Recent Tutoring Session Reviews
"We began our session doing a couple of exercises in the student's workbook reviewing homophones. The exercise required that h find the incorrect spelling of a particular homophone and replaced it with the correct spelling. He had no problem with this and readily identified the incorrect words. We then read another chapter in the book we began reading during our last session. I am very happy to see that he is excited to read and felt very accomplished after seeing how much progress he made the last time. I could see that he felt proud for having read so much, and even felt more motivated to continue with the reading. He is becoming much smoother in his reading. He is recognizing certain patterns in words and has begun to read compound words with ease. His comprehension has improved a lot! He is beginning to make predictions as to what is going to happen in the book based on what we have read. He is familiar with all of the characters and what the conflict is in the book (so far). He reacts to foreshadowing immediately, and the suspense of what is to ensue is helping to keep him motivated to continue reading. I am very pleased with his progress so far."
"Today we began with reading 10 nonsense words. The student sounded much better during this task. She did great sounding out each segment and then blending them together without changing the sounds. We then worked on reading a passage and picking out the words with the long i sound. She got stuck in a groove of looking for i's instead of thinking of what sound she hears when reading. After rereading the words she said had a long i, she realized that "in" did not qualify and that the words "fly" and "buy" did. After picking out words, we looked at what letters in the word made the long i sound (i_e, -ie-, -igh-, -y). After going through a couple of words, she figured out what to look for and was able to identify the sound easily. We then worked on words with the prefixes re- and un-. She reported that this was a new topic (prefixes) for her and she did well with it. She got the concept quickly and was able to use the knowledge of prefixes with minimal prompting to figure out unknown words by taking that prefix off. We then went back to a passage that she read on Monday. Before our session, I had covered the first letter of 8 words and asked her to read the passage. She did much better today (knowing the passage helped) and was more confident in this task. The last thing we did was read more of Junie B. Jones. She did a good job and spent less time sounding out large words/ going back and rereading to figure out words. She did quite well tonight."
"We went over sight words such as enough, while, and whistle. The student read two short stories and answered reading comprehension questions. Fluency in reading has improved since last session."