Recent Tutoring Session Reviews
"In today's lesson, the student read Chapter 3 of "Flat Stanley," a book we started during the last tutoring session. He did pretty well at reading, though would often say a word wrong and fly right through it, without recognizing his mistake unless I pointed it out or asked him to try again. When I did this, he was usually able to correct himself. Throughout the story, I asked him comprehension questions, most of which he was able to answer correctly. I had him write about the problem that happened at the end of the story. His handwriting was pretty neat and he answered the question about half right, though he added details from the beginning of the chapter that did not relate to the problem. I want to keep working with him on comprehension. We also did some flashcards of sight words. Out of about 100 sight words, he missed the following words, but was able to say them correctly after a second or third try: word, ring, saw, want, leg, away, ate and came. We ended the session working on words with suffixes."
"We continued with the Bob books and read from the student's favorite books brought from home. We focused on words with a silent e at the end."
"Took turns reading chapters from a book. Practiced reading a passage and answering questions concerning it."
"The concept we addressed was phonics. I reviewed phonics rules with the student. She then completed several assignments focusing on short and long vowels. Her attitude was positive. She shows great improvement with her phonics."
"The reading concepts we covered were short and long vowel u, reading multiple word families, reading decodable books for accuracy and fluency, and calendar skills. The student struggles a little being able to sound out all words using phonics, but has a great attitude. She is working on learning to read unfamiliar words using phonics and making connections with word families and rhyming words. Before our next session, the student should sort long and short vowel pictures and write a new word for each digraph: th, sh, ch, and wh. She is showing continued progress in both math and reading."
"The student and I did a lot of reading and writing today. She finished up her reading homework pretty quickly, and then we moved on to her analogies & critical thinking textbook. She was having a little bit of trouble reading and spelling new words, so after a few pages from her textbook, we played a new spelling game (Don't Take My Word) that I recently acquired. In the game, both players pull letter cards from a deck and use the cards to spell words at least three letters long; players can modify each other's words by adding letters that change the word's meaning (words cannot simply be made plural by adding an "s"). She found this very enjoyable and wanted to keep playing. I'm glad to find another activity that I can use as a reward/incentive!"