Recent Tutoring Session Reviews
"The session began with reviewing the reading work from both students and both of them did a great job using the strategy. After reviewing their homework we focused on identifying main idea and supporting details. For student #1 this was simply review and I know it was new for student #2 but he did a good job asking questions and with guided help was able to work through finding main ideas and supporting details. In the attachments you will find passages that focus on main idea for student #2 and I am also attaching a 2nd grade word list. I would like for him to begin learning to spell, define, and use the words properly in a sentence. He can work on the first ten words the upcoming week. The strategy I used with them when learning prefixes would work well for this process. For the week I provided student #2 with a 2nd grade vocabulary list and also passages for practicing main idea until our next session"
"In this session we focused on fix-it strategies to make sure that the student is understanding as she reads, and retaining that information later. She is demonstrating a lot of progress in becoming an independent reader by inferring the meaning of unknown words; she was able to infer the meaning of 8 words in her homework reading from yesterday. For today she read the prologue and chapter one of her new text. Before reading, we made a list of predictions based on the title, the front cover, and the back cover. We began by discussing what happened in the prologue and first chapter. I modeled fix-it strategies for lapses in comprehension, including re-reading, focusing on the question, and referring to the picture. I gradually shifted responsibility by allowing the student to determine where her comprehension was falling short in the new chapter (chapter two) and executing a fix-it strategy. She will have reached a higher level when she is able to identify her misunderstandings, choose a fix-it strategy, and execute the strategy independently. For tomorrow she will read the next chapter at a slower rate, using re-reading and other fix-it strategies."
"We read 2 chapters in our book; practiced saying and spelling sight words; and practiced math facts. The student has a list of spelling words to practice and should continue to practice with math flashcards."
"The session began with the student showing me a sample of his writing. I reviewed his essay and talked about inserting commas. I also noted some grammatical errors. We reviewed main idea. After reading selected passages, I had him answer fact recall questions as well as critical thinking questions. We talked about idioms, and I had him identify idioms and explain their meanings in context. I read and reviewed another essay that he had written over the summer. I noted that we should work on comma placement. We worked on some additional passages with fact recall and critical thinking questions. He has agreed to share more of his writing with me. I strongly feel that I gained a better understanding of his writing due to the fact that I have seen some of his older writing samples. I feel that these observations will help me in the planning of writing-related activities for future sessions."
"This session was pretty straightforward. We reviewed vocabulary and built sentences, and then we did the mandatory reading for 30 minutes."
"We started the session with her workbook and printing the numbers 2 and 3. We made it an art project of multicolored horseshoes and she did very well. She still struggles with holding the crayon properly. I brought some tracing puzzles and she followed the twisting paths very well. The session ended with a read aloud."