Recent Tutoring Session Reviews
"The student and I practiced his new words of week and read several books together. The student could spell and define the words when we learned them individually, but had more difficulty approaching them when they were embedded in the text of the books we read."
"At this session, the student and I continued discussing some of the background knowledge that will help her comprehension of The Hunger Games - specifically, why the Capitol and the Districts were fighting. We observed that people often fight over who is "right," miscommunication, and what belongs to who (who gets what "stuff"). We then applied this to reading about the history of the Hunger Games, whether Panem is really peaceful (not during the Hunger Games!) and whether everybody has enough resources (not in District 12). We discussed how this could lead to conflict, and this helped her understand things like the "jabberjays" that the Capitol used to eavesdrop on the Districts, and why the Capitol forces the Districts to play the Hunger Games. We also looked up Appalachia and the Rockies on a map to see where the events of the Hunger Games take place."
"I had the student read a Dr. Seuss book to me (A,B,C). I thought it would be a good mix of challenge and ease. He had to sound out some words, and flew by others. I want him reading more books to build his confidence and skills. I'm trying to teach him how to sound out words and look for patterns."
"The session began with the student and I working on his reading comprehension skills. He specifically worked on identifying the main idea and details of a passage. The student was able to do so independently, however, his reading was rushed which may have contributed to the errors that were made. When encouraged to slow down and use his reading finger, his accuracy increased. Challenging words caused the student to slow down and struggle when reading. He and I will continue to practice letter pair and letter combination sounds."
"We went over the letters and sounds. We did a sheet identifying and writing the letter d. He confuses lowercase b and d. He did a sheet matching beginning sounds. He needed some prompting. He did a sheet recognizing the difference between P and R and only made a couple of mistakes. We did phonics drills. He did well with CV words. We did rhyming. He needed some prompting. He did a sheet recognizing the difference between A and V. We played tic-tac-toe with the student saying letters and sounds."
"We're really cooking now! The student is getting more confident with being able to identify words that don't organically fit into sentences, which is aiding his ability to stop guessing on words. This trait isn't gone yet, but it's been central to all of our lessons for the past couple of weeks."