Recent Tutoring Session Reviews
"On Monday, we focused on writing and word work, specifically with building familiarity with second and third grade sight words. For writing, the student expressed interest in writing about the upcoming visit of her grandparents. Using the story we have been reading, I demonstrated how to write a newspaper article to the student, with her input, and we discussed that a nonfiction article should include: a headline that states the most important information and catches readers' attention; an attention-getter at the opening that draws readers to keep reading; and the most important information, remembered as who, what, when, where, why, and how. The student then used my example as a model and wrote her own article. We reinforced the habits of good writers by rereading and checking for sense, spelling, and punctuation. For word work, I tested the student for familiarity with the second grade list, and she demonstrated mastery of most terms. We chose words the student is not as familiar with and discussed their meaning and usage. Then, we played a vocabulary-building game that blends the use of unfamiliar or less familiar vocabulary with vocabulary the student has already mastered. The student is also working on homophones such as their, there, and they're."
"In this session, the student and I started off with an easier book for her to warm up. She finished the book in just under 30 minutes, which indicates that her speed has remained consistent since last week. She was also able to read difficult words without too much trouble. Afterwards, we read another chapter from Alvin and the Chipmunks. She does well with the book, which shows her ability to read difficult texts. I am confident that she will be able to start on a book report next week."
"This was the first session meeting with the student. We did a quick "get-to-know-you" activity where I had him write and draw about three things that are important to him. He was enthusiastic and open with me from the beginning. I then did a series of assessments with him to gauge his reading ability and to plan our sessions going forward. We did a sight word assessment, and he was able to read 84 of the first 100 words correctly. We made flash cards for the other 16. We did a reading assessment using a level I book. This was the level suggested by his mother prior to the first meeting. Lastly, I administered the "Words Their Way" assessment. This assessment will enable me to plan his phonics and spelling instruction."
"The student's mother showed me some new phonics and reading materials she has purchased for her. We worked with some flashcards I had prepared for her of some words with sounds/spelling combinations she had had trouble reading in our last session. We then did some reading from a selection of her choice. During the last part of the session, I worked with her on the concepts behind two and three digit subtraction. She knows the mechanics, and I want to be sure she also understands the concepts."
"The student and I focused on sounds at the beginning of words today for the beginning of the session. We worked on a worksheet page that determined if particular words started with M or N. He did well at this. Afterwards we read one of his I can Read Batman books and he did well throughout this, identifying his sight words. Afterwards, he and I completed another worksheet page identifying the beginning letter of a word that started with h, j, or k and he did well with this. Overall, he did well!"
"Today we reviewed "th," "wh," and all common individual vowel sounds. The student did well on these concepts, although he is working on mastering some pronunciations of "a," "o," and "u." Next session we will review these and begin reviewing combinations of vowels. Today he also read a passage about having a robot and answered discussion questions at the end. His breezed through the passage and answered the questions excellently, so we will begin more in-depth discussion of reading and work on spelling next session."