Recent Tutoring Session Reviews
"We worked through a packet that she has due for school on Friday. She seemed to do very well with a little direction and encouragement! I think her main problem is being able to sight read quickly. She often knows what the word means once she figures out how it is said. This will be a great advantage for her as I can give her some more methods of sight reading better. We almost completed the packet due on Friday today and we will continue to work on it on Thursday to finish it."
"Today, we begin with reviewing digraph sounds SH, CH, TH, and WH. I challenged the student to think of words that have those sounds. After drilling those sounds, we went over his sight words of the week and practiced writing them, reading them, and spelling them out loud. Then, we played a sight words review game. Finally, I began a guided reading lesson with him using a level B book (his hard instructional level)."
"The first student and I did grammar and spelling correction using her English workbooks. It helped for us to read the incorrect sentences out loud together so that she could hear the mistakes that needed correcting. The second student and I read and did a writing exercise inspired by her book in which I asked her to write about a time she or someone she knew told a really funny joke. We talked about syntax and practiced rewriting her original paragraph with different sentence combinations to tell the story."
"Today the student and I went over some reading comprehension questions about Chapter 22. We talked through the order of events that took place. By talking through these events, the student was able to clarify what took place, the relationships between the people involved, and clarify how the scene was resolved. After talking about the chapter, we reviewed vocabulary that we began discussing last week. We went over the following words: empathy, animosity, surly, rueful, deliberate, ruminate, contemptuous, furtive, morosely, benevolence, and profoundly. His homework for this weekend is to memorize what these words mean and work on using them in sentences."
"We went over the spelling words, both writing them down and reading them. She is pretty good overall. We worked on her homework which was the subtraction and she is really good at that. She is also great at telling time."
"The student and I read though "I Can See" which lists items that are pictured. He did a play reading of it which was almost exactly correct. We went back to each word that is "seen" and spelled them, sounded them out and then read them. Afterwards we started to read the Lego Movie book- I would read to him until I found a high frequency word which we would sound out. He got better at recognizing them. Then we took a break and worked with his high frequency flash cards. He realized that "the" can be pronounced two different ways and he sounded out all the words."
"Administered a 60-second oral reading fluency assessment using a grade 2 passage (89 words, 4 errors, 0 self-corrections); Assessed sight word recognition using grade 2 and 3 Dolch word lists; 100% accuracy on both lists; completed SAT-10 reading passage and questions from school work using student read aloud, oral questioning for comprehension, and story retell. Answered comprehension questions referring back to the text and covered the skill of fact/opinion. Concluded the session with a written journal response."
"Reading concepts: identify first letter sounds (phonics), spell words left to right (print process) match words to pictures (vocabulary), identify sight words The, a, an, Write letters together to form words (print process); reading comprehension of grade level material, identify facts in non-fiction, sequence events, identify appropriate gender and number in pronouns (she, he, it, we they)."
"The student had completed his homework prior to my arrival; therefore, this session focused on keeping his reading skills sharp by requiring him to read orally. To satisfy this requirement, he read a entire book, Hooray for Fly Guy, and eleven pages of a second book. In addition, he completed some worksheets that I provided: word search and determining the synonyms and antonyms of words."
"We worked on identifying words in the 'an' family. At times student had difficulty identifying the words. We will continue to work on gaining familiarity with 3 letter words and identifying vowel sounds. Once he read the word, he was able to correctly identify if it was in the 'an' family or not. We finished up with some number identification. He did a great job rolling dice and telling me how many dots were on the dice. He also did a great job writing the numbers 1-6."
"In this session, we started by assessing the student's progress in sight word recognition. This time he was able to read 37/40 (93%) pre-primer Dolch words with automaticity, demonstrating a good degree of progress in less than two weeks. After that we continued to introduce new sight words and review CVC words and consonant digraphs through a combination of review worksheets, games, and leveled reading."
"We met after a week. We reviewed the Jamestown story and read a new story. We read a mystery today and the student was engaged throughout the story. He understood the story and was able to answer the reading comprehension questions at the end. I am emailing him another story to read over the weekend for more practice."