Recent Tutoring Session Reviews
"The student and I began by working on text comparisons through the practice test. We discussed similarities and differences in the given texts, answered some multiple choice inferential questions. We also worked on one extended response question that identified the similarities and differences between the resolution of the conflict in the stories. We also discussed the importance of choosing meaningful support from the text in a written response, as well as making sure to put in parenthesis any direct quotes used. I asked him to complete three practice test sections before our next meeting."
"We did a reading comprehension exercise on the next chapter of "My Father's Dragon," talked about the words he didn't know, and completed a reading comprehension quiz that I wrote up while he read aloud."
"* I reviewed with the student the first set of phonics blends we worked on previously. * We also reviewed the phonetic rule for the long and short vowel sounds. * I had him read words using the blends and the rule for vowels. * Then I presented him with the next set of phonetic blends. * We continued reading several pages in the "Polar, the Titanic Bear". * I noticed how reading flowed more easily for the student as the hour progressed."
"The student worked on a new set of sight words today. He got a lot of them very quickly. We also read a book, 'The Good Dinosaur,' which he really enjoyed and he did well with."
"Today we did our weekly exercise of watching, talking about, and digesting John Oliver's current events show. This led us into a lengthy study of the modern royalty of England -- how much land they have, what they can call theirs, etc. From there we transitioned into Game of Thrones. The student took a short quiz with a full-length essay attached and we discussed what we read. We then talked a little bit about the War of the Roses, including watching a video and creating a few questions for each other."
"The student has been starting every session with reading her sight words to me. Once she is done, we start her reading book. We talk throughout the book about what she thinks is going to happen next. During the book, we talk about the words she has trouble on. I ask her if she has seen or heard those words before. Most of them, she has. So I tell her that she needs to also think while she is reading to predict the word or use context clues to help her figure out the word."