Recent Tutoring Session Reviews
"We finished reading Sea Monsters. We also began reading another novel the student brought with him He was introduced to a different reading fluency passage on the 3rd grade level. He and I also discussed adjectives and adverbs."
"Today we did 30 minutes of Reading and 30 minutes of Math. We also covered main ideas and finding the important facts in a paragraph. The student did wonderfully and scored perfectly on the reading piece. He is building confidence in his reading. In his math, he shows great progress and confidence! He is able to add and subtract three digit problems with success. He also stays positive and perseveres through the tough problems. We left him with a few more problems in three digit addition and subtraction with regrouping"
"In this session, I had the student warm up with a level one book as in our previous session. she finished the book in five minutes, as opposed to twenty minutes when we started working together. As a result, I have decided to bring her up to level 2 books, which she does very well with. We started reading "Toad and Frog are Friends," and she demonstrated a great comprehension level with the book."
"We worked on writing a paragraph. We used the hamburger graphic organizer to help him set up his paragraph (top bun=topic sentence, burger=support and details, bottom bun=summary). He wrote a paragraph about his best summer memory, and it went very well. He also took his second spelling test and got 13/16. Overall the session went very well."
"Reviewed the student's homework. He did a great job with his new sight word list and is to continue studying the next set. Several words he had difficulty with and we utilized our dictionary skills and K.I.M. strategy to assist with learning the meaning of new words. Our focus for reading has been identifying main idea. I noted from his work that he is able to identify main idea but is having difficulty choosing supporting details. I began to have him annotate the text using different color pencils for his main idea and key details. He was able to self correct as we moved through reading passages with this strategy. We also worked on paragraph writing. He chose a topic, wrote a main idea, and 3 sentences as supporting details. He also had to incorporate 2 of his vocabulary words into his writing. He did a great job. He will continue with his vocab, main idea practices and writing this week."
"For today's session, the student finished reading the book. She used the skills we have been practicing, including context clues, predicting, and questioning the text. We talked about what she understood from the book, and learned the "Somebody wants but so then" strategy for summarizing. The student still struggles with long-term comprehension, so we are focusing on fix-it strategies to ensure that she is both understanding as she reads and retaining that information after reading."
"First of all, the student is a total joy. He's fantastic to work with. Motivated. Enthusiastic. He also enjoys challenging himself, which I find very inspiring. Today we split our session into reading for an hour and then drawing/writing for an hour. For the first hour we continued to read about werewolves. The student purposely chose to read off a page that is definitely at a 4th/5th grade level. However, he enjoys the challenge. We break words down into sounds, therefore when he's reading at his level, it will be much easier. For the second hour, the student drew a picture and then wrote a story about it. Finally, at the end, he presented his story to me like I'm a publisher (so we could practice his speaking/confidence skills). He learns very quickly."
"On Monday, we read three books, reviewed long vowel pairings, and made flashcards. The flashcards covered: long vowel pairings (ai, ee, i.e., oa, igh), and we reviewed her lowercase "b" and "d." We also made flashcards for a few tricky words, including "sky." Next session, we will review flashcards, practice using those sounds, and make new flashcards."
"In this session, the student and I: - did a welcome and introduction -shared our favorite books; through mine, we talked about why we read- to learn, to use our imagination, and for enjoyment -I gave him one formal assessment; we did several informal assessments through reading that showed me that he needs help in decoding vowel and consonant diagraphs, diphthongs, contractions, and word attack skills. He also had fluency issues when it came to reading too quickly and not being careful when approaching a word he DOES know. -I gave his mother a list of suggested resources from Amazon; for next time we will continue with both the books Bad Kitty and Just a Minute. -No concerns"
"During this session, the student and I read short passages for reading comprehension. The student and I were able to read four short stories. Throughout his reading, the student and I discussed certain strategies for pacing and answering the questions. For pacing, the student will continue to use a pointer as he reads. This ensures that he reads each and every word he needs to."
"Today I had National Geo book on animal friends as it has cute stories but also factual information. I had her read not just to read but also to read for information then asked her questions based on the new information. She loved the book and did great with the new terminology presented. We will be adding a writing component over the summer."
"The first half of the session we practiced reading one of his books he has at home and along with that practiced comprehension questions orally. We spent the rest of the session playing a game to practice the addition facts again."