Recent Tutoring Session Reviews
"The student and I worked on a practice test. We went through some different test taking strategies while working through the practice test. He will continue working on the content material."
"We used the flash cards provided. We read probably 15 passages and went over discovering the main idea and using context clues to find the meaning of the passage. He seems to have a good grasp of these ideas but needs more practice with increasing reading speed and vocabulary."
"The student's second exam was Thursday. He asked if we could work through the practice problems provided by a review. All the problems required either a z-, t-, or chi-square test but were more focused on testing the student's ability to pull information from either a paragraph or table rather than the mechanics or order of the test steps. We went through 4 chi square tests of independence or association, a single sample z-test, and a two sample t-test in which we were required to calculate the F-statistic to determine whether or not we should pool the sample's variances. For each type of test, I showed him how to do the calculations on his TI-84 and tried to emphasize certain terms in the problem statement that indicate what type of test to conduct. He did a good job picking up on how to do chi-square tests."
"The student is worried about the language section of the test. She felt that she wasn't comfortable with some of the grammar rules, so we spent our time today going over them. I walked her a comprehensive list of all of the rules on the test, then had her do several sample exercises. It was a bit rough, but I expect with a bit of practice that she will have it down in no time."
"The student and I had a great session. We worked hard on science strategy, as well as drilling math. We checked in on grammar concepts in the writing section. Great work. She's in a good place to keep practicing and perform well on the test in April."
"We worked on test -taking practices and minimizing downtime and habits that eat up valuable seconds that add up throughout a test. The student is very receptive and willing to learn. We took a practice run at the first portion of a math portion of the ACT. He finished the 30 questions in 20 minutes, answering 21/30 correctly . This is a good base for us to compare progress. We will be working on improving cadence, optimizing approaches to problems, and refining skills on material in following sessions."
"During our session, we began with a review of parabola graphing and quadratic equations to review algebra, geometry, and comparing functions. We worked through some harder math problems based on the practice SAT. Finally, we reviewed reading and writing questions together, and we focused on fast ways of analyzing the grammar of sentences."
"We reviewed operations with signed numbers. I showed the student the true methods of adding and subtracting and how its tricks are used in tandem with negative numbers. After I had him practice with several examples, we reviewed basic and long division as a review. We then spent time covering intermediate expressions and how to simplify them. Again when I felt he was ready I gave him several examples to show mastery. We ended the session by going over equivalent fractions and how to use them for comparison of values. I assigned some extra practice work dealing with expressions."
"We reviewed annotation and test-taking strategies for the Reading Comprehension test, specifically vocabulary in context and whole passage questions. The student is also going to send me a sample of an SAT essay prompt for me to evaluate. We scheduled three additional sessions for the next two weeks."
"We completed Sections 7 Math and 9 Verbal of Practice Test III. We studied vocabulary flashcards 1-100. We will focus on math problems the student had difficulty with or got wrong moving forward. We will also begin working on the online tests."
"The student and I continued to address primarily the writing and math sections of the SAT. He is improving in the math section in many areas. He looked at the methods for solving patterns and sets in depth. We also looked at transferring variables between diameter, area, and volume. In the writing section, we looked at diction errors and tense errors."
"We spent the first part of our session discussing the student's impressions of the SAT and the sections she feels are the most difficult. She feels somewhat confident in math because the answers are more clear-cut. However, she struggles with Reading because the questions and answers are written in a way that makes more than one answer appear to be correct. The student was very receptive and enthusiastic throughout the entire session. The main strategy we discussed for her difficulties was to break up longer passages into smaller chunks and to take notes about each section on the side of each paragraph. We did a bit of review on her practice tests. All in all, I am hopeful that the strategy will really help her to pay attention to what she reads and to read with a purpose."