Recent Tutoring Session Reviews
"We worked on sight and high frequency words today. The student practiced reading them on her own at a fast pace while I jumped between words. We then worked on -at word family, and I had her say as many words as she could remember without looking at the list. The goal is to get her to recognize these words quickly and understand the sounds behind the word family."
"The student had completed her homework. After going over her outline for her narrative essay, we brainstormed to come up with a list of vocabulary words for her to include in her essay. Her first homework assignment is to write her essay. We then began a new book, Cricket in Times Square. This book is slightly harder than the Henry Huggins book we read. In this book the plot takes place over the entire book, so it requires greater focus to identify the beginning middle end structure, and track character development. We read the first two chapters together, stopping for tellbacks and discussions of meaning. For homework, she needs to read chapter 3 and practice vocabulary."
"The student practiced the silent "e" rule using resources from a website. His parents were provided the resources and agreed to continue practicing the rule with him."
"Reading comprehension; Present Simple vs. Simple Past, Past Progressive, Present Perfect, Past Perfect and Past Perfect Progressive; "Twin Days Festival" reading; Paul Nicklen's "Polar Obsession" reading; "A Lifelong Adventurer" reading; "Daring, Defiant, Free" reading; "Achieving a Goal" reading, and "Clever Clothes" reading."
"Helped the student get ideas for the two college essays he has not started on yet. (He already has a rough draft for one.) We discussed some of his ideas on the paper and actually wound up with an outline for each of the two essays."
"The student brought a few of his writing samples to this session (previous writing assignments). He asked me to read them and give him feedback. We began with a lab report that he wrote for Science class. In reviewing this writing, I noticed that he often writes but does not revise, therefore, his ideas are not coming across clearly and succinctly to the reader. We looked together at examples of this in his writing. I asked him what he really meant and he would tell me clearly. I asked him to record what he spoke and use this as a replacement for the more incoherent point he made previously. I advised him to read his writing out loud and try to be mindful of what his words really mean. Right now, it is more important for him to focus on being clear so that his arguments are easily understood (rather than a focus on mechanics or sounding good). We discussed his writing at length and he made many changes, and we also discussed how he can apply this feedback to future writing assignments."