Recent Tutoring Session Reviews
"The student and I focused on thinking analytically about events and narratives. We prepared the outline for an essay discussing a TV show. We worked on determining and analyzing character traits. The student did great with this task. He then continued on reading through the current book. We worked on identifying important details, especially proper names. As he continues reading the book, I have asked him to maintain a log of characters, places, and concepts. I then asked the student to prepare a short narrative about the family in the show."
"The student finished a book report on a phonics book. The most challenging facet for him was with understanding concepts like "fiction vs. non-fiction" and "setting"."
"We started off reading from a book the student was given from her small group reading class. Then, based on some of the words I saw in the book, I taught her some lessons on phonics. Also, her mother provided me with the helpful information from her school about her reading level etc., and one of the handouts gave a few recommendations on reading exercises for home. Thus, we worked on the following exercises/lessons in phonics: we went over long and short vowels and how they're used in words etc., we talked about the use of the "silent, magnetic E" used at the end of words (and how this changes the vowel to its long sound), we went over the suffixes of "ing" and "ed" (including their definitions, how they change the meaning of the root word, and the specific sounds that "ed" makes, as it makes three sounds), and we talked about the "shield" or "bully" rule that applies to some words when you add a suffix (from pop to popping and how an extra "p" is added to the word). I also emphasized how she should use a lot of expression and emotion when reading, as this helps with fluency and reading comprehension. We meet tomorrow at 11 AM, and I will continue teaching her some phonics lessons, do reading exercises etc."
"The student and I read about Gutenberg and castles as practice for comprehension. Then we did some practice with reading fluency. He reads between 166 and 170 wpm orally. We worked on cause and effect. We will continue working on this skill during the next session. He expressed some concern about differentiating between fact and opinion, so we will work on that during the next session as well. He continues to have a great attitude throughout his sessions. He told me about a book he's reading about Lincoln. I shared a website with him to find books of interest to him."
"The student and I started the session doing reading comprehension. She read two passages followed by answering ten comprehension questions for each passage. We also brought out some vocabulary words throughout the passages, and talked about their meaning within the story. We then played some prefix and suffix games. These games helped her learn the meanings of many different prefixes and suffixes, so that she can learn how to pronounce them when she sees them in words, but also to help her figure out the meaning of a word she is not familiar with. We concluded the session with vocabulary words from a sixth grade word list. She said the word, told me the meaning, wrote a sentence, and then we talked about whether she used it correctly or not."
"The student read a nonfiction passage and answered questions. Then we went over the questions she got wrong. Then we went over a few math problems."