Recent Tutoring Session Reviews
"To start, we picked up with practice for the geography test scheduled for the next day. He and his Mom had been working on it, and she'd made study materials. He did very well--had all but one of many items correct. We moved on to finish his A-Z book, as there was only one chapter remaining. At first, he was pacing himself better and not barreling through. He also was more likely to try to sound out unfamiliar words without my prompting. After a while, though, he became excited as the plot progressed to the climax, and he relapsed into rushing the reading and substituting words for those he didn't recognize. I corrected him at times, but not always--depending on the word substitution, etc.-- because I didn't want to risk his losing the thread with my interruptions or losing his enthusiasm for the book. I let him choose our final activity from among the sorting games he likes. He chose "Syllables" and only had one mistake. He'd completed the sort quickly--more quickly and much more accurately than in the past. I reminded him that remembering to break new word into syllables would help him immensely in figuring out new words, which he quite often knows once he sounds them out. We agreed I would return Sunday. He is unfailingly thoughtful, cooperative, and determined to do well."
"This session focused on two specific areas. The first area was a continuation of the student's reading skills. The student read a chapter in the book, "Invincible: The Chronicles of Nick." The tutor and the student then reflected on the content and the messages contained within the first chapter of this novel. The second area covered study skills and her approach to reading as a whole. The tutor provided suggestions for ways for her to increase her reading knowledge and comprehension. The next scheduled session is Saturday."
"The student wanted to re-read a book, so we did this as our opening motivating activity. Then I presented a book he had never seen before. I took another diagnostic for writing lowercase and uppercase letters since the student had mixed the cases when I had asked him to write the alphabet for an earlier informal writing sample. We looked at 2- and 3-letter word stems. The student read all of the 2-letter stems, indicating which are actual words and which are not, and we had time to read a couple of the 3-letter stems. I asked the student to write the following 5 words and syllables (one at a time): pin, pan, pen, pun, pon. I had initially intended to use this to review a little of a book that we looked at last week, but saw instead that the student may have a little difficulty differentiating some of the short vowel sounds. The student read aloud individual sentences that he had composed and dictated to me last week while drawing. The student likes to draw at the end while I pack up materials."