"Prior to this lesson, the student completed a practice SSAT with another tutor. I spent considerable time during this lesson reviewing some of his errors in that section; I also reviewed a prefix strategy for the synonyms section of the SSAT.
In order to maintain the pace with vocabulary units, I started the lesson with a unit three vocab unit review test. He answered 14/17 questions correctly.
I reviewed his writing sample, but before I made any edits and corrections, I gave him the opportunity to make final corrections. He did make some edits, changing one "there"ù to "their"ù (and the change was correct), and adding a period to the end of a sentence.
His story was well-organized, with a clear, beginning, middle, and end. He added details from the answers to questions I asked him during the last session. I reviewed several sentences with him that could be simplified and clarified. He and I collaborated on the sentence revision. I asked him to write up the final version of his essay, so he has a completed final draft as a model.
Next, he and I reviewed three reading passages from his practice test. Before reading, I discussed the difference between general and specific questions. I told him to preview the questions for the passage before we reread it and write a "G"ù next to the general questions (based on the entire passage) and an "S"ù next to specific questions (about a word in a sentence, a specific paragraph, etc.) A student should always answer the specific questions first. He and I worked on the remaining questions.
He and I worked through a new reading passage together. He wrote questions in the margin. I told him that he could underline the answers to his questions in the text (based on how he does with the questions, and if I think it will save him time later on, I may require him to underline the answers to his questions in the text.) His questions were appropriate and he answered 5/5 questions correctly; I allowed him to work on the second passage alone. He scored 3/5 initially, but corrected one answer before we reviewed it. He corrected his other wrong answer quickly, and was able to underline a specific line in the text to explain his answer.
In our next session, to approximate the conditions of the SSAT, I will bring several reading passages (including a poem), ask him to preview the questions for each passage, label each question as general or specific, use the mapping questions as he reads (first passage can be done without underlining, but I will score the passage before he proceeds to the next.
He completed one fraction addition problem, wrote his answer correctly as a mixed number. He also correctly answered a word problem that required him to multiply fractions.
I left him with reading passages (with the instructions to map with questions), an analogy review sheet, and a math review sheet (that included translating a verbal description into a numerical equation), and instructions to study his vocab unit for his test next session.