Recent Tutoring Session Reviews
"We worked on sight words, reviewed word families ag, ad, an, am, ap, introduced word families ab and ig."
"Introduced adjectives and adverbs in reading comprehension activities. Reviewed verbs and verb tenses. Read a comprehension story about science experiments and answered questions."
"The student & I continued working through the program. The student is improving in her ability to distinguish vowel sounds in unknown and known words. We spent time working on the digraph sound "sh.""
"For my first session with this student, I performed a thorough reading assessment focusing mostly on basic skills such as alphabet letter and sound recognition, consonants and vowels, long and short vowel sounds, reading CVC words, identifying missing beginning/ middle/ ending sound and spelling 3-letter words. The assessment allowed me to see which skills he has already mastered and pinpoint the ones he need to further work on. So far, the assessment shows that he has mastery in alphabet letter and sound recognition, identifying short vowel sounds, identifying missing beginning/ middle/ ending sound and spelling 3-letter words. He is able to read CVC words and some familiar words phonetically with very minimal assistance. I am still in the process of assessing which sight words (using sight word list for Pre-K and Kindergarten) he can already read. The following skills were just introduced and need to be reviewed in the next sessions: naming consonants and vowels, identifying long vowel sounds, blends and digraphs. I did help him with his reading homework as well."
"I created a game for the student to change up how we've been practicing her phonics skills. Using 3x5 cards, I created a stack with the following blends: un, wh, sm, it, en, ick, sc, ock, sl, in, ub, et, an, ell, op, at, ap, ot, ut, and ou. I added other cards with all the vowels, most commonly used consonants, and added letters as she requested. I let her choose two blends at a time then asked her to create words. For example: with ou she spelled out, cloud(s) and I gave her words to spell. For ou, she spelled enough, drought, slouch, and others. We covered the following blends: ou, ut, ot, op, sl, ell, ock, ap, and at. She struggled with sl so I made a point of giving her vocabulary that required her to add an s and an l separately. She only struggled once today with ap, and I asked her to spell slap. She put S P L AP and when I asked her to pronounce what she had spelled she quickly corrected herself. She enjoyed this approach. I wrote all the words down after she spelled them, and she did a super job of building on simple words. For example, with AP she added S C R AP E. It was very hands on, and once she spelled her words she could see very quickly and lock in a visual of the word."
"I met with the student and we did a phonics inventory. She knows the names of all of the letters. She knows the sounds of all the consonants except for x, y, and q. She knows the long vowel sounds, but was unsure of the short vowels for i, o, and u. When she reads she sounds the words out loud, then says the full word, unless she already knows the word. She sometimes mixes up b, d, and p when they are at the end of a word. We did some phonics drills and read a story. She did a good job staying on task."
"Student and I got to know each other, and then I began assessing what she already knows. We identified and made the sounds of w, l, m, n, o, p, q, d, and b. We focused on m, by writing it, drawing pictures that started with m, acting out things (like monkeys and moose), and making m's with our bodies. We also began reading a book for a few minutes, and we tried to identify different letters on each page. She seems very comfortable with the initial sounds of words that begin with consonants. She has more of a challenge with words that begin with vowels (ex. elephant.) Each visit, I am planning on working on a few letters with her in the workbook, as well as using flash cards, stories, movement, pictures/coloring and acting to help her with her letters. I also anticipate being able to begin decoding simple words with her soon."