Recent Tutoring Session Reviews
"Student and I worked on reading in an engaging way while practicing comprehension. His reading level is solid. However, I notice that unless I'm reading along with him, I have some trouble understanding what he is saying. We worked on projecting, pronouncing, and telling the story rather than just reading each word individually."
"We began with the student reading "The Gingerbread Man", she got into the groove and ready "My Dad's Truck" and "Collections" without much trouble. Afterwards, we only had about 15 minutes left (it took her a long time to read "The Gingerbread Man") so we worked on the sight word flashcards I made for her the other day. She really got into this exercise and enjoyed shouting out the word before I finished counting (I gave her one second per letter to figure out the word). The words that she wasn't able to read within the time frame we set aside and focused on using techniques to help her build her visual memory of what the words look like so she can recognize them quickly. She was able to get the vast majority of words within the time frame."
"We broke the session into two parts as requested. We focused on how to read for understanding and comprehension. I brought a few articles from the prep test website with questions. We talked about strategies for not only answering the questions in a timely manner, but being able to recall the information from the passage. During the writing session, we spent a little time figuring out the kinds of things he works on at school. He does a nice job with grammar and organization it seems! We will work on fine-tuning his writing abilities in the weeks to come. I gave him a prompt to write a short essay on that we will discuss next week."
"The student continues to read her book on historical fiction taking place during the 1700's. She was up to chapter 11 so she worked on three pages at a time, reviewed vocabulary for each of these pages, and then provided a summary. She completed the entire chapter and then summarized the entire chapter. She remembers more facts by chopping up the chapter and then doing a final summary. Excellent session."
"We worked on telling time, both recognizing and drawing out the hands. Then I had her read her star words to me out loud. We later practiced her spelling, I said the words out loud and she wrote them out and then read it back to me. She tries to guess the words as oppose to reading each sound, so I was focusing on that with her."
"Today, I began teaching the student about digraphs - two consonants that make one sound. We focused on the digraph SH. I had him create, write, and read words with SH. Then, we read books and identified words with SH and sight words. Finally, we went over his sight words of the week. Great job!"
"We reviewed the student's progress with the alphabet, making sure he had a solid understanding of both upper and lower case letters before moving on to vowel sounds. I left him with the homework assignment to practice writing the letters of the alphabet without using my example as a basis."
"We worked on money, counting coins and coin identification. The student also read 'Hop on Pop' and found words in the '-at' family. He did a great job with all activities in the lesson. Next week he will find more words in the '-at' family."
"We went over that story today in session. We read over the story together and we went over the words he didn't understand. We went over the questions at the end of the story and the ones we didn't go over, I asked him to complete prior to Wednesday. The student reads pretty well but there were words that he was unfamiliar with so we went over those. At times he gets stuck on one idea and continues going back to it when I ask him to summarize a paragraph so that is something that I will continue working on with him."
"We played some games I brought that taught the student about compound words. We then read a book together that I had brought and was at just the right level to challenge the student's reading level. He seemed to really enjoy both of these."
"Today we covered creating and reading words with long vowel and short vowel sounds. The first student did very well reading words and identifying letter sounds. He struggled most with reading short vowel words and remembering to say the correct vowel sound. With practice, I believe the first student will easily master short and long vowel sounds in words. I left the mother with a few ideas for sight word practice to use with the student. Both students were able to sound out and read words and learned about "bossy e"."
"We started the session by doing fast letters which the student did amazingly well on. We then went through some review sight words flash cards; she got all but two correct. Next, we colored a color by word worksheet and fill in the blank missing letter words. She was able to fill in the missing letter of all but one word correctly. Next, we did a sight word search and finished up with reading a book. After the story, we talked about and drew pictures of what happened at the beginning, middle and end of the story."