Recent Tutoring Session Reviews
"The student did much better on timing today. I suggested that he not read the questions before reading the passages to save him a few minutes, so we'll try that on Tuesday."
"Last session we worked on general test-taking strategies, talked about the scaled scoring, and reviewed last minute reading strategies."
"I worked with the student on review of math. And then, at his request, we went over the format for the reading/writing portions of the test. We used the prep book's summary at the beginning to talk through formatting and strategies for particular kinds of questions. Then, I had a practice test that had half the questions for each section. After reviewing the types of questions in a section, he tried that section on the practice test on his own and we reviewed his answers. Matthew scored 100% on reading and had the most problems with logic in the verbal section and identifying usage and punctuation errors in the language section. To conclude our time, we created a study guide for the student as he prepares for the test next Saturday. He is to practice usage and punctuation questions, paired with a different section of the test each day."
"The student let me know that she had taken a practice placement exam in school, and had recognized one of the vocab words that we looked at last week when we were going over roots and prefixes; she was justifiably quite pleased! At her request, we focused first on Critical Reading, and explored a couple of strategies--reading the questions first, then the whole passage, before returning to the questions and tackling the general ones before the specific ones, and the "scavenger hunt" approach. She felt that this second technique actually slowed her down, so we agreed that the first would likely be a better choice for her. We then went over some Synonyms questions to reinforce the vocabulary work she's been doing. In both the Reading and the Vocabulary sections, she did quite well on all of the grade-level questions and most of the above-grade level questions. From Reading and Vocabulary, we moved on to Math (both concept-based and problem-solving questions). The student continues to excel at the grade-level tasks as long as she doesn't rush through calculations or through interpreting the question; she was also fairly successful at many of the above-grade-level problems we looked at. We did identify some reliable logic-based shortcuts to help her avoid getting bogged down in time-consuming calculations, and we reviewed square roots and scientific notation as they came up."
"Finished the full practice test. Will start another book preparing just verbal/language skills next time."
"Began his serious placement exam review, working on math and vocab in particular, with a side jaunt into grammar."
"I asked the student to take the first practice test in his prep book for the next session. He completed the test and we spent the first part of this session discussing how he felt about the timing and the difficulty of maintaining focus for two and a half hours. After scoring each section, we identified language and math as his primary challenges. We spent the rest of this session walking through his language section results and correcting the mistakes. We reviewed these and he made a solid improvement on his second time through this section. I assigned him some practice sections to review what we learned before our next session, and I plan on spending the next session finishing a review of language concepts so we can move on to Math the following week."
"We covered how to diagram an argument in the English section. We also went over how to set up algebra equations from a word problem. The student is to learn 15 definitions by next Saturday."
"Spanish: La semana pasada, la estudiante completo un examen. Trabajamos en los problemas incorrectos. Para la proxima vez, quiero que trabaje en dos secciones donde necesita mas practica. Tambien le asigne una seccion de un examen para que practique como completar el examen en menos tiempo. English: We reviewed the practice test that she did last week. She is doing pretty well overall. She needs to work on Math reasoning questions and Language questions. I therefore assigned practice questions that focus on these two question types. She also needs to work on being a bit faster, so I also assigned one practice test section."
"We covered the structure of the test, focused on vocabulary and also reviewed reading comprehension skills. Each time I cover the test, I make sure to review what to expect on the test. I then used the text and supplementary articles to broaden the student's vocabulary and asked him to create sentences using the words. We practiced inference, fact-finding and vocabulary reading questions. I then told him to define 10 of the words in the guide that haven't already been defined after I left. He easily answers reading comprehension questions."
"During our first session, I wanted to take some time to see what the student had done so far, and see what topics she needed tutoring on. I asked her to complete a quantitative section of practice test questions, which she did with no problem. Since she is using a book designed for different standardized tests, I thought it was important to highlight the first one since that test comes up in ten days. After completing those problems, it was clear that she understood the material. We then decided to attempt the geometry problems in the book. We went through each of those, and took note of all the different geometry rules that she used when solving the problems. I reminded her to always write down her work and draw a picture of what the question was asking. For our next session, I asked her to complete more of the geometry practice problems so that we could continue isolating and using the different rules."
"This was a continuation from last week, focusing on the test prep. The student finished another 8 problems on top of what was done last week. We continued to review the problems he had finished, as well as complete 4 additional problems. I will focus on mechanics in these problems and select problems that are most relevant to what is next for his development. For example, instead of showing him how to answer a question like "when multiplying by 100, you move the decimal.." (two to the right), I would prefer to demonstrate how to multiply by 10, 100, 1000 etc., as well as 0.10, 0.010, etc. This related quickly to his multiplication and division facts, and allowed me to show how multiplying by a fraction is actually similar to dividing, and built in the foundation of what happens to the decimal in these types of problems. From here out, I will introduce a mini-lesson ahead of what will be reviewed on the test."