Recent Tutoring Session Reviews
"I had my first session with the student today and it went very well. We spent a little over an hour working on handwriting and focusing on capital letters and numbers. She does very well when she focuses, holds the pencil the correct way, and sits up straight, so I will be encouraging all these practices in the coming days. We then spent the rest of our time working in a reading comprehension book. She read passages aloud to me (very well) but sometimes rushed and missed words. I would always ask her to go back and try again, and we sounded out tough words together. She easily understood the questions that followed and answered them with ease. When it came to the written response question, she was again very clear and thought through her answer carefully. We will work more on her spelling. In the coming days, I will be sure to help her to sound out a word and get the correct spelling. We ended our day playing Pop the Pig to strengthen her wrist and help with writing. I look forward to working with her again this week."
"Student 1: Student 1 and I reviewed his vocabulary lesson this week, where he learned a new set of vocab words and had to match different phrases together to make complete sentences that defined different words. He is getting much better at these, and was able to look up most of the definitions and find the right match without my help. We also worked on his handwriting while doing this, and although he struggled at the beginning, his last few sentences were very clear and neat. At the end, we spent a few minutes coming up with some of our own sentences using different vocab words from the list. The student loves being creative like this! Student 2: I first reviewed Student 2's math homework on fractions--she did great! She very much remembered what her teacher had taught them in class, and was able to easily find the fraction by looking at the pictures. She also did great on the word problem at the end, sometimes a tricky spot for her. Next we did all three of her practice vocab exercises-first, she wrote out the words on graph paper, putting one letter in each box. Then I read the words aloud and she wrote them down in different colors. She is really good at organizing the words by their ending, into columns: This week was -ack, -ick, -uck, -ock. We finished by doing a word search. I created a word search for her with all the words, and she found them."
"We met as planned to support the student in finishing his Research Paper for his English Composition class. We began by reviewing the guidelines and expectations provided by the professor for word length, format (MLA), etc. to ensure that he could receive maximum points for the assignment. He had independently completed most of the other items to be turned in as part of the assignment portfolio, and had me clarify items marked incorrect by the professor on one of the worksheets. I then spent some time reading and reviewing the paper he had written thus far, and annotated it with comments mostly related to when to cite/integrate sources, when an analytical/evaluative claim needed to be backed up or argued for effectively, where the paper could stand some more description/elaboration, and structural suggestions. As it stood, the paper was very well-written with very few grammatical or style issues, however, its main weakness was that it did not integrate sources almost at all. We spent the last part of the session discussing the differences amongst various academic sources (a popular weekly news magazine vs. an academic peer-reviewed journal or a book or an encyclopedia) and identifying the minimum of four academic sources he would focus on integrating into the paper later tonight. He will contact me to set up next week's sessions during the weekend."
"On Thursday, the student and I spent half the session doing a practice science test in preparation for a real science test that he had today. He seemed very confident with most of the questions asked. For the few questions that he struggled with we went back and reviewed all the material related to it, even going so far as to write one or two definitions down for him to glance at before his science class begins. The rest of the session was spent completing the reading log assigned to him by his language arts teacher. He has been consistently reading both "Treasure Island" and "The BFG." He seems at ease with the questions asked of him from the log and had no problem recalling information in order to make his points."
"On Thursday, we began with reading together. We then made further progress with the letters at the beginning of the alphabet, A, B, and C. By the end the session, he could recognize and begin to write those letters. We also worked on writing on the line and letter orientation, which he is still having some trouble with (although some of this trouble may simply be handwriting, not comprehension)."
"On Wednesday, I had the student work on an English worksheet where she had to write down the given words with two different endings. She had to figure out whether each word she wrote down had an ending of -ing or -ied. She was able to understand this concept in which the words given had a -y ending and needed to be changed. She did well in completing this worksheet with some help. After, I introduced the different parts of a story. For example, introduction, conflict, climax, solution, ending, and plot of a story. I explained each concept to her using different examples from stories and films. Towards the end of the session, she read for 10 minutes. Overall, she did well. I left an English worksheet for her to work on until our next session."