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The student completed several reading comprehension worksheets and the associated questions/activities, in addition to two stories/questions in her ISEE practice book. She does very well with reading comprehension, though she sometimes has difficulty with vocabulary. It was reiterated to practice vocabulary in between sessions (i.e. by reading for pleasure, making vocabulary flash cards, etc.) Additionally, we reviewed one and two-step algebra equations, combining like terms, statistics (i.e. mean, median, mode), and probability. Next session, I plan to continue introducing new algebra concepts and have her practice her basic multiplication/division speed.

The student and I analyzed her scores and then did a review of geometry and algebra concepts she struggled with. I also gave her an overview of common math strategies and visual tricks for solving problems. We did about 10 multiple choice practice problems. I emphasized strategy for each one.

We quizzed vocabulary words and identified new images and contexts with which to use them. The vocabulary exercises seem to challenge the students in a creative way. We then went over a few basics of trigonometry and coordinate geometry, and they completed a 30-minute timed math test. I then helped them walk through their answering process, reinforcing "shortcuts" and strategic practices when possible.

The students practiced timed tests on Quantitative Reasoning and Reading Comprehension. We went over math concepts such as order of operations and techniques for answering reading comprehension answers correctly.

The student and I met for the first time to plan a strategy for his ACT prep. We'll try to get him prepared for the October test by going over some quick strategies. After that we may do a more in-depth study of the ACT or SAT. Today I taught him how to analyze the Reading section.

Today, we went over the reading and grammar sections from the second practice test. The student did very well. I think he has a good sense of what he needs to do and the knowledge and intelligence to do it. I also had him run through a math section. A large part of my math teaching with him will come down to timing, quickly identifying what needs to be done, and not getting overwhelmed by complexity.