to learn some from the grammar mistakes that I marked on the page. His homework for our next session is to write another essay and to answer some more questions."
"The student and I covered 15 practice questions for the exam. We went over a basic algebra/geometry/probability review, and also some helpful tips to remember when solving the math problems during test time. Our goal is to get him more comfortable with the kinds of questions he will see on the test. This was the first session, and we are meeting tomorrow as well, so the only homework I gave was to look over the work we did today so we can go over specific questions tomorrow."
"We continued to work through the chapters in the practice book. We went over the diagnostic tests for solid geometry, coordinate geometry, trigonometry, functions, and miscellaneous topics. The student did very well on these chapters, particularly the geometry chapters. He will review the rest of these chapters and complete the follow-up tests for the next time we meet."
"Worked on finding words in context packet. I discussed the techniques of finding these words with her and had her do half of the problems with her and assigning her to do the rest at home. I had her explain how she found her answers. We also talked about the outline of her essay, which included a lot of points from the articles I gave her to read."
"The student has good grades and is going into 10th grade next year. She is concerned about the difficulty of the SAT and is partly not sure what to expect. Despite having a tough time with vocabulary she does not know, she did very well on the sentence completion problems we did. We also got about halfway through the numbers and operations section in math. She is doing well and seems to understand how to implement the SAT-specific strategies I am giving her."
"The student and I focused on graph transformation and translation for the first hour and the science section for the second. We covered linear, quadratic, and trigonometric graph shifts. In the Science section, we completed three sections together and she completed four on her own. We were focusing specifically on graph reading and chose passages that reflected some of the harder concepts, such as multi-scalar graphs and irregular intervals."
"I had the student do a full-length SAT test before today's session, and we went over problems she got wrong. She looked over the correct answers before today's session and seemed to understand the majority of her problems whenever we went over them. Time still seems to be an issue for her, so we're trying to get her to do easier problems faster so she has a little bit more time to work on the harder problems at the end of sections. It's up to her whether she wants to do another full-length test before our next session or if she'd like us to work through a whole section together."