Recent Tutoring Session Reviews
"We did the sight words and added some new words. She read 30 words with "s" blends and wrote about 15 words with "s" blends. She did very well, only needing help with a few words. We did a sheet identifying words that began with "sh," "ch," or "th." We read the book "Danny the Dinosaur.""
"The student's class has started approaching the book The Giver. This is an excellent example of the utopian/dystopian genre, and lays a solid foundation for understanding how literature is a reflection of trends in current society. In order to properly transition into this book, and its more difficult concepts, I tried to scaffold his understanding by using (2) short stories: The Portable Phonograph and The Fun they Had by Isaac Asimov. In both cases, these stories reflect the motif, symbolism, and point of view in utopian/dystopian writing and give us a foundation for good conversation. After reading each of these short stories, I tried to have the student develop a definition for utopia and dystopia based on the evidence within each story. For instance, in The Fun They Had, Asimov depicts what the year 2155 might look like in reference to how children attend school. The student presented both the benefits and drawbacks of having a robot teacher and cited examples that he even sees in school today. In the case of both of these writing pieces, the student clearly understood that every "perfect" world also has its underlying consequences and that it's important to explore those while reading The Giver. In the last 15 minutes of our session, he explored the first few pages of The Giver and immediately identified the same type of character and plot trends we had discussed in the two shorter stories."
"We continued with our reading and analysis of ELA texts, using them to improve the student's vocabulary and reading skills. He was assigned short response questions and a non-fiction composition."
"The student and I read a story about the evolution of the television. He analyzed the text and wrote sentences demonstrating comprehension. He practiced word problems and identified when to use what math method."
"The focus for this session was reading. For the first part, the student and I worked on standardized reading comprehension. For this, she had to read a passage and answer follow up questions. After that, we read a fiction text and focused on retelling and determining the author's message. She did a good job with the retelling and could give an author's message, but had trouble determining why she chose that message. We will continue to work on this during our next session."
"We began the gifted and talented reading curriculum. Using folktales as a context, we learned about subject/predicate agreement, how to identify markers of a folktale (i.e., animals talking), how to use the suffix -ion to turn verbs into nouns, how to use articles, and how to make the subject and verb agree."