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"Student 1: She and I started with math. Today, we worked on reducing fractions. At first, it was a challenge because she had a hard time understanding how fractions could be reduced in the first place (i.e. how could bigger numbers be translated into smaller numbers and still be equal to each other?), so I drew visualizations (I created an image of a cake) to show that fractions are about relations between numbers, rather than the absolute value of those numbers, and she seemed to be getting the hang of it by the end of our math part of the session. I asked her to do 5 fraction reduction problems on her own. How we've been figuring it out so far is by drawing out circles for each number and creating boxes around groups of numbers. For example, for the fraction 5/25, we would draw 5 circles on top, and 25 circles on bottom, and then make boxes around groups of 5, and then count the number of boxes on top and on bottom to reveal the reduced fraction. The reading part of our session went great, as always. There are always one or two really tough questions on each reading passage, so I really want to begin to focus on those tougher questions since she pretty much gets almost every question right each time we do a reading passage. I also told her that she really needs to study the spelling of the words on her spelling list, since I could tell from her story that she has already mastered the definitions of the words.
Student 2: She and I started with reading. We did an auditory comprehension passage first, and as I said before, that's usually what she struggles with. However, this time, I made a huge deal about her really needing to put her huge listening ears on, and told her I needed to see her looking at me at all times, and she did so, so great!!!! She only missed one question out of seven, which is a huge improvement since our last session. This shows that when she really listens and really pays attention, she is completely capable of answering the questions correctly. I plan to continue to make a big deal of her listening to me, so that she'll know to do this on the actual exam. During the math part of our session, we worked on reading simple graphs. We regressed a little bit in content so that she could learn the concept behind simple graphs before moving into the more complicated ones, but I think that the foundation she received today is going to help her so much when we move into the tougher stuff. She truly understands how a graph represents data, and can now read graphs more than she ever could before, so that's wonderful! At the end of our session, we played our "spelling game" again, but this time, she wasn't allowed to look at her paper like she did before, so it took longer, but I really think it helped her!"