Recent Tutoring Session Reviews
"We started with a free write and I had the student read it aloud to me. He corrected his mistakes as he read. I had him complete a phonics inventory where he said aloud the names and sounds of letters, including blends and vowels to see where he is having the most difficulty. We will be working on the specific sounds that he occasionally had trouble with: -tion, ch, and splitting words into syllables. We then worked on his English homework in developing a thesis statement and reasons to support it. The topic was on why the dress code at his school should be changed. We brainstormed and made a T-chart, but the student doesn't have any reasons he believes it should be changed. I told him to ask his teacher if she would let him change the argument in support of the current dress code. We ended with some paired reading in the book "Hello, Fish" (3-4 grade level). I would read a page on a particular fish and then the student would read the next page. We worked slowly and I pointed each word as he read, which seemed to help him slow down and actually pronounce the word. We stopped between pages to talk about fish and he added details about various saltwater fish. I explained to him the importance of seeing the words as I read them aloud and we'll continue tomorrow. I would like for him to check out his own book tomorrow to read between our sessions."
"Part of this first session was to get to know the student, learn more about his experiences in school, his study habits, and what his previous tutors did with him. I spoke with him about creating skills to self-motivate and ways in which he could approach his homework more productively. Because most of his school work is non-fiction, I used excerpts from the biographies of Frederick Douglas and Helen Keller to review how to read non-fiction sources and why author's use descriptive or difficult language instead of more direct language. For next session, he wants to read another chapter from The Lightning Thief. I have asked him to review the vocabulary that his previous tutor left for him and to answer why the vocabulary word was used instead of an alternative. He seems to be motivated and wants to learn. I feel that he will be able to show considerable progress as the sessions progress. I would like to continue to ease into more specific discussions on reading and test-taking strategies."
"We read a few chapters from "To Kill a Mockingbird." We would stop periodically to summarize and make predictions. The student was able to spend some time making inferences about the main characters and plot points in the rising action of the story."