Recent Tutoring Session Reviews
"Today the student and I worked on reading fluency. We first re-read a story that he was reading in class. Next, we worked on reading and pronouncing his vocabulary words."
"During this session, we started out practicing some vowel and consonant sounds, using key words and actions to help us remember those sounds. Today, we practiced "A apple a," "I itch i," "N nut n," "S snake s," and "T top t." Next, we practiced reading sight words. Today's sight words were "a" and "the." Then we read two sight words-focused books to practice reading those words. Finally, I supervised the student while he completed a homework assignment where he needed to write about a book he read. He wrote about "A Park," the sight word book that helped him practice reading the sight word "a." Finally, we talked about a reading strategy called "Lips the Fish." With "Lips," the student looks at the first letter in the word, thinks of the sound that letter makes, then gets his lips ready to make the sound. We practiced this with several words that start with the letter "n." Sometimes he did not understand when I asked him to point to the "first" letter in a word. When I told him to point to the "number 1 letter" or the "starting letter," he was able to do it, so I think that he just does not use the word "first" much in his vocabulary yet. Well done!"
"The student made an outline for his evidence-based claim essay, as well as planned the 12 "freeze frame" events for his final project."
"The student and I began the session by going over the reading he completed in "1984." We talked about the Thought Police and what they likely thought about Winston and Julia. Then we went over the practice questions that he completed for homework. Then we worked on the ACT science section, focusing most of our attention on the fighting scientists type of question. He is pretty good at this style of question; he has strong comparison and contrast skills. I left him with some homework to complete before the next session."
"The student and I chatted for a brief period about how her reading of David Sedaris's "Dress Your Family in Corduroy and Denim" was going. We then went over in detail an essay that I'd assigned her on her summer reading book, "Never Let Me Go." In general, her essay showed solid improvement, and the structure and main ideas were good. We had a mini-lesson about passive voice--what it is, when and how it's acceptable, etc.--while going over the essay. I then gave her a short-response question on "Dress Your Family" to respond to under timed pressure--she gave a very solid response, which I was pleased to see!"
"The student and I collaborated on a new chapter of her story/ book. We read the new chapter and worked on improving grammar, word usage, and events surrounding two of the characters in that chapter."