Recent Tutoring Session Reviews
"This was another day of literary analysis. The student and I continued reading different version of the "Little Red Riding Hood" story. Permutations of this tale that are available include German-, French-, and English-language versions, and there is variety of form as well. Some of the pieces we have looked at are prose short stories - one of which isn't even half a page long, others of which go on for several pages, and some are poems. We have talked about the differences of form and purpose among these works. She seems particularly interested in the use of parody to interrogate the conventional narrative."
"The student finished reading his book today, and he answered analysis questions that I emailed to him. We reviewed the book, the answers to the questions, symbolism, foreshadowing, analogy, and conflict. I will email him essay questions for him to complete for the book and then he will begin to read a new book. He finished a second short story as well. We reviewed the answers and discussed various quotes and their meanings as well as symbolism in the novel. I will email him essay questions to complete and I will proofread his writing and we will revise and edit it together next session."
"The student is continuing to work on reading "The Giver." Each chapter she has questions that she answers using evidence from the text to support her answers. She is doing a great job with reading comprehension. As she is reading, she is comparing the community from the book and today's world so that she can write a persuasive paper on which community is better to live in. I left her with questions to finish on chapters 1-11 and a Venn diagram to help her compare the two communities."
"We read and discussed words and phrases the student didn't understand. She is reading much better than the first time we met. I left her with a homework; read 20 minutes a day."
"First we worked on a poem. It was a different kind of assignment, involving a poem where you had to change only five words of an established poem to change its meaning. Next, he had to go over some science and fill in a practice test. There were difficult questions attempting to sort out the differences between physical and chemical qualities, changes, and reactions."
"This session, we covered chapter 6 in the class book. We talked specifically about ways people deal with conflict and what the effects of rational vs. irrational actions can be on a group. The student did not seem to have much trouble with the themes from this week's assignment. The main thing I want him to work on going forward is thinking more broadly in terms of the themes and imagery in the novel. We worked together on a diagram of the three main characters' personalities. I asked him to take the traits he came up with into account in his next reading so he can get to know the characters better and understand their roles within the story. He seems to have a great grasp on the mechanics and techniques he needs."
"Both students worked on reading comprehension practice about air pollution. They practiced scanning a text to find important information quickly. We continued reading Emily Windsnap and practiced vocabulary from the reading. Both students answered comprehension questions with 75% accuracy."
"The student and I worked on a college readiness reading and writing assignment. He did really well on the reading/comprehension portion. He understood the reading passages very well. The student and I worked on two writing assignments - A fiction assignment where he wrote a continuation to a story, and a non-fiction writing prompt. He did very well on the fiction assignment. The non-fiction needs some work - we will work on this more next time."
"We worked on the student's vocabulary assignments for this week. We reviewed the words, completed sentences, and identified definitions. We then completed the vocabulary in context section that usually takes the most time."
"Today the student and I reviewed our vocabulary words from Tuesday. I reviewed her sentences, gave her a spelling test and asked her for the definition of the new words she has learned. We began on our next set of words and mapped out our meeting and study times for the next two weeks."
"The student wrote a first draft of the intro paragraph for her English paper for THE BOOK THIEF. She already has the body paragraphs done and just needs to get everything cleaned up to start thinking about a conclusion for Thursday!"
"The student had math homework and a reading assignment to read the book Night by Elie Wiesel. We ordered audiobooks and are following along in the hard copy book as well."