Recent Tutoring Session Reviews
"The student and I looked at the comments from his first graded paper. As I predicted, his instructor was very positive on the organization and presentation of his thoughts (we worked quite a bit of time on that)."
"The student and I went over the CRAC legal writing format and worked through personal jurisdiction, in rem jurisdiction, and subject matter jurisdiction."
"Today, we worked on revising. We looked at the one-page summary the student wrote last week and revised it, sentence by sentence. I had him look at each sentence and predict what I would ask him to fix. The first type of revision he guessed I would ask him to do what vagueness/ specificity: when he saw that he had used the word, "it," he would say that he needed to replace that word with a more specific word. When he said "them," "he," or "she," he would replace the pronoun with a name, if it wasn't already very clear what character he meant to refer to. He did the same thing with other vague words: for instance, when he use the word "why," he had to include a description of what the "why" referred to. It's great that he noticed those things right away! We also worked on verb tense consistency. One final, and more nuanced, thing that we worked on was sentence structure variety. He practiced using clauses beginning with "by," "which," and "whose," to avoid always using the conjunction, "and." I also let him know what a good job he did making sense of an episode of a very disjointed (though delightfully so) and confusing (creatively so) TV show. He was able to take a story the logic of which is very hard to follow and structure his summary with a clear beginning, middle, and end. He picked up the linear aspects of the plot in a way that clarified the episode. We revised the first half of his summary, then worked on vocabulary. We added words to his vocab notebook that had to do with being confused or being in a difficult situation. We talked about word origins, which I think he enjoyed. Overall, a great session!"
"The students were given individualized vocabulary quizzes that included words from past reading passages and vocabulary lists. Both students scored 100 percent. We read and discussed a biographical passage. They answered short and extended response questions using evidence from the text."
"The students worked on reading with fluency, as well as strategies for monitoring comprehension and re-reading. They also continued to look at letter patterns, and they recalled several important ones with prompting including that e after g makes the g soft, and that a double consonant makes the preceding vowel soft."
"They read up to chap. 14 and summarized content in writing. They both had different homework, so worked with them to complete those and fulfill each teacher's study logs for them, including spelling and quick math practice."