Recent Tutoring Session Reviews
"The student and I worked on her school novel today. We started going through our study guide. She's working on vocabulary and some of the short-answer problems."
"We worked on the student's preparation for her English exam. We covered conjunctions, clauses, and compound nouns. We also went over a worksheet on poetry, discussing major poetic elements such as meter, assonance, consonance, metaphor, simile, etc."
"During this session, I continued to work with the student on her English essay. She received a 100% on her outline, so that was wonderful news. She is currently in the process of transforming her outline into a rough draft. She presented me with a rough draft which consisted of her introduction and first body paragraph. Her teacher changed the requirements for the student's thesis statement. Her thesis statement now needs to be separated into three sentences. Her first two sentences were strong, but in her third sentence, the student used the word "details." I told her she needs to be specific. What details from the story is she referring to exactly? Characterization, plot devices, or figurative language? She told me that her teacher said it was okay to use the word "details," but the student was not able to explain exactly what "details" represented in the story. She is going to ask her teacher what "details" represent. We spent the majority of the session looking at each individual sentence in the student's rough draft. I pointed out instances where the student is redundant, needs to consider word choice, and where her syntax is awkward. She is doing a great job finding powerful quotes to support her argument and organizing her paper according to her teacher's standards. However, she still needs to work on writing more succinct sentences and improving her sentence structure. She also still needs to work on quote integration. All her quotes were drop quotes, so we concluded the session discussing various methods of quote integration in academic writing. She continues to demonstrate that she is a conscientious, hard working student."
"The student and I started our session with a reading about dinosaurs. This particular reading kept him very engaged and excited to answer the questions and engage with the text. Then we read a piece about a child who gets a puppy. We then worked on some persuasive writing. He wrote about his favorite foods. He still needs some work with writing and persuasive writing as described in his IEP. We then did even more work with two-digit addition and subtraction problems. He has shown vast improvement with these types of problems. It used to take him around 30 minutes to finish a full set of 20 problems with quite a bit of help. Now, he is able to do those same 20 problems in 15 minutes with minimal help and fairly high accuracy. We followed up with the reader that has been helping the student with word recognition and algebraic thinking."
"The student and I started today's session with a brief summertime grammar exercise. We then talked about similes and reviewed several examples of them before she began writing her own similes. Once she gained confidence with this, I asked her to rewrite some of the descriptive sentences from a character discussion that she had written several weeks ago. This gave her an opportunity to explore how she could include similes in her own writing to enhance and clarify her ideas."
"The student and I started with identifying parts of speech. We worked through exercises where she had to identify these parts of speech and label them in specific colors. In order to help her identify any confusing pronouns, I also included a handout."