Recent Tutoring Session Reviews
"The student started by reviewing the doubles facts. For example 1+1, 2+2, to 10+10. We also practiced regular and regular plural by drawing pictures, writing the singular form and then figuring out the plural form. She also did a few direction following problems, where she had to follow three or more steps. She did a reading activity with vocabulary problems. She also practiced telling time."
"This session was a continuation from our last session with a focus on fluency and making connections with higher texts. With the first few read alouds, I took turns reading with the student to model how to read with expression to keep your listeners engaged. She was able to make connections to most of the texts we've read. We will continue to work on her fluency during our next session. I left some books for her to practice with until then."
"The student continued Reading aka ride and the Mist. We chopped chapters four and five into three or four paragraph segments and went over reading comprehension questions. These two chapters were more challenging for her, but she worked through them. Throughout our review, we discussed vocabulary words. This book has excellent SAT prep vocabulary. At the end of the session, she wrote them out, and we reviewed them again. This review is helping her with her comprehension. She continued her reading on aka ride and the Mist. We chopped chapters four and five into three or four paragraph segments and went over reading comprehension questions. These two chapters were more challenging for her, but she worked through them. Throughout our review we discussed vocabulary words. This book has excellent SAT prep vocabulary."
"This session allowed the student an opportunity to continue to develop her reading skills with support. For the first part of the session, the student read silently to herself. She then read out loud for a period of 10 minutes. The remaining 20 minutes of the session, she and I engaged in online reading activities to help her strengthen her decoding skills. The student and I created an online crossword puzzle and the she was asked to complete the assignment. The next session is scheduled for Feb."
"I brought a new book for the student to read, "The Stranger" by Chris Van Allsburg (Author of Jumanji and Polar Express) which he read with confidence. He's great about sounding out words even if he isn't familiar with them and can either use context clues for meaning or is happy to ask for a definition. After the reading, we practiced cursive, then made a "book report" detailing what he liked about the book and what happened. After his report we did some free form writing where he wrote about his day."
"We covered his vocabulary words, number sequence, and read his school book. His attitude was positive. He read very well, sounded out words, asked questions, and seemed interested."
"The student and I focused on her reading fluency this session. I asked her to read phrases and short sentences containing the first 100 words on the sight word list and timed her. I explained that as her fluency improved the student would be able to see that reading these same phrases would take less and less time. We then echo-read If You Give a Mouse a Cookie, The Kissing Hand, and the first page of Travel-Size Pups, all J and K level books. She was very engaged and willing to work! At the end of the session I explained how to echo-read to the student's mother so that she could continue working on fluency with the student."
"Preschool: identifying letters, identify small letters when used as the first letter in a word, identify first letter sounds, identify letter patterns in multiple words (oo), Math concepts. 1st grade: telling time, identifying the time elapsed between numbers on a clock (5), counting by 2's (evens) counting odds using plus 2, identifying days of week and months of year in English, Math concepts. 2nd grade: practice multiplication through 6, identify equivalent fractions: 1, 1/2, 1/4, 1/8, counting money."
"During this session, the student and I spent approximately half the time practicing reading out of several easy reading books (specifically, at word recognition and sounding out the vowels of more difficult words) and the other half practicing letter-writing. The student was cooperative throughout the session and approached more difficult tasks with notably less anxiety than in some previous sessions. He did quite well in terms of recognizing words, and did not really struggle with anything specific over the course of the session. As always, the student has his workbooks to practice with if so desired. I have no concerns about the student's progress at this time."
"The student and I discussed the book of Jekyll and Hyde in the session. I brought a summary of the story, including a list of important characters. I taught her how to tackle big, complex readings; first you read the summary to get the gist, then you list the characters and their relationships, finally you read the book to put in the details marking key points as you go. This is a very efficient and effective method to tackle such assignments. After she went through the summary, we discussed the characters and the different crucial moments in the story, which was followed by a Q/A session."
"The student and I worked on her homework for this week today. We ran through her sight words twice. The first time she got 7/11 right, and the second time 10/11. We also read 6 sentences using her sight words, and she was able to read them with a little help. Next, she and I worked on her math homework. We counted forward to 15 and then backwards from 15 and answered some math word problems for her homework. After this, we did a spring word search together and read a Dr. Seuss story to celebrate Dr. Seuss' birthday."
"Worked on vocabulary and reading assignment - both assignments were centered around reading "Of Mice and Men," which the student is just beginning to read. First assignment was on vocabulary and context. Second assignment was reading first chapter and then answering questions based on reading. Student is not a native English speaker so has difficulty with the reading for this reason - does not mean he doesn't understand the concepts. Taking the time to make sure he understands certain concepts, phrases, the definitions of words - all context that native English speakers understand - is of great benefit to student. We took the time to act out vocabulary words and what was being written in first chapter, and that also helped."