Recent Tutoring Session Reviews
"The student completed a project for the Greek goddess of the harvest, Demeter. She wrote a presentation on the topic. I also helped her review her science project which was a model of the planets."
"The focus of today's session was on college entrance exam prep (more specifically, prepping for the essay portion of the exam). The student's English teacher has been giving her and her classmates a fair number of practice essays as of late. The focus, however, has been on pre-writing much more than the standard format of the essay prompts, time expectation, and/or the rubric essays are graded against. In light of this, I wanted to familiarize her with a sample prompt, sample essays (with associated grades), and the rubric that should guide one's exam writing, as the accumulation of select components differentiate a score six essay from an essay assigned a five, and so on and so forth. To get at the crux of exam essay grading, I had her read four unlabeled essays in response to a prompt. I gave her an assignment to plan and write an essay: Do memories hinder or help people in their effort to learn from the past and succeed in the present? The student needs to support her position with reasoning and examples taken from your reading, studies, experience, or observations. I then had her use the rubric to grade the essays herself. This was an interesting exercise, not only because she got to play the part of critical reader/editor, but because she got to see how personal preference for writing style and examples provided can easily sway one to score an essay higher or lower, without regard for the assigned rubric. She was spot on with two of the essays. We talked through the discrepancies and the lessons she learned from comparing her scores to the official scores (quality over quantity, one or two well-developed examples over a laundry list, that it is okay to use "I", etc.). From here, we began tackling a sample essay prompt about how success is defined (by society or otherwise). To start with, she sketched out a mind map to help distinguish between how she defines success, how the most successful people she knows define success, and how, traditionally, society defines success. We had a lengthy conversation surrounding all these points - talking in terms of big picture, small picture, goals, perseverance, raw talent, intelligence, education, etc. Her assignment for next week is to take our discussion and her mind map and use both alongside the multi-layered prompt to put together an essay outline."
"The student has made such progress since our last session! She showed me the emails she sent this week during work, and I found less than three errors in each of them. After working on going over her emails, we discussed the use of the suffix "ed". We talked about how it is used to conjugate verbs into the past tense. I told her that most of the time, her verbs within emails will be in the past tense, as she most often discusses things that have already happened. We discussed the exception to that rule so that she knows when she needs to use present tense. I gave her some practice problems to work on and she correctly changed all the verbs into their correct tense. We also talked about past participles, participles, and gerunds (all ways in which verbs change parts of speech). Finally, we went over all the different parts of speech, so that she can identify them correctly and understand when I reference them in our sessions. I want to stress how much she is improving."
"The student and I read the classic book, Dr. Seuss's Green Eggs and Ham, which I chose in order to work on phonics. We also practiced reading and finding and identifying words that rhyme. He quickly picked up on why words rhyme and also how they don't, even if they look alike. I noticed that he is very smart and very capable. I also feel he is making progress, and he seems more and more comfortable with our tutoring sessions."
"The student and I read together for the first time to determine her strengths and weakness with both decoding and reading comprehension. She reads at an instructional level F (F&P). She uses great expression and reads all punctuation. Together, we will be working on strategies to use when she reaches an unknown word. We will also work on comprehension skills needed to master a level F. I am excited to begin a more literacy focus for our tutoring sessions. We also did a bit of math review focused on the hundreds chart and putting random numbers from 0-50 in order from least to greatest, with a push for explaining the ordering of numbers using place value concepts. It was hard work, but she is a persistent student who is excited to learn."
"The student and I read two stories (two books that were new to her, but about her favorite book character). She practiced sounding out words, and we made words using Scrabble tiles. We broke the words up by their sounds and then put them back together."