Recent Tutoring Session Reviews
"To start, we reviewed the spelling workbook's lesson on suffixes. The student then completed the exercises in the lesson. He did quite well in general and, as usual, was enthusiastic about the proofing reading section. He really enjoys digging in to find the errors. To finish this portion of our session, I reviewed with him the suffixes that had been focused upon: -ing and -ed uses. We will need to come back to these to make sure he has retention. Next, we worked in one of the fifth grade state exam workbooks the student's mother had bought. He did all right after we went through the passages and questions together. He has some difficulty with wording and terms he doesn't know, e.g., "imply" and "infer" as used in the questions. Naturally, we spent some time defining unknown vocabulary and the literary-type terms. Once done, he could handle the items, although he still did not get all answers correct. For one passage, a short-answer paragraph was required. It asked to explain how something "related" to the passage. He had trouble with that wording. It took some time to get the question's concept in his head. As is typical, the student was in good spirits and disciplined about getting through the work."
"First, we practiced all of the letter sounds. The student repeated after me in reciting the letter, and a matching word to help him remember the sound that letter makes. Then, I challenged him to find letters that made certain sounds. He did a great job! His short vowel sounds are much more concrete now than when I began tutoring him, because he now drills them using this technique often. Next, we looked at his sight words of the week. We practiced writing the words and fitting them into sentences. Then, we read a book that practiced the sight word "like." I noticed that the student still struggles with distinguishing the difference between some sight words because he tends to look only at the first sound. So, we played a "Guess My Word" game where he had to distinguish the difference between "like" and "look," "is" and "so," "went" and "what," "will" and "with." I think we will continue with this game to encourage him to read through the entire word, not just the beginning sound, to determine a sight word. Finally, we practiced reading words the "Stretchy the Snake" way from left to right. We read a book to practice this strategy. For the first time, the student really truly read a book! This book does not have patterns and sight words - he had to sound out each simple word to read each page, and he did it! He was able to correctly read and distinguish the differences between the following words: Nan, Pap, can, nap, pan. This is a HUGE leap for the student! Way to go!"
"At yesterday's session, the student and I continued building on the story that we began last week, and took a second look at the spelling on certain words from her writing from last week. I circled key words that she can add to the list of words that she is learning to spell by heart, and wrote them on the bottom of each page for her to reference. We next moved to an activity that I prepared for her that has her break down words based on specific lettering containing phonemes. The worksheet I prepared has one column with a graphic of each word ("ball", "jam", "hand", "look', "car", etc...), and then one column per letter grouping in the word. I asked her to circle the correct letter grouping between two options. I would be more than happy to create more of these activities moving forward, as it appeared that breaking down the word visually and tying it to the graphic helped provide indicators as to how each word should be spelled."