Recent Tutoring Session Reviews
"At this session, the student summarized for me the section of the Grimm Legacy that she had read. We discussed, again, whether she thinks there really is a bird stealing things from the collections. She cited examples from the book backing up the idea that it is real, and other examples backing the idea that it is not. I also asked her to guess why the other workers are switching the magic boots with regular boots - she thought they must help one of the characters get around town faster. I asked her whether she believes one of the characters is telling the truth, and she said she was not sure, and that she has doubts - because the character lied to Elizabeth at first. We also discussed the concept of a neologism, which she and I had discussed the previous week. I asked her to discuss how the main character, Elizabeth, feels about the other kids using the magic items, and she said she feels uncomfortable. We also discussed the word "sewer," which in the context in which we read it means "someone who sews" - but in another context could mean a drainage system. We discussed how she used context to figure out which pronunciation to use."
"The student and I reviewed her relationship with reading and her circle of influence with regards to reading, only to discover that reading has not been modeled for her. We came up with the following plan: * 15-minute timed reading sessions per day for this week. If she feels like reading more, she can. The idea is to build reading muscle. Next week, we will increase the time. * She needs to read with a dictionary right by her side. That way if she does not know a word, she can look it up immediately. * She is to create an index card for any words that she has to look up while reading: word on one side, definition on the other. * Learn one new word a day, create an index card for it. Word on one side, definition on the other, and then use it in a three sentences. * Read the signage wherever she goes. (She came up with this activity on her own. Excellent Idea.) She would like to read any of Nicholas Sparks' novels. I said I'd read along with her. Also, she needs a really good dictionary."
"The student did great today! She was really focused and in tune to what we were doing. This week she completed about 20 sight words including new words she learned while reading. We will resume working on the last 8 words at our next session. Her fluency also increased by 16 words per minute on the passage we have been working on. She read very fluidly today. When practicing fluency on one of her comprehension passages, she read 60 words per minute. For comprehension today, she read a new passage twice and answered vocabulary based questions. We worked on the strategy of rereading sentences to find the meaning of words. With that, she was able to learn some new words that she did not know before. After reading the passage and completing the vocabulary activity, she reread a story from yesterday twice. This gave her more fluency practice. The last task that was done was reading a new story. She did a picture walk and made predictions. While reading, we discussed the key details and how they connected to the pictures."
"The student is continuing to work on reading comprehension and fluency, as well as expression in his reading skills. He continues to improve each session with attending to punctuation and grammatical structure of the sentence by changing the expression in his voice to demonstrate improved understanding of the reading passage. He is continuing to work on attending to sight words and suffixes by slowing down his reading, so as to improve his ability to correctly decode words and sentences. He is continuing to work on making text to self/world connections with reading passages by discussing within and beyond the text questions about character motivation, problem and solution, and characters' thoughts and feelings."
"The student is currently working on a back-to-school packet for first grade as per her mother's request. She viewed "The Rainbow Fish" on a video read-aloud. The first time, she viewed the video straight through. The second time, the video was stopped every few minutes to ask comprehension questions about the story as it was progressing. She then went on to complete a fiction response sheet for that story. We reviewed the title, author, characters, and setting of the story. She then wrote these on the sheet, after seeing me model the writing. She also wrote a summary of the story. We will be completing a graphic organizer and also reading two nonfiction books on the list provided in the vacation packet."
"The student is developing her skill in grammar, sentence structure, and applying literary devices to her essay writing. My approach is to develop her sense of sentence structure, while also advancing her ability to research and compile a written response. She has a vocabulary test on Tuesday."