Recent Tutoring Session Reviews
"First session with the student, I conducted a pre-assessment. She is a friendly girl who reads with such expression in her voice. I will use the data I collected to find books suitable for her level."
"Today the student and I continued to practice discriminating between different sounds in words and identifying the associated letters by re-arranging the same letters to make different words. We introduced the short "o" sound, found in "horse" and "dog". After reading "horse" several times, we replaced the "h" with "g" to make the nonsense word "gorse". Then we moved onto practice with real words, starting with "pot", moving to "pots" moving to "stop". After he had a good handle on "stop" he practiced writing it with his finger on my tablet. On his first try, he wrote a nearly perfect "s", one that rivals any other "s" written by a 5 year old I've ever seen! This was a big win, because he struggled a lot with writing the "s" on Friday. Since he did so well with "stop" we moved on to "dog", "dot" and "got" practicing exchanging the first and last sounds in words. He was correctly identifying the letter sounds about 80% of the time, but he did need significant wait time to figure out the sounds on his own. Several times he told me "I don't know that sound" to which I responded that it was OK he didn't know the sound right away, because we could always figure it out based on the things we did know. Then I'd walk him through the different sounds again until he was able to identify them himself. The repetition here seems to be really key--I can tell he doesn't really know the difference between most of the sounds, even when he hears them, so I've been really focusing on the way the different sounds feel in your mouth/throat/nose as a way of helping him get that auditory discrimination down. Letters that sound very similar, like "d" "t" and "g" feel very different when you say them, and this understanding seems to be helping him. He's doing very well identifying beginning sounds, and fairly well identifying ending sounds in words, but he has a really hard time hearing the differences between middle sounds (i.e. the specific difference between "stop" and the nonsense word "stap ". He's come along way already, though!"
"We continued our work on idioms. We did a bit of work from a reading and comprehension book and studied scientific cycles."
"Student demonstrates adequate decoding, however, lacks the phonetic awareness for reliable fluency and accurate spelling. I taught vowel phonemes "ea, ow, and oo" at this session, with a focus on problem solving and self-correction. I plan to fill in gaps in the student's knowledge of phonics by teaching specific spelling rules. Confidence in abilities continues to improve."
"Student has brought a study packet he must learn before he takes his test. First practice test came back, and he received a 96% (A). Our goal for the next test will be for a 96-100. We have been reviewing past material and incorporating new material so that material is fresh in the student's mind. We are working on completing the homework and creating games that will help the student remember how to take his test when the time arrives. The student is feeling comfortable and has great self esteem from his test results."
"Student one and I read several practice stories that his mom had printed out. We discussed story elements, and he completed a worksheet for Story#1 on Gertrude. Student two and I read aloud from his book about Henrietta Lacks, which is a very interesting book. We stopped occasionally to discuss vocabulary words and comprehension."