Recent Tutoring Session Reviews
"Began the session with the student by introducing new critical thinking games, to stimulate him and reward him when he completes what I ask him to do. We read a story from school and worked on comprehension questions. Played a sight word game to review over 50 sight words. Read a story then we reviewed vowels and their sounds."
"2nd session: The student warmed up to me a lot more, giving longer responses and laughing at some of my jokes. We went over a small book she had about animals around a pond. To engage her, I told her an interesting fact about each animal after she read a page on it (bees, mice, snakes, etc.). She could read the story at a reasonable speed and knew all of the words. I had her try to spell out some words in our conversation (grasshopper, blowing bubbles). I had her try to read some of what I wrote (saliva, lungs)."
"The student completed the math portion of his homework. We read the directions together and he completed the "count by tens"ù section of his math homework. He also worked on the math problems on the following page. I focused on visual representations of the math concepts, and encouraged him to draw and count. I also explained to him the difference between counting by ones and counting by tens, and encouraged him to "follow the pattern."ù For reading in this session, we focused on "blending"ù specifically, which is combining the sounds of the letters without pauses. The student is familiar with all the letters in the alphabet and all the sounds that individual letters make, but is not able to transition from stating the sounds in order with pauses to actually recognizing the sounds together as the word. To encourage blending and spelling, he and I worked with alphabet letter cards. We took turns creating words, and by tracking slowly with letter cards, I made sure he was blending the sounds of the letters together to create words. He was excited to use the letter cards and enjoyed that we took turns challenging each other to look for specific letters to spell words, and to sound out all the words we spelled. We transitioned the alphabet cards into "sight words"ù practice for the week, by using the cards to create the week's sight words. I asked the student to read the words and explained the definitions of the words he didn't understand. This week's sight words were "Kite, Cape, Kit, Not, Note, and Cap."ù We then created sentences with several of the sight words. I brought several visual oriented books for the student and let him pick two for next session that we could read together. We read the book for his log as well. I tracked while he read the words. I encouraged him to sound out the letters of the words he didn't know. He was very successful at guessing several words based on illustrations, and had no trouble with reading comprehension and answering my questions about the text."