Recent Tutoring Session Reviews
"The student and I did a work sheet about object pronouns, after the first two questions she was able to complete the rest of the work sheet on her own. We read from her book "Dear Whiskers" and did a flow chart with it."
"I met with the student at his home on 3/3 from 5:15 to 6:15 pm. In the student's reading, I have noticed some confusion with sight words, so I had him read cards from a list of confusing sight words. He did well reading the list of about 70 words, but he did self-correct several different words with the letters f, p, and g. He had ELA test prep for homework, two connected readings about rocket scientist John Goddard, then instructions for a simple rocket experiment. I asked him to track the lines as he read aloud to me, and generally, to read more slowly. When he tried to pick up speed he interjected words, or confused words, but because of the sight word exercise he had done, he seemed to realize what he was doing. He slowed down on his own rather than being instructed to slow down."
"We continued with our work today. It seems difficult for the student to self-motivate studying the cards we make and he was unable to have an opportunity for his parents to quiz him on the cards, so I encouraged him to try to find time this week. We focused a bit more on letter blending today. He has trouble sounding out letter blends and tends to place unnecessary vowels in between. For example, he says cr- as "cur" or "car" instead of "crrrr." We worked with driving through each sound, making it with our arms and challenging ourselves to make the sounds with our lips as close together as possible. I noticed that he can sometimes feel a bit defeated or say he doesn't know a word or a sound, but if I say, yes you do, yes you can, he can always work through it. We will continue to develop this confidence. It came up today for the first time that he has trouble identifying and distinguishing between some letters. Lowercase p, b, and d all get confused to him. This could be the root of some of this trouble with reading. We created flash cards for this. He grabs onto some of the rules quickly (knows long and short vowel sounds) but then has trouble using what he knows to decode words. For example, he knows what long A sounds like when I ask him, but then has trouble trying out a long A sound in the word "ate." I think he needs to practice his flash cards as often as possible in order to make progress. We discovered the breaking up our learning is very productive. I encouraged him to choose his own words without the crutch of looking up a word in one of his books."