Recent Tutoring Session Reviews
"Student C continues to do well in reading. I gave her a 6th grade reading level passage to really challenge her. She still did really well, but I could tell that this passage made her think so much more than doing lower level passages, so I plan to continue doing higher level passages with her. For math, we continued to work on perimeters of irregular shapes. She is really getting the hang of it! We moved into area slightly, but will work on it next time. I gave her a writing assignment to complete by our next session. I want us to really delve into writing in our next session, so we will be using this assignment as a starting point, so I want her to try really hard on it. I also asked her to write her multiplication table by 3's five times. I want her to know these by heart, and we will be doing a different number each week. Student V was super focused during reading. She did really well in reading, and knew almost all of the answers to the questions. We are working on her willingness to go back to the passage and look for answers in the text that she does not know automatically. She will sometimes guess the answer to avoid having to go back to the passage, so we are working on that. During math, we continued to work on multiplication and subtraction problems, and I began to translate these into word problems. We are working on getting certain phrases to trigger certain operations (i.e. "how many more than" would trigger subtraction)."
"Session 8/17 Math Review: The student completed a long division problem showing all his work. He followed the steps correctly and calculated the correct quotient. I also asked him to check his answer using the algorithm from previous lessons: quotient x divisor + remainder = dividend. He completed the check successfully; he also identified the dividend, divisor, and quotient for the problem. He is getting more confident with this method. In the next lesson, I will add more division problems to his review sheet (to be completed at the beginning of the lesson). In the last lesson, he took a significant amount of time to complete the two long division problems, so I limited the division problems to enable us to review and cover other math topics. Next, I asked him to compute the ratios between two shapes arranged in rows. He answered all the problems correctly. He calculated the total number of shapes for each shape very efficiently. For each set of two shapes, he computed a part-to-part ratio and a part-to-total ratio. He computed all ratios correctly and expressed the simplified ratios correctly as well. I showed him how to use a single row to compute the simplified ratios of part-to-part and part-to-total, so he will always have a way of checking his simplification. Lastly, he and I discussed a ratio word problem I had given him last week. His calculation was impeccable, and he answered the question in appropriate units, even devising another way to formulate the answer (eggs in dozen capacity cartons vs eggs in half-dozen capacity cartons). Writing I asked him to read two versions of two different sentences: one sentence written in the passive voice, the other in the active voice. I asked him to explain how the sentences differed; he incorrectly said "one is in the past tense; the other is in the present tense) Once I corrected this error, saying both were in the past tense, we talked about how "in one sentence the subject is receiving the action, in the other the subject is doing the action). I then asked him which sentence created a clearer picture of action; for both sentences, he identified the active voice version. Reading He read three sentences, each containing a bold-type word. He was asked to identify a synonym for the boldfaced word. He answered 2/3 questions correctly. All words were words he missed during his initial assessment; he was asked to identify a synonym for "immense"; the sentence he read described how surfers look for waves that are "uniquely immense, because each wants to break the record for catching the biggest wave"; he chose "wide" instead of "huge" as a synonym; he explain himself, saying that width is what makes a wave big; I told him to think like a surfer; surfers look for tall waves, and there is a context clue that could be a synonym for tallest, the "biggest"; when we talk about a wave being immense, or big, we are talking about hugeness or tallness, not width. Surfers never talk about catching the widest wave. When I pointed out the context word "biggest" he understood that "huge" was the best synonym. Follow-up Work He and I will exchange articles and write questions based on the two articles again. He will also write a summary of his article; this summary will allow me to teach him about the active voice, and to examine the comprehensiveness of his natural writing. I gave him a word-problem worksheet on rates, which are directly related to ratios, so he can practice using ratios. I will ask him if his rates can be rewritten as simplified fractions in the next lesson."
"The student is very capable and does most of the mathematics very easily. He should concentrate on improving his vocabulary as this is the main area he needs to improve in."