Recent Tutoring Session Reviews
"The student and I spent much of our time together addressing reading. We created a schedule. I challenged her to spend her mornings either reading, doing her vocabulary practice, and/or exercising for at least five days out of the week, and creating a reward for herself for keeping to this discipline. She really reads well and she comprehends the text as she demonstrated last week and again this week. We did a handout together where she read the text and then answered the questions at the end of the essay. She had no difficulties expressing herself. I left another handout: "Tools of Persuasion" for her to do on her own that we will review next time we meet, in about two weeks. I suggested she read at least to page 58 in her Nicholas Sparks novel and write down three "wins" (accomplishments) each day either on a calendar or in a journal."
"We went over the following: 1. Study strategies using example questions for written response (short and standard essay form). Including identifying specifically what is being asked in the question, creating an outline, examples, strong intro, thesis statement, topic sentences, and closing paragraph or sentence. 2. We did about 20 multiple choice questions together and I pointed out what the question is addressing and how to determine the best response. 3. Study strategies for remembering content information and how to apply it in scenario based questions."
"The session began with introductions and a discussion about the student's interests inside and outside of school. I gauged her feelings about reading and asked why she felt reading was important. I explained that there are many other reasons why reading is important and we read an article that lists 10 of them (she kept it). We reviewed each reason and related it to her own experiences; we then had a modified Socratic Seminar discussion about which reasons she found interesting or "cool," confusing, and unsurprising. It seemed very important to share these reasons with her so that she could connect them to her own prior and future experiences (she shared she'd like to be a teacher or dolphin trainer when she grows up). I then inquired about her routine for selecting a book (read the back, then read the first few pages and employ the "five-finger method") and asked her why she had chosen the one she did at the bookstore today ("Holes," Louis Sachar). All of this information helped me gather a better picture of where she is as a reader so that I can best support her in learning to enjoy reading more (and increase her comprehension of what she's reading). She shared the reading summary she's required by her school to do this summer and I briefly went over some ideas I have for a book project she can choose from a menu of options. We ended the session agreeing to both read the book, "Holes" so that we could have a book discussion next time. She was unsure how many pages she would be able to get through in a week, so we agreed to see how many she gets through this time, then use that to set future weekly goals. Our next session is scheduled for Wednesday, 6:30-7:30 pm. We agreed to continue meeting at the same day and time in the future."
"The student got 80% correct on his practice test, which is a significant improvement, but his speed decreased. Now we will need to work on answering questions faster without sacrificing accuracy. Further, it seems his biggest challenge is analysis type questions, so we will focus on those types in the future."
"The student had another great session! We started by warming up with "Diary of a Wimpy Kid" and recalling what we read last week. He is doing a great job with his text recall and is relying less and less on the pictures to remember what happened (exactly the shift we want to see!). We then practiced his spelling words, which he is doing an exceptional job with! Finally, we reviewed sequencing in stories. This is a great skill to practice with him - having him break down his day into beginning, middle, and end."
"I wrote several sentences with intentional errors in capitalization and punctuation. The student missed a few, but progressively improved. He did several pages in a workbook on subjects and predicates, including compound subjects and predicates. We read two library books. In the first book we read a poem, and reviewed how to identify poems. Then we read a fable, and talked about how to identify fables. I stopped a few times during the fable and asked him to make an inference or to predict what would happen next. Please bring several books for the next tutoring session so that we can work on sequencing and fact vs. opinion. Thanks!"