Recent Tutoring Session Reviews
"We started with a review of the previous week's salutations, spellings and forms. Then we discussed cultural notes about ser/estar, saludos, and gracias. Focuses were on the presence of both formal and informal greetings such as hey, hi, and hello as well as the common usage of contractions when speaking (I'm instead of I am). The student practiced her pronunciation by reading a passage aloud that had a higher reading level than the previous week. We also practiced the 'th' and 't' sounds in words and she has already shown improvement in the fluency of these sounds. Homework for her was to have one or two English songs in mind for the next session to work on vocabulary and context comprehension."
"Today the student and I started out grading homework. We went over minimal pairs of vowels and consonants and personality vocabulary. Then we moved into the lesson today on stressed syllables and two- syllable words. We started out with a listening test to identify problem areas before moving into the day's lesson. The student needs work with focus sounds and intonation and falling stress. She is beginning to hear the difference in the sounds as she says them and as I say them. She is enthusiastic about making progress and has a keen attitude to improve and learn. We learned strategies for knowing how to pronounce nouns and verbs, and how to approach a word with falling stress. For homework, I asked her to review the 2 syllable stress, attempt to make small talk and journal about it, and to watch a 1 minute YouTube movie clip and transcribe the dialogue, then identify the two syllable words and the stress in them. I'm confident her pronunciation will improve with continued study."
"Things went very well today. We started with a video showing someone reading various commands (sit, jump, laugh, smile), with another person acting out those commands. She practiced writing the words along with a phonetic pronunciation of each word to help her when she reviews the material. Then, we practiced a few new dialogues that focused heavily on asking questions. Pronunciation is our biggest issue to date, but the student is proactive about noting a phonetic spelling next to the actual word in English. I asked that she practice the dialogues, both alone and with her husband, and left her with some flashcards to practice. I also gave her about 10 blank flashcards that she can use for any words that she's having trouble remembering as she practices the dialogues."
"The student and I began the session by reviewing his Global History book. He had read about 40 pages of it since we last met and could relay that text in great detail. We then reviewed his assigned reading comprehension questions (and developed some of our own) and he did a great job teasing out and discussing themes in the book. For the bulk of our session, we reviewed Chicago and MLA citation. He quickly caught onto how and where he should use these styles, and we had the chance to review some examples. We wrapped up the session by discussing his English book. For our next session, he will have read more of his books, so we can discuss them more in depth; he is also planning to write out two or three answers for his global assignment and cite them according to Chicago style."
"Today the student and I worked on a web to organize his ideas for the paper he is writing. We reviewed ideas he came up with for evidence/ support of his topic sentences. We wrote one body paragraph together and he will write the other two as homework."
"We reviewed the student's paper a final time, cleaning up extra spaces and adding spaces as needed, rewriting a few sentences with special attention to her supporting paragraphs. We then reviewed four AP passages and answered the questions. She provided support for her decisions based on the assignment."