Recent Tutoring Session Reviews
"We worked on an annotated bibliography and a first draft outline for the student's final research essay. We also discussed appropriate flow for a longer essay and how to bring together disparate sources into one essay."
"The student seems like a very bright student, and personable. He has a 10 page essay due on Tuesday, and he wasn't sure what direction to go with it. So we spent some time exploring possible topics that he could write about within the context of the assignment. He settled on writing a comparative essay on Japanese and American economies. We built a plan for research and outline. He will work on his essay Saturday, and then on Sunday we will meet again. By Sunday, he feels he can have his research done, and have an outline of his essay, and possibly some or all of the rough draft written. We will discuss any concerns, assess progress, edit, etc., on Sunday."
"Our lesson started with asking questions to get to know the student and talk about things she sees as strengths/weaknesses and interesting topics as well as what she did with her other tutor over the summer. We started today by looking at my emailed "Quote of the Day" and she did a three minute free write about the quote to warm up her brain towards a writing focus. She seemed to enjoy this activity, and we decided it would be repeated at the beginning of each lesson. We glanced briefly at the State Assessment's Writing Scoring Rubric, and she talked about other tests she was preparing for within her school year. I brought many picture prompt cards along with me, and I had the student look through just the picture sides to select our first assignment. She selected one card that had a picture of the panda. I asked her to brainstorm a list of things she already knew about pandas or observations she saw from the card in particular. She came up with a solid list! The card described the habitat, habits, and diets of the panda and asked for her to write an essay describing how these affect the panda becoming extinct or solely zoo animals in the future. As a prewriting tool, I asked her to create a graphic organizer on her paper, and she used the one that she was comfortable using with her other tutor. She was able to take the information from the brainstorm & the prompt card to complete her organizer. We discussed the possible need to research more information about the panda if she could not fill the organizer or complete the essay with the information she already had. Next, I asked her to select another prompt card, this time a fiction card. She selected a card with a man and a woman dressed in formal antique clothing. Her task was to create a historical fiction story about those characters. She seemed excited to relate it to a story she read in school about Pilgrims. We discussed characters, setting, and plot events, but did not get to start writing. Her homework before we meet again is to complete one of the two essays."
"We continued to read Into the Gauntlet after discussing the previous chapters of the book. The student made some great predictions and insights when it came to discussing the setting, characters, and action of the story. His vocabulary has increased a great deal as well."
"We continued to work on alphabet/phonics, saying and writing letters and words. We watched kindergarten level phonics learning videos and worked on saying and writing numbers. The student did a great job staying on task!"
"We continued to work on fluency and making predictions with the same chapter book. We also discussed character traits and feelings and used that to predict what a character might do next in the text. The student did very well with these concepts."