Recent Tutoring Session Reviews
"The student worked on her alphabet. She wrote out both capital and lower case letters. We then reviewed sounds and words using puffy stickers I brought for her. It's important to keep some routine but also important to introduce new ways to learn. She picks up on everything quickly. We also worked on the study cards with various words and letters. Some of them included the use of two letters together such as ck and tr. We also reviewed making long vowel sounds by having the letter followed by a consonant and then followed by the letter e. We also worked on recognizing silent letters such as those found in colors like white, orange, and blue. Excellent session. She is enthusiastic about learning. These are one hour sessions."
"Session with Student A: We studied idioms for half an hour. For the rest of the hour, we did a practice test in preparation for general reading and comprehension testing. Session with Student B: We spent our hour working on a similar practice test focused on his grade."
"Today, we worked on getting to know the student's strengths and weaknesses for both reading and writing. We took a look at some of her winter break homework, did 2 story-writing activities, and also played a word/vocab game. She is great at sounding out words and reading aloud-- next week we're going to work on more complex reading comprehension, to see how she does. In terms of writing, her syntax is good, and she's great at self-correction when it comes to spelling. She does seem to have some trouble generating ideas and gets discouraged easily when she can't think of what to write. Next week, we'll try to work on ways that she can come up with ideas and plan out her stories before she begins to write, which will help her proceed with more confidence and be able to write using higher-level vocabulary."
"We covered how to answer comprehension questions in her reading. We used children's books that were close to her grade level. We looked at how to look at all of the text, even graphs, charts, and text that she had already gone over. She had a great attitude and seemed to try her best. Her dad seemed to be doing all of the right things to help her succeed, and I emailed him about how he could continue to work on comprehension with her until I saw her again."
"We began the session working on the grammar from last week, subject/predicate, noun/verb. The student seemed to understand last week's lesson well. Repeating over and over the definition of each (Noun: person place or thing; Verb: action; Adjective: description) seems to help. Later we did multiplication, and I showed him how to multiply two-digit numbers. He needs more practice with this, so we'll cover this in our next session."
"I read the student what the characteristics of effective readers are. I had him share his thoughts. We read two articles then answered comprehension questions for each. While reading, I reminded him of the techniques we learned in the first session for ways to increase comprehension. We referred to this list and clarified any vocabulary in the stories. He did very well and was able to recall most of the information that was asked. Then I had him choose an article from a magazine. We read the article then completed a comprehension worksheet specifically for magazine articles. Lastly, we read a story from a schoolbook and answered questions aloud. It is a pleasure to work with him because he is interested and willing to do the work."
"I was very impressed with the student today! He mentioned last time that he was interested in reading his abridged version of "The Three Musketeers", so today I asked him to read the first chapter and brought him a printed copy of a short paragraph from the original book, which coincided with what he'd read in his abridged book. He read that paragraph and enjoyed it, but then he had questions about what was happening in the abridged book; he felt like something hadn't been explained completely. When I told him that it was explained in the original book, he decided to read it, and he read a couple pages of the original book without me asking. He really enjoyed it too! "The Three Musketeers" is not an easy book and is much more dense than the books he usually insists on reading, so I was very proud of him."
"The student and I worked on number sentences, spelling, and phonics. I have seen a lot of improvement since last week. She remembered certain words and sounds that we had gone over."
"We started with a review of his school spelling in prep for a test the next day. He did well on the pretest, missing only three. After studying them more, he had them right and we moved on to test prep from one of the workbooks. The passage was short but complex. It was on Occam's razor and proved too abstract for him. We spent a good deal of time analyzing the wording and the concept. However, after a while, he began to grasp it and we answered the questions and made up some examples of our own. He did well with an example and seemed to enjoy the process. He remained focused on the work and did not get discouraged or upset."
"Student and I revisited a book that he had read a few times in our previous sessions, and he read it to me without any help. He exhibited some excellent reading confidence. We then worked on his math homework and finished it. The section was working on shapes, vertices, and planes. After that we did some word wall work and began a new book. His confidence with new reading material is growing but he still looks to me for confirmation on some words."
"We worked on her reading, she's pretty good with words that she's familiar with and identifying the consonant sounds. I think she needs to improve on reading words that are unfamiliar because she just looks at the pictures and tries to guess the word instead of actually reading it. We then worked on subtraction and she seemed to enjoy that and do it much more easily than the reading."
"Students and I practiced control of the writing implement while making small, controlled circles. We practiced starting at the top and bottom of a figure, including the letters N and M. We once again worked with isolating words and phrases. After only two sessions with this book, student A already had short passages memorized. We ended with both girls reading aloud."