Recent Tutoring Session Reviews
"I asked the student to read the passage I assigned for homework aloud to me, because I wanted to monitor his comprehension of the text. He did map well, and he underlined the last line of each paragraph to mark the paragraph boundaries. I asked him to stop at the end of each paragraph so I could ask him a question. I wanted to work on context clues, particularly, so I picked a particular word ("picturesque"ù) in the third paragraph. He did not know the meaning of this word, and he initially could not come up with an approximate definition based on his reading of the text. I articulated my thought process as I read the text, line-by-line. I showed him how I put the clues together and defined the word. He listened attentively. He finished reading the passage and answered my remaining questions correctly. I wanted to ask him another context clues question, but no word stood out. But I will ask him to read aloud during the next lesson and use context clues to define a word that he doesn't know the meaning of. He has always done well on context clue assessment passages, but this was a chance to model the process when reading a longer, complex passage. He answered 3/5 comprehension questions correctly, but he corrected one answer without any prompting from me, so I would up his score to 4/5. He missed one question that asked him to classify the final paragraph of the passage; he said the final paragraph was a summary, but it was actually an emotional appeal. I reread the final paragraph, changing my voice at the emphatic parts. I also underlined the words that hinted at the emotion in the paragraph ( no written as NO...the use of the word "please"ù). Next, we rewrote two sentences at one embedded sentence (e.g., In the eighteenth and nineteenth centuries, the way people did their work changed. It changed dramatically; this sentence can be changed to "In the eighteenth and nineteenth centuries, the way people did their work changed dramatically.) He rewrote three sentences in like fashion. He needed to be reminded to put a period at the end of his sentences; I referenced his editor checklist for the first sentence he rewrote. He placed periods at the end of his two remaining sentences. We began his second vocabulary lesson. We reviewed the list, he checked the particular words he did not really know. We discussed the meaning of two common prefixes on the list. I asked him to complete the remaining questions in the lesson for homework. I also left him with reading passages for homework. He completed two inference passages. He differentiated facts and inferences for each passage. He answered all questions correctly. I gave him another essay prompt and asked him to write another essay for our next lesson. I asked him to use his custom editor's checklist when writing. I also asked him to proofread his essay and make corrections. Lastly, we briefly discussed multiplying and dividing mixed numbers. We completed two multiplication and two division problems together. He is currently working on adding and subtracting mixed numbers with his math tutor; I just wanted to expose him to the next topic, so he could have a little advantage."
"We covered the algebra unit for the SSAT, went over vocabulary, and assigned homework for next week."
"In this session, we went over the practice problems I assigned to the student in the last session. We tackled the math section of the SSAT and discussed the test format and crucial test-taking strategies, and I assigned him additional work which we will go over in the next session."