Recent Tutoring Session Reviews
"At the beginning of the lesson we reviewed daily routines and things relating to roads, such as street, sidewalk, parking lot, bridge, etc. We spent a good part of the lesson playing "I Spy." The student is becoming better at remembering words for objects we have previously found in the book and is getting better at saying what object she sees rather than pointing to it. We wrapped up the lesson by reading "Inside Out.""
"We spent 45 minutes going over questions from the student's citizenship exam textbook from the geography session. I taught her how to look at a map (N, E, S, W), we went over what coast, ocean, and border mean, and we went through the questions in the book. She was eager to learn and had heard most of the words but didn't know what some of them meant. We then spent 15 minutes reading. She read aloud and only had a couple vocab questions, which was great. I gave her some worksheets from the textbook."
"Yesterday, we worked on the student's new material, but still focused mainly on pronunciation. We also had a long discussion about the topic of some of the material. We have also discussed the potential of introducing the study of fiction and writing as a way to work on his language skills."
"To start the lesson, we began with some stretches and then sang songs that had movement involved. I taught her the "head, shoulders, knees, and toes" song and the Hokey Pokey. It was a fun way to wake her up and then get engaged in the lesson. We focused on rhyming words today so she can begin to recognize letter combinations and their sounds. It also helps with writing, since she's knows many of these words and now can write the letter combinations for those sounds. We took turns coming up with a rhyming word, with each of us drawing a picture so that she can remember the words better. This exercise also expands her vocabulary, and I think we will continue with it in future lessons. It is also less intimidating to start with singular words than whole sentences for reading and writing."
"Today the student and I worked primarily on his math homework, and reading. His homework focused on place value in word problems. We targeted breaking apart the problem and solving each problem using a place value chart. While reinforcing math vocabulary (standard, expanded, and word form). We then played a short addition and subtraction fact game which the student enjoyed. We concluded our session by reading an audiobook on the phases of the moon and discussed what was learned. During the session we used a whiteboard to show examples and created a place value chart. He seemed to enjoy this and thought it was "fun" to use. Next session we will explore using a dictionary to translate from Spanish to English. The family will also take him to the library to check out books of interest."
"I had found some phonics flashcards this week, and we started by looking at those. Each had a list of words starting with a particular sound, and we went through short A and long A words together, then the student practiced reading these words multiple times while I pointed to them, going back and forth between the lists and the two sounds for A. I left these cards with him and encouraged him to use them for practice, as one side has words and the other has pictures depicting most of the words on the list. After the flashcards, we looked at some of the other phonics materials. We turned to a page in the workbook with lists of sight words and took the same approach as with the flashcards: he read through them in order, and then I pointed to different words for him to read one at a time. Along the way, I helped him with pronunciations and explained the meanings of unfamiliar words. He then read through one of the books, with me helping explain unfamiliar words. After that, we looked at some of the posters in his room. One was an inspirational poster featuring a swimmer and the word "character." I explained what this meant and helped him read through the sentence. We then looked at his martial arts poster, reviewing words and phrases from last time and looking ahead at a few more. This way he was able to practice reading words that he had heard in English in a familiar context but whose spelling wasn't familiar. Finally, I sent him a list of street and place names around town that I thought would be useful and that he can practice reading later. He's going to use this list, the flashcards, and the other phonics materials as he continues to practice."
"The student and I worked on travel related vocabulary, and we also read her Korean-English version of Notting Hill. She is doing very well!"
"The student and I started out with a warm up in which we took a letter and listed all the words we could for 3 minutes. This gave us the chance to review some new vocabulary, and exercise what she knew previously. After this, we looked at a reading on snow, and focused on words that were new. We used these words in sentences to get better context, and for practice. Then we answered the comprehension questions with the passage. Next we reviewed her homework, which she did well on (negative present progressive sentences). We briefly discussed forming contractions again. Then we looked at our grocery store photo from a previous session and wrote out in the present progressive what the various people were doing. I'm encouraging the student to speak English more and Spanish less during our sessions. She mentioned that it's easy to default to Spanish, which I understand. But I'm going to spend the next several session really focusing on activities that will have her speaking in order to avoid this."
"This was my first session with this student, so we took the time to discuss what she would like from her tutoring sessions and the goals she would like to meet. Although speaking well is her primary goal, we will also focus on reading and writing, particularly due to English's difficult spelling system. We covered basic questions in order to get to know each other and to allow me to assess her level. Answering the questions, we practiced reading, writing, and speaking, and she asked many questions. We went over some particular spelling and grammar ideas that she specifically highlighted. I believe she is struggling mostly with confidence. She knows a lot more than she lets herself think. Through perfecting her speech, she will hopefully build confidence too. I left her with some short texts to read, and we will discuss the content and any concerns or questions she had in our next meeting. I was so happy with her level and also her clear idea of what she would like to learn and what she wants from the lesson."
"I began by answering some questions that the student had come across during the week. Then we discussed some of the topics we had mentioned last week as being subjects she has trouble with. I found an online quiz working with adverb placement in sentences, which we did together. We then did a couple similar exercises putting sentences together, and I recommended a book that might be helpful for her. She was very quick to learn in these exercises and seemed to be getting more familiar with the sentence structures as we worked together."
"The student and I met and discussed her week in English. I helped her with pronunciation and the tenses, and I talked about my week to help her with her listening comprehension."
"In this session, we reviewed email and business letter writing a bit. Additionally, we began to prepare for an important upcoming meeting the student will lead. We reviewed documents and I helped her practice explaining them to me as a customer in English, while also answering my questions or clarifying any questions. Finally, we read a couple of articles on business topics. Her formal language and conversational skills have significantly improved. She is becoming much more fluent and comfortable when speaking English."