Recent Tutoring Session Reviews
"Reviewed rhyming word concepts with student. Read Foxes and More Boxes by Dr Seuss with student to show examples of how rhyming words can be used in story books. Assigned student to reread specific passages in the book that used words that used the -ox and -es word families in context. Gave student an informal assessment on her level 1 sight word skills. She was able to correctly identify 60 out of 61 sight words. Area of concern with student is with her word recognition skills using more complex word families such as -ake/ick/ump. Will need to work closely on building her word recognition skills using these word parts."
"Since it was our first session, I wanted to assess the student to determine what he knows and what he needs to work on. I used magnetic letters and asked him to build his name. He spelled out his name easily on the magnetic board. We did dictation on white boards. I dictated a sentence and he wrote it with proper spacing. I encouraged him to use punctuation and he ended his sentence with a question mark. I assisted him in making the question mark in the right direction. Through working with him on two phonics sheets it became apparent that he has a b/d confusion. He wrote "d" as a "b" in the word dog. I brought a First Grade sight word list to assess his word knowledge. He was able to easily read all the words on the list! I left two websites for him to check out. We also did writing with words with the "ee" spelling (see, bee, keep, meet). He had a good attitude and was able to handle the work well."
"The concepts covered today were the 'sl' and 'sm' blends. The student identified and read sentences that included those sounds. The student also identified the sight words "come," "play," and "over." The student was able to read CVC words without assistance, e.g., mat from the student's list words and seed books. For practice, the student will fill in the blanks with the correct vowels."
"The concepts of numbers and writing letters as well as reading books was covered. The student was very enthusiastic with the lesson, and I kept her on track by giving her stickers. Practice done with letters showed progress with writing."
"The first half of our session focused on reviewing the letter E and the sound of short E. The student did very well remembering what the letter E looked and sounded like. We completed a few worksheets on the letter E that asked him to circle pictures that started with the short E sound, trace the letter E, and make the letter E sound as he stamped a picture of an elephant. The second half of the session focus on reviewing letters a through E and the sounds they make. We lined up the letters, and I had him repeat the letters and sounds after me three times in a row. Then I had him do it independently twice. He did better the second time with the letter sounds and identification."
"The focus for this session was reading. The student read various fiction books, with a focus on comprehension and decoding skills. He was able to retell and include most of the important details from the text, but I noticed that he had trouble independently noticing errors as he read and self correcting them. This included word omissions, word insertions, and missing common high frequency and sight words. We will continue to work on these skills during our next session."