Recent Tutoring Session Reviews
"I brought back books I had shown to the student's mom at the end of the previous session. He agreed to read "Don't Let the Pigeon Drive the Bus", a book that is very easy to comprehend but requires great expression to read well. He seemed to have fun with it as I encouraged him to take on the role(s) of the story. His mom then got him to promise to try the first chapter of the chapter book while she searched with the librarian for other similar books. He seemed to enjoy the chapter, and he got excited about the step-by-step instructions in the back of the book on how draw some of the characters. We worked together on following the steps to draw a monster bunny and the head of a robot. He will take the book home and promised to bring it back next week to read more with me."
"Today the student worked on reading comprehension strategies. We did a series of interactive short stories with review questions at the end. We used this activity to practice with test taking strategies and reading comprehension. We used his novel to practice with oral reading and listening skills, and worked with literary vocabulary such as plot events, conflict, climax, and resolution. We worked on using context clues to identify the meaning of unfamiliar words and we practiced reading slower and enunciating each word properly. The second student I worked on 3rd grade phonics skills, such as identifying the correct letter/sound to complete a worksheet. She completed the activity with ease. She then read the non-fiction and fiction selections to practice reading comprehension. The third student and I worked on identifying the letters of the alphabet. We arranged all of the letters in order and worked on perfecting the letters A through E. My main goal currently is to help him recognize all of the letters of the alphabet throughout our next several sessions."
"Today's session went well; I think that had to do with the student's dad being in the room and the student acted more accepting of the reading I had him do. To start I had him chose a poem from Where the Sidewalk Ends to create a positive reading space for our session. We then moved on to his reading homework about the North Carolina Colony, continuing with what we did the previous day, I also had the student underline the information in the passage that provided the answer to each question. (Of course before he started reading, I had the student review what he needs to keep an eye on while reading.) We then transitioned into reading more about penguins. When the student came across words he didn't know, we broke them down so he could pronounce them and then proceeded to look them up in the dictionary. I continue to encourage the student to use the dictionary. I want to keep the change of genres opens and available to him so that the student gets comfortable to reading anything that may come his way, at home and in school. To finish, the student and I reviewed a fun word worksheet that involves reading and matching the information. Before I left, I told the student to work on not skipping/adding words and their word endings."
"We focused on reviewing and revising a graded essay. The student struggled with proofreading and use of works cited. The student was very positive. We brainstormed strategies and created a document. The student can practice by reviewing the feedback and discussing the paper with his teacher."
"The student did not have any homework, so we continued to review her book about Santa's adventures in the jungle. The student created names for all of the animals she added to the story on Tuesday, and read through the book several times to make sure the new story additions made sense within the context of what was already written. She is becoming a much more proactive reader, and has greatly improved since the fall semester!"
"Today's session consisted primarily of reading the final five chapters of the Magic Treehouse book "Dinosaurs Before Dark." This took the entirety of the session due to the speed at which I advised the student to read to make sure he was comprehending and tracking with the story. We also spent a bit of time reviewing what had happened thus far in the book. I had him construct a synopsis of each chapter we had read through before going on with the story. As he read, I stopped him every time he mispronounced or confused one word for another, and had him sound out any words he didn't know with hardly any help from me. His skills in sounding out words appear to be increasing each week, as I was pleased to discover during this session. He finished the book right as we ended the session, so next week I plan on starting the second book in the Magic Treehouse series and getting back to our other fluency activities."