"In this session, the student was studying for his grammar test. We looked at the corrections made on his previous grammar worksheets. To prepare for the test, the student's teacher had given them another worksheet to complete with an answer key to check. Just like last time, the student was very confident in identifying the principal parts. This time, however, he had a bit of trouble connecting adverbs and adjectives with the words they were meant to modify. The difficulty level of this worksheet seems to have increased, and a great deal of it seemed to me to come from the syntax, or arrangement of the words in the sentence. The student had to slow down and think about some of his answers before putting them down, and we had to talk through a few of them. However, I think this is a good sign for him because he recognizes on his own that the sentences are more complex; he understands that there are different ways the sentences could work than just the one way he would usually think of them. We worked through the worksheet and checked all the answers with the answer sheet provided. We talked about any places where the answers the student had put down were not consistent with his teacher's answer sheet and how it is that he might identify those problems in the future. We also reviewed being verbs, which seem to give the student a bit of difficulty. He has trouble remembering the verb "is" in all its conjugations and tenses; for example, he has trouble remembering that "were" is the past form of "are". He uses the words properly in sentences, but when trying to remember if each verb is a being verb, he can't call up a mental list of all the being verbs to compare. To help with this, I had him copy down a list of being verbs to study and I told him to think of being verbs as almost an equal sign in a sentence, stating that something is the same as something else. Hopefully these will help him to remember these on the test."