Recent Tutoring Session Reviews
"Today the student and I read four children's books and also continued with elementary math. Her concentration was much better this time around and she improved on her reading. She needed help with sounding out some words but got the hang of it once I practiced with her. She seems to be more interested in math than reading and got all of the addition and subtraction problems we did correct. Next time we will continue with elementary math and reading."
"Today we continued working on letter and sound recognition. The student got the letters she struggles with right the first time today (G, U, Q, J)! We went through her weekly sight words that she gets from her teacher. She had a hard time focusing with these so we stopped and talked about sounding words out. We went through her sight words 4 times (practiced sounding out the difficult ones) and also practiced using them in sentences. I introduced the concept of sound blends today and we talked about the sound blend "oo." We made a list of all the words that we could think of with "oo" in the middle and talked about how most of them rhyme. Next, I said a word and had her draw me the letter that word started with. Last, we read "The Sneaky Weasel," which the student loved. After the story, I had her tell me all about each of the characters in the book and draw me a picture of them."
"The student and I read from one of his comic books. I like reading comic books with him because they are visually engaging, yet have challenging vocabulary written for a student at his grade level. He is very engaging with the material, I am very impressed with his comprehension. We take short breaks after every few pages so he can explain what is happening and what will happen. He enjoys this and it's good to keep him focused. He was considerably better with his understanding of the words than he was last week. Also, this time, when he paused with a word, I had a pen and paper to write the word out for him in larger letters so I could hide parts of the word and help him sound it out. It was a good session."
"The student and I began the session by going over the homework from the previous session. We talked about 1984 and the similarities between the book and the present day. Then, we reviewed the types of relationships that often occur on the graphs and tables from the ACT Science section. We also went over the practice ACT reading section; he used the four-step basic approach and scored seven out of ten, which is a definite improvement over previous scores. We continued to work on the ACT science section, and I left him with some homework to complete for the next session."
"The student and I began with a short reading exercise. It took him 2:38 to finish one paragraph, which is ok. After this, I had him write sentences for me. He needed help developing his ideas, and his spelling was good. Although he struggled with the first prompt, by the second he was already coming up with his own ideas. After that, I gave him a few math problems on topics he should have seen last year in sixth grade. He was good at multiplying. Sadly, he had forgotten how to divide, but we will review this next time. His performance on day one was very good, and it gives me a baseline to begin from. He tried very hard to pay attention, make eye contact with me, and he laughed at some of my jokes. Overall, I liked working with him and I think he enjoyed working with me."
"The student and I began with a vocabulary warm-up exercise. We then spent the majority of the session going over the other two summer reading assignments for the novel Seedfolks. One of these was a character sketch of two of the characters in the novel, and the other was a summary of the 10 most important events in the plot of the novel. One of the trickiest things for her to do is make the jump from recalling specific details to making well-thought out inferences about the characters involved. She has 4 nonfiction reading articles and another summer reading book to practice these skills on."