Recent Tutoring Session Reviews
"During this session, the student and I began with a rhetorical analysis reading assignment from her English class. She receives one of these assignments every 6 weeks, and her most current assignment is not due for another 5 weeks. However, the student expressed interest in completing the assignment as soon as possible in order to stay on top of her assignments. She had not begun the assignment before our session, so we read the article together. The student told me that her approach for these reading assignments is to read them a couple of times through and then annotate and highlight instances of figurative language and the rhetorical devices employed by the author. She demonstrated that she has excellent reading comprehension and analytical skills by the way she tackled this assignment. She easily identified the author's use of pathos, metaphors, and analogies. She did not type up her response to the article during our session because she said she would like to reflect on the article more. I did ask her if I could read her response before she turns it in in order to see what her analytical writing skills look like on paper. For the remainder of the session, we discussed different tactics for revising poetry and determined which work of fiction we are going to read, discuss, and use as a jumping off point for a prose writing exercise. I presented the student with a poem and two short stories to choose from for her outside reading for our sessions, and she chose Jeffrey Eugenides' Extreme Solitude. For next session, the student is to close-read the short story and write a one page single-spaced response to the story on whatever she'd like-- plot devices, figurative language, themes, etc. She seemed eager to read the story and write an imitation prose piece of sorts after we discuss Extreme Solitude next week. As I said before, I do not want any of the outside reading and writing that I assign the student to burn her out, so I was happy to see the student take such an interest in reading Extreme Solitude and writing a short story over the next few weeks. In addition, I e-mailed the student a poetry revision check-list to help her when she revises her own poetry. We reviewed the list during our session, and I think it will be helpful for the student to have a revision checklist when she revises her poetry in the future. She did express that she struggles with knowing where to begin with the revision process. Next session, I plan on checking in with her on the revision of her poem which we workshopped last week in order to see how she is faring with the revision process as a whole."
"Finalizing outline of projects and checking status of each assignment, finalizing risk management task and outline."
"Mathematics *Telling time review~ The student orally reviewed the parts of a clock and skip counting around a clock using a model. She practiced telling time to the quarter hour on a worksheet. She got 3 out of 9 correct. \We went back and color coded the hour and minute hand so that she could see which quantity should go where. *Base ten practice~ The student helped to create color coded base ten blocks for us to use during subtraction with regrouping lessons. We began using them so the student could see place value in large quantities like 120, 563, and 702. We discussed what is happening during regrouping, and she practiced trading 10's for 1's to regroup and subtract 13-7 and 18-9. Writing Persuasive writing~ The student was offered 6 persuasive writing topics to choose from for her topic of the day. She chose to write about why dogs are better than cats! We used a persuasive writing map to help her organize her thoughts and supporting sentences. The student transferred her thoughts into essay form."
"The student and I met today to do a writing intensive session regarding her first draft of the common application essay. I edited the first paragraph for her as a model, and we discussed the changes: condensing, tightening prose, and clarifying narrative. Then I supervised her as she edited the remainder of the essay in keeping with the initial changes. I was very pleased with her work--she was locked in, adept at re-ordering, and happy to take suggestions as well as discuss additions. We spent time on linking her theatre experiences to the goals she has in college. All told, we ended up with a solid 615 word draft (650 available) that can rest with her over the summer and guide her other scholarship essays. For next week, she is doing some research so we can outline two scholarship essays for that university."
"Today we continued with looking at sounds to make words and support our spelling goal. Student 1 and Student 2 worked on the -ear and -at sounds. They both made lists with these ending sounds, wrote a story and ended with working on "Grab Bag Ideas". Student 1 and Student 2 wrote a list of story ideas and then wrote a story based on one of the ideas. Both boys have great imaginations and like to tell their stories. We will continue the writing process. Student 2 is doing a better job at remembering to space his words."
"We developed an outline for the paper, and focused on what needed to be improved based off the assignment rubric. I suggested edits/changes to draft; the student will take suggestions and implement them into the draft, and reorganize the paper based off the structural outline."