Recent Tutoring Session Reviews
"Today was our initial meeting. I reviewed notes from the student's teacher and asked the student to identify the areas he needs help on. He showed me his most recent essay from his history class. We worked on developing a way to organize his thoughts using a writing planning grid. He needs assistance with being more detailed and ensuring all of his points connect to his thesis and claims. His attitude was positive, and he was receptive to the idea of organizing his thoughts in a different/more detailed way. After the session we discussed that he will finish creating evidence statements that support his claim for the three remaining areas we didn't finish under his first claim."
"Although we were supposed to finish the admission essay, the student's mother discovered he had not completed homework, so we read passages, answered questions relating to the passage and wrote short answer essays to the prompts. He has a great deal of homework to complete over spring break."
"We reviewed his homework assignment, comparing and contrasting three different versions of Act 3 Scene 1 in Romeo and Juliet. We then reviewed what happened in Act 2 of Romeo and Juliet, and finished by beginning a lesson on Shakespeare's language, which is intended to help the student understand the script"
"The student and I covered math word problems and conceptualizing word problems from reading tables; they worked with a new book - vocabulary and sentence structure has shown improvement. Reading was assigned for Friday."
"The student and I covered Math, Reading, and Writing concepts. In Math, we covered addition number sentences and counting on. He did quite well with using number sense and math strategies. His grasp on Math seems to be strong; he even stopped using the manipulatives after completing a few Math problems. In Reading, he and I read two stories together. We covered rhyme and rhythm, as well as repetitive patterning. He is very attentive when being read to. He also does well with echo reading and choral reading, but tends to avoid silent reading. In Writing, we rewrote his weekly spelling sentences with the emphasis being on the Handwriting concepts of spacing, slant, and letter formation accuracy. He writes better when he takes his time and when he is guided. Further strategies used included modeling, teacher directed instruction, independent practice, and scaffolding."
"The student and I covered phonetics, specifically how to pronounce the "wh-," "h-," "i," "a," and "e" sounds. We read for fluency and practiced with repeated readings of texts to reinforce key words in the text. She reads with great expression and picks up on vocabulary fairly quickly. Her oral literacy is quite high. She had a fantastic attitude the entire time, and she took home several books from the library to work on throughout the week."