Recent Tutoring Session Reviews
"We began our session by doing some activities in his workbook. We looked over adverbs first. The student now understands that an adverb is a word that describes a verb and ends in "ly." He was quickly able to come up with his own adverbs to fill in the blanks of sentences with little help from me. We then moved on to homophones. He knows that a homophone is a word that sounds the same as another, but has a different meaning (e.g., to, too, two). We did an exercise where he had to come up with the correct word between two homophones to complete a sentence. He struggled a little bit with this exercise (because he wasn't sure which spelling applied to which meaning) but after a little bit of explanation he understood the difference between the spellings. He is very good at knowing when he needs to switch gears to make maximum benefit of our session because, after this point, he said it was time for him to start reading (which I thought was very cool). We went on to read some of the easy readers that he likes. I see small, but noticeable, differences in his sentence flow during our sessions. He is recognizing words that he used to struggle with and incorporate them into his natural sentence flow. He has started to be able to guess at future events in the text based on what has been mentioned previously in a reading. He has started to guess less at the meanings of words and tries to sound them out more. We finished our session by reading a dinosaur book that he chose (which had very little text, but seemed appropriate to end with). He was able to sound out some Latin "species" names for the dinosaurs. He recognized the suffix "saurus" from previous sessions and was able to sound out some prefixes to say the full name of the dinosaurs (stego = suarus, etc.) I was impressed."
"Today I administered the 3rd grade test to get a score for the student's Oral Reading Fluency. We went through three passages and she scored 43, 60, and 56 for ORF. I plan to administer this test again as a means of objective progress monitoring. We then worked on the sounds -ai, -ay, -tion, and -sion. The first two were easy for her but -tion and -sion proved to be more difficult, partly because they tend to be in longer words and those trip her up. We practice taking long words and drawing lines to break them into smaller, known chunks. We worked a lot on focusing on a word and breaking it up to look at the sounds in it. We did this also while reading Junie B. When she would get stuck on a word, or read it incorrectly, we would write it outside of the book and then break it apart. The more we broke the words apart, the easier this process became."
"Administered words inventory to determine phonics instructional level. Read "Jamaica's Find" (460L) to determine reading comprehension abilities. The student has really good comprehension and prediction skills but needs work on decoding. She is able to identify long and short vowel sounds and can generate many rhyming words."