Recent Tutoring Session Reviews
" Today, we began by checking how well the student progressed with touch math. The student was able to do six touch math 2 digit plus 2 digit addition with regrouping flawlessly, including a couple of problems, whose sum had a hundreds place. Then, we made number bonds with ten as a sum and introduced problem families such as ten minus four equals six, ten minus six equals four, four plus six equals ten and 6 plus four equals ten."
"To begin our session, the student and I reviewed the vowel flashcards I introduced in our last session. We focused on the vowels, "a," "e," and "I" and the different sounds each vowel makes. I introduced a rhyme to help him remember the long and short vowel sounds for each of the five vowels, focusing on "a," "e," and "I." Next, he and I used letter tiles to practice forming words that have the short-a vowel sound. He placed consonant tiles on either side of the letter "a" tile to form words. He also had fun using the tiles to spell out the question: "Do you like lego bricks?" He initially spelled the word, "like," as "lik." This gave me an opportunity to explain how the "e" at the end of the word "like" makes the "I" vowel sound to change from short to long. I used the words, "mad" and "made," to illustrate this same concept. He sounded out ten sentences that all used words with the short-a vowel sound. I was excited about how well he did with these sentences. We concluded our session with a brief math review. I had him bounce a ball to help illustrate addition. For example, for the sum, 4 + 5, he bounced the ball four times and then five more times, counting up from four for each of the five bounces. He was excited to find that nine was the correct answer as he had counted nine bounces with the ball. He does well when he can move while learning so this was a good approach to math."
"*Practiced identifying and writing sight words. *Practiced writing and identifying colors. *Read age appropriate books. *Practiced writing alphabet and spelling/writing first and last name."
"The student worked hard today. We started out the session working on fluency. She has some trouble decoding words but is a fast learner. She learned the words in the passage and was able to read the passage aloud well. We then read a book and focused on comprehension skills. She did well answering the questions and understood the story well. We will continue to work on decoding and fluency next time."
"The student worked on all her homework, including speech, word study, and grammar. We reviewed vocab as well. The student read two Level H books. I questioned her on the reading, and she did very well."
"The student worked on her weekly vocabulary words, pairing them with their definitions and making flash cards. We also filled in more areas of her multiplication table and competed three multiplication worksheets I provided."