Recent Tutoring Session Reviews
"We worked through in a very detailed manner another of the released state assessment reading passages. We used several of the reading comprehension methods we have been talking about. When we went to answer the questions with the passage, he did very well, answering each one correctly! We will keep working through more passages in the weeks to come, but I think he is doing very well. I can tell a very big difference in his reading, even from last week. I told him to keep reading more and more each day in order to prepare for his test."
"Administered a 60-second oral reading fluency assessment using a grade 3 passage (76 words, 2 errors, 1 self-correction). The student was attentive to monitoring his reading aloud; Improvement noted. Introduced vocabulary for a poem with attention on rhyming word patterns and sounds. We focused on using the text to answer comprehension questions; and conducted an oral retelling of the poem. Concluded the session with written sentences using three vocabulary words and shared the information verbally."
"The student worked on his ELA packet that included two passages. We worked on going back and finding the answers in the passage, circling the answers, and making reference to the number of the question. This is consistent with his teacher's strategy. We then discussed circling the key words in the questions to help him find the answers in the passage. We also worked on one additional reading comprehension passage. Excellent session."
"We began this session with the student's math problem of the week -- if there are 60 coins in a jar and 1/5 are nickels and 1/6 are dimes, etc. -- which he devoured in about ten minutes. I expected it to take at least half the session. We practiced math for another half hour, practicing rounding and division, at which point we read from his book and discussed character, motivation, and setting. The work was excellent all around."
"For the first half hour, he read nearly a page of material while I read two paragraphs. He took notes while I read. I checked as we went to make sure he was taking accurate notes. He accurately let me know what he'd read. Our second half hour involved worksheets with questions regarding materials I read to him. He took notes and answered the questions by looking up answers and referring to his notes."
"We started with the student's homework, which was to read an article and answer 4 comprehension questions. I had him highlight the most important parts and also read the questions before reading the article. Then we completed his math homework of equivalent fractions. We continued reading Charlotte's Web and I periodically asked questions about the story as we read. Last, we read a Weekly Reader article."
"The student and I worked on letter recognition, letter sounds, sounding out words, reading, and we practiced her sight words. She struggles the most with fluently reading, although I have seen significant growth. She had a good attitude."
"The student and I practiced critical reading at the first-grade level, specifically going over the life of Steve Jobs and a "Time for Kids" article. He was very enthusiastic and engaged and did a great job understanding some complex ideas from the readings."
"We continued to review sight words and introduced primer sight words. We put extra emphasis on the differences between "our" and "out" and "new" and "now." In addition, we began to focus more on correct letter formation and script when writing. We will continue to work on that more in future sessions."
"This week we began introducing a focus on writing, as well as reading. A concept the student's teacher wants him to focus on specifically is fact versus opinion, and organizing his thoughts regarding this topic in writing. We began by defining fact and opinion, and coming up with examples to classify in these categories in writing. We then focused on a book he was reading at school. From this book we were able to extract more opinions and facts and write them down. He understands the difference between fact and opinion, but he definitely benefits from practice writing his thoughts down. That will be a continuing focus."
"The student and I worked on her reading and phonics homework for the week. We read mixed up letter names and sounds, practice her spelling words for the week, and read 9 sentences with those spelling words. Today was the first time she wanted to read her sentences and she read every single one with only a little help!! I was so, so proud of her! Next, we focused on the letter "g" and identified pictures which started with "g." After this, we did an Easter word search and colored an Easter bunny. She found 3 of the words in the word search all by herself even though they were longer words! Last, we read "Hunches in Bunches" by Dr. Seuss. After we read the story, she identified the what happened in the beginning, middle, and end of the story by talking to me about it and drawing me a picture of what she remembered. It was a great session!"
"For this session, we begin by reviewing and drilling digraph sounds. Next, we will do a guided reading lesson with a level A text, "The Big Cat." We will practice phonemic awareness by identifying words that begin with the "C" sound. Then, we will practice grammar and sentence structure by identifying verbs in sentences and illustrating those verbs. Finally, we will discuss what "Main Idea" means. I will tell him the main idea, then I will challenge him to find evidence that supports that main idea inside the text."