Recent Tutoring Session Reviews
"The student and I read for our entire session. We talked about emphasis when specific words are italicized in a text and what that can mean. We worked on saying the same sentence with a different emphasis, as if it were a question, a statement, and an exclamation. She did a lot better with her flow and rhythm of reading this time around. I think it helps her if I read a sentence first, and she follows me, imitating my emphasis and flow. However, I don't think this is a long-term solution, as I can tell that the first time around and right after she hears me, it's easy for her to do this. If she made a mistake, I would have her go back and do it again, which was harder."
"The student and I continued to practice for his upcoming test. Today's story was realistic fiction, and he did an excellent job. I created a prompt since none were included, and he and I worked through a well-organized response that made sure to include specific text support as proof. I am continuing to focus on the effective use of transition phrases within the structure of paragraph, which better help to remind him of the purpose of each sentence. We spent the last 15 minutes working on some grade level vocabulary through a website. I am going to adjust the level of words so that he is a bit more challenged next time. I encouraged him to keep reading for fun as often as possible, even if for only 10 minutes right before going to bed."
"We reviewed the concepts presented in the previous session: inferences, and how the words and actions of characters give the reader insights. After reading aloud Chapter 2 in Arthur and the Poetry Contest, the student filled in notes and inferences in a graphic organizer. She considered what certain words and actions revealed about the characters. She wrote clues from the book, stated her conclusion in a complete sentence, and then wrote the inference. Saying her sentences first and then writing is proving to be a very helpful strategy. With this practice as a scaffold, the student then began reading aloud a complex passage called "Science Friction" by David Lubar. She was directed to think about the words and actions of the character. Finally, The student used index cards to write vocabulary words and meanings in her own words; she will also draw illustrations on the cards. The student enjoys the work and is not discouraged by challenges. She is gaining confidence in her ability to do well on the upcoming state assessment."