Recent Tutoring Session Reviews
"First, we reviewed the student's new sight words from school. I wanted to help him remember the words not just by paying attention to their beginning sounds because he needs to begin utilizing his "stretchy the snake" strategy of sounding out words all the way with each sound because otherwise "with" and "will" look like the same word. First, we read the words. Then, we built the words letter by letter using letter tiles. Then, I mixed up the letter tiles, hid the word, and challenged the student to build the word using tiles on his own. Finally, I had the student write the word on a note card to practice writing the letters. When we had made note cards for all the sight words, we played a Go Fish game to practice reading/identifying the sight words. After practicing sight words, we moved onto book reading. I had the student read a level A book that I had him try to read during our first session many weeks ago. During this session, the student had EXCELLENT accuracy. The only words he had trouble with were non-sight words - words that he would have to sound out from left to right or figure out based on clues in the picture. I will continue to have him work on combining his "Eagle Eye" picture to letter sound strategy with concept of word to help him recognize these trickier words. Finally, I helped the student finish a worksheet from school identifying beginning blends. I helped him to break apart the sounds in each word, then challenged him to figure out the letters that went with those sounds."
"This session we focused on helping the student develop his list of vocabulary words. We worked from a list of 13 words that contained the "dis-" prefix. We used a website provided by his teacher to support his development with these essential vocabulary words. The student also wrote down the words on a piece of paper, and we reviewed each word."
"This session was spent reviewing the student with his homework assignments. First, he was required to complete a project-based assignment which called for him to create a solution to a problem. The student chose to create an envelope system labeled "mom" and "dad" in which his parents could place their keys. This was intended to solve the issue of his parents constantly mixing up their keys. The student had already created the system with his mother. Second, the student was required to write his spelling words with a writing tool other than a pencil. Finally, I assisted him with preparing for his spelling quiz. Once I was confident that he was familiar with the spellings, I quizzed him several times by requiring him to write the words as I said them aloud. Constant practice helped him, and the student did well with the spellings. Nonetheless, before I left, I requested that his mother requires him to review the words again on the next day."