Recent Tutoring Session Reviews
"We worked on practice questions for the ACT Math section that the student's school had given her. She had worked through many on her own, so we worked through the ones that she had questions about."
"Today we discussed strategies and content for the reading and math tests. I concluded by leaving extra practice problems for the student to complete."
"During this session, we first worked on reading. We worked through four reading passages, and I timed her as she read and worked on the questions for each passage. In the first three passages, she did better with her timing compared to our last session - she was able to finish 8 or 9 questions out of 10 for each passage in the allotted time. In one of the longer passages, she made good use of the strategy of reading the first and last lines of each paragraph to shorten her reading time. We talked about how - for most of the questions about specific details in the reading sections - it was a good idea to go back to the passage to look for support for an answer, rather than just relying on reasoning. However, she should also remember that when a question asks about tone, purpose, and interpretation, it may help to also think about context and how a relevant part fits into the passage as a whole. She had trouble understanding the last reading passage we worked on, leading her to finish 4 out of 10 questions in the allotted time. We talked about it briefly to get a better idea of the passage's main points, then we worked through the questions for the passage. In general, when a question referenced a specific line, she was almost always able to get the right answer by going back to that line in the passage. However, when a question did not give line numbers or talked in a more general way about what was mentioned in the passage, she sometimes had difficulty finding the right place to look. Marking a few key words, phrases, or transitions as she reads might be one way she can better find the relevant information. In the second part of this session, we worked on one passage from the science section. She had a bit of trouble understanding the graphs in the passage, so we went over the graphs and how they related to the described experiments. We worked on questions involving reasoning using proportions, finding how a variable changed as one moved across a chart or graph in a given direction, and reasoning from more than one experiment. She can continue to practice by timing herself and by checking the explanations for answers in her practice book."