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Private In-Home and Online ISEE Tutoring in Gary, IN

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Session Summaries by ISEE Tutors

Gary, IN ISEE tutoring
The student completed a verbal section from a sample 4th grade SSAT, and he also completed a decoding and reading comprehension assessment from the Qualitative Reading Inventory (QRI) Decoding The student read leveled word lists of twenty words from the QRI aloud. He read the level 4 list with 2 errors, level 5 list with no errors, and level 6 list with four errors. This suggests that he decodes at grade level independently, and his instructional reading level is between 4th and 6th grade. Reading Comprehension He read a passage from the SSAT about Harry Houdini. He answered 4 out 4 comprehension questions correctly. He read a level 4 passage from the QRI titled, "Amelia Earhart" aloud. He read with five miscues. He substituted has for had, and 3 of his omissions were short words as. He omitted the word because when it was broken apart at the end of the text line be-cause. His retelling of the passage was well-detailed, and he described the theme of the story before retelling the events of the story in sequence. He answered 8 comprehension questions based on the passage - 4 based on the explicit content of the text, and 4 based on the implicit content of the text. He answered 3/4 explicit-based questions correctly. He answered 4/4 implicit based questions correctly, although his answer to one question included details from the text and details from his own imagination. He read the passage about Harry Houdini silently. He answered 4/4 comprehension questions correctly. He also read a 15 line poem and answered 4/5 comprehension questions correctly. The question he missed asked him to explain the actions of the poet in the poem. He selected the wrong answer, twice. The third time, he selected the correct answer, and then I read through the poem with him, highlighted important lines, and explained how the highlighted lines were clues to the correct answer. He wrote a three paragraph story based on a picture of kids playing in a sandbox. His writing was organized, paragraphs were clearly separated, and his story had a clear beginning, middle, and end. However, many of his sentences were run-ons, he frequently confused the homonyms there and their, and his story did not include many details about the scene shown in the picture. I reviewed these errors with him and he separated his run-on sentences with periods and rewrote the correct homonym. I reminded him that his story should reference some more details about the picture. I also reminded him to indent his paragraphs. He completed a synonyms section from the SSAT. He answered 5/7 questions correctly. He missed the words abolish and convey. I will make vocab cards for these words in the next session. He answered 7/7 analogies correctly. He also answered a spontaneous analogy correctly - his logic and answer were correct. Future sessions will focus on subskills of reading comprehension: facts, main idea, sequence, context clues, conclusions, and inferences. He will also practice vocab synonyms and analogies.
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Gary, IN ISEE tutoring
Today, the student and I spent time getting to know each other, while I was able to assess his skills in writing, reading, and math. We will work together each week to strengthen his skills in each of these areas. He is a strong student, with very flexible thinking and a sharp wit, it will be fun to work with him.
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Gary, IN ISEE tutoring
First student: The student did well. She struggled with our first reading passage which talked about courtroom processions. I think a huge part of it was that it was a very new topic to her, so it was more difficult for her to identify with it. However, rather than shying away from those types of passages, I am going to start finding more of them so that she can be prepared to read and answer questions about a topic that she may not know much about beforehand. We are going to start reading passages twice in these cases, so that she really understands them. She whizzed through the second reading passage, and then we wrote descriptive sentences for writing. Second student: She completed her reading extremely quickly, so we had more time for math today. She did multi-step math problems which required her to do double digit multiplication. She has almost got this down perfectly, which is great to see. At the end of our session, we did a build-up sentence writing exercise. Next time, we will delve deeper into writing (rather than reading).
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Gary, IN ISEE tutoring
We worked on the divide and conquer strategy of reading passages. We discussed the best way to think about, analyze, and annotate a reading passage. The student only missed one during our session, and we reviewed the one and the problematic thought process/ lack of in-depth reading that it had resulted from. Her homework is two passage annotations and the no-calculator section of the math practice test.
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Gary, IN ISEE tutoring
We worked on the free-response portion of the practice SAT math test that the student completed. We also worked on a fairly difficult geometry problem from the same test. I recommended that if she were to encounter such a difficult problem, especially in geometry, she should skip it and only return if she has completed everything else. We also dealt with a word problem requiring her to translate the words into equations. I was encouraged to know that she was practicing more often.
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Gary, IN ISEE tutoring
We worked on the math portion, and while there is some stuff she doesn't know the math of, some of the questions she knew how to do. We are going to work on her double checking her work, even if that means she doesn't finish the test. Before our next session she is going to review her reading test and go over the answers on her own to understand her mistakes. We are going to go over the English/Writing section together.
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