Recent Tutoring Session Reviews
"*Practice Test Scores (English Sections only): Critical Reading - 580, Writing (without essay) - 650 *This Session: 1)Critical Reading: Annotating the text, Relating the questions to the text 2)Sentence Completions: Using Key words and grammatical context 3)Grammar Lessons 1-6 4)Pattern for SAT Essays: Intro with thesis/Personal Example/Corporate Example/Conclusion *Assignment: 1)Practice Test 3 (if time permits) 2)Brainstorm/outline ideas for Practice Essay Questions #s 4, 7, 8 3)Make/study vocabulary cards 4)Practice Exercises on handouts and page 522 in book *Next Session: Saturday, January 8, 2011, 10 AM"
"Worked with Student 1 on a project about Neil Armstrong, so we talked about explorers, and I explained about the space race. I worked with Student 2 on his math homework, and he had some trouble with drawing the 3-D shapes, but by the end he had improved quite a bit."
"The student did not have any work to do, so I made a couple worksheets based off his notes from his Chemistry lecture. This included calculations of moles, atoms, and mass of compounds in a reaction. We did about 4 worksheets total. By the end he had a solid grasp on the topic."
"Covered a study guide to prepare for a test the following day. Topics covered included graphing functions, what defines a function, the inverse of a function and how to find it (if it exists). We also covered linear equations: point-slope, slope-intercept, and general form equations of lines as well as how to find them given certain information."
"Today we started with reviewing math. Some of the concepts we covered were the Pythagorean Theorem, Scientific Notation, solving simple algebraic expressions, and rates and percentages. Next, we did two reading comprehension passages. She missed one on the first section and two on the second. Finally, I quizzed her on the vocabulary from last time as well as the sentence completions. I assigned her two math practice tests to complete for Monday morning."
"We covered some strategies for the Math and Science sections of the ACT. For science, we focused on using reading strategies to get past sections where the vocabulary or material was unfamiliar. For math, we spent the most time discussing how to relate equations to graphs. We talked about patterns in the expression of equations, how to use a calculator to graph equations that aren't necessarily functions, and how to eliminate potential answers by verifying that given points satisfy the equation."
"The student and I began the session working, as usual, on her vocabulary. I was impressed at the ease with which she recalled the words we had gone over in previous sessions. Afterward, we began work on reading comprehension problems. We finished off our work on general questions today having discussed ways to determine the passage's tone, main idea, and purpose. Afterward, we began a new essay topic. She practiced her timing and wrote a first paragraph. We'll continue the topic in later sessions. Our last subject was math, where I presented her with multiple-choice questions based on the subjects we had previously gone over. She was strong on the concepts we had gone over. We'll continue to work on these next time."
"The student and I worked through the math achievement section of the ISEE practice test; most questions focused on algebra and geometry, which were difficult for her. We discussed test-taking strategy for difficult questions, such as reducing answer choices, not spending too much time on any one question, and not leaving answers blank. We plan to meet again the week of Dec 31."
"The last session with the student focused on using the process of elimination to find the solution to equations with two unknowns. She picked up the concepts easily and was able to implement them to directly solve the equations and to derive new equations from word problems and eventually solving them. Increasing the frequency of the tutoring session has really helped in enhancing her ability to pick up and consistently implement the concepts in algebra."
"We studied for the student's history test, covering nationalism and focusing on the Middle East and Africa. We started in on China and the student was a little overwhelmed--lots of names to remember! He was going to continue to review it tonight along with Latin American nationalism. I tried to focus not just on the details with him but the big ideas: why nationalism arose when it did, the effects we still see today, etc."
"We really focused on all the imperfect subjunctive (used with si clauses and governing verbs in the past as well as adverbial clauses). In addition, the examples that the student completed included elements of past lessons working together. She showed great progress during the session and her comprehension of when to use the imperfect subjunctive improved greatly during the session. She was a JOY to work with!"
"We continued to focus on verb conjugations, this time looking at 'boot' verbs, or irregular verbs with stem changes in all but two conjugations. We also reviewed estar and ser. The student still struggles with recalling some of the basics and his confidence in using conjugations, but he clearly has understood the conjugations and can get to the right answer."