Recent Tutoring Session Reviews
"The student gets very excited about reading, and loves to read books together where he's listening to me sound out the words. We're working on remembering the sounds of all the letters and how they can come together. Through repetition, recognition and phonetics, we'll continue working towards success in literacy!"
"Today the student and I reviewed her sight words from the past several weeks: we used flashcards, did a sight word crossword puzzle, and fill in the blank sight word sentences. She loved the crossword puzzle and found several words on her own! Next we played a letter recognition game by matching letters to words. Finally, I read her a book called "The Secret Life of Walter Kitty," which she loved! After the story, we drew pictures of the main characters and talked about what they did and how they felt during the story. It was a great session!"
"We read from the student's football book and read a series of short articles about the zoo animals. I focused on teaching him note-taking so that he could recall information better when asked about the things we'd just read."
"This was my first session with the student and we worked on a reading passage, "The History of Chocolate." For the most part he read the passage without my help. I have asked him to complete the answers to the passage that we didn't get to and assigned a passage for him to complete before our next session called "Musical Instruments to Play." I will be meeting with him next week on Monday."
"I began the session today by reviewing a progress report from student's teacher. This report showed me what skills she has mastered and what skills are still in progress of being mastered. In today's session we worked on identifying letters, sounds that letters make, short and long vowels, and words of numbers. She had a great session. She stayed focused and persevered through any concepts she was struggling with. She used to mix up the letters "b" and "d". Tonight I think we finally mastered those two sounds, and identifying those letters."
"This session was mostly used to assess the student's phonemic awareness skills and sight word recognition to determine the appropriate starting point for the next session. The student was enthusiastic and cooperative the entire time. The student has good phonemic awareness skills, letter-sound recognition, and can blend CVC words and CVCe words--although sometimes he has to stop to sound them out. He struggles with consonant digraphs and blends (sh, ck, th, wh). Given a list of pre-primer Dolch sight words, the student was able to read 32/40 (80%) with automaticity. Sight word recognition will be a big area of focus going forward. The student stated that he had had fun when it was time for the session to be finished."
"For this session, we returned to standardized test preparation. The student did three reading passage exercises. He did them very independently and well; he had 15 correct answers out of 17 questions. These exercises had more straightforward questions than some of the previous ones that included inference and literary interpretation questions. However, he asked me no questions while reading and readily understood the correct answers for the two he had missed. I gave him a quick break between passages to work on a jigsaw puzzle. He did several difficult combinations quickly and was pleased with himself. We also took a break to review the literary terms."
"The student and I went over memoirs, poetry, drama, and realistic fiction. He did very well remembering characteristics of each literary text. We then went ahead and started with informative texts relating to social studies. Besides looking at the characteristics, we also answered the questions as to why the American Revolution, the U.S Constitution, and the Civil War were so important to know about. He read a few passages, some for information and others to see how his reading speed is coming along."
"We started with a quick sight-word assessment, on which the student did great. He only missed a couple of words, and I believe it was largely due to rushing rather than to not knowing them. Then we re-read the 'Dirty Face' poem from last week, and we did a graphic organizer focused on character traits. He knew the concept of the main character well, and was easily able to pick out things the main character did and said in the poem. Next, we read a reading comprehension piece about going to a play. This was a little more difficult, as there were a few unfamiliar vocabulary words in it. His tendency again was to rush through the reading, which leaves him with a less than complete comprehension of the text. Upon being coaxed to slow down, he did so, and then we were more able to discuss what was going on in the text. He was able to answer comprehension questions afterwards with some leading."
"We practiced control of the writing implement and reviewed colors and shapes. We practiced making upper and lowercase A's and B's and then reviewed the number book "The Big Storm" from last week. We finished with a read aloud of a fairytale. The student was very attentive and used the full hour."
"This one hour session was spent engaging the student in reading and writing support. She worked on her assignment during the session."
"The student read 14 of the 22 books that he was given from last week. The first 10 we had read last week. What was great to notice was that he was quicker at reading those 10 books. He still has some difficulty reading the word 'look,' but he definitely improved with more practice. He did fine with the newer books (11-14) today and did not struggle with any particular word. Repetition of words is still working well with him, so I will continue using that strategy."