Recent Tutoring Session Reviews
"We started with some basic reading passages. We worked on word families, adding blends to the beginning of words to make the word that is shown in the picture and coming up with words that have a specified blend in them. When given a picture, she went through each blend, adding them to the beginning and testing them out to see if they made the word that was in the picture. Next time, I want to ask her to try to identify the picture first and then guess which blend would be added instead of trying them all. Toward the end of the session, we started to read a Junie B. Jones book. Some of the words were larger and required sounding out."
"With Student M, I worked on poetry and rhyme scheme. With Students J and M, we started reading a version of Shakespeare's "The Tempest.""
"In my second session with the students, I started working with them to help move them forward in their subjects and prepare them for school. The first student is a strong reader, but she lacks fluency. I had her read aloud to me from her book (a Ramona chapter book) and then I wrote out some phrases for her and worked on reading fluency regarding punctuation and expression. She still needs work, but I have encouraged her mother to be sure that she reads every day. Repetition and practice are going to be her biggest assets. Next week I plan to bring poetry with me to work on with her, to help with rhythm and expression. In math she is still working on her times tables. I am making flash cards with her and working on memorizing them, but I also brought in some foam blocks to help illustrate multiplication in the hopes that that would help her to understand how it works and reduce her frustration. It was helpful. I will continue to work with both, again practicing every day is very important. The second student is also working on his reading fluency. He is a little more timid about it, so it has been difficult to get him out of his shell and work on his expression and vocal fluctuation. We also worked on phrases with different kinds of punctuation. He understands it but needs more confidence when putting it into action. He has good word recognition and is good at sounding things out. We also worked with the blocks on addition and subtraction. I am working to help the student rely less on counting on his fingers when doing simple addition, so I have made some flashcards for him too. I want him to be able to do single digit addition and subtraction easily in his head so that he is ready to move on. He enjoys doing word problems, so I have been writing word problems for him to help his critical thinking."
"We began our session by first working on another handwriting worksheet as a sort of "warm up" before we began the real work of essay crafting. Afterwards, we introduced the concept of argumentative essays and reviewed several definitions that would aid us in creating our own long-response answers. The student picked from one of several debate questions and chose which side of the argument he would be defending. He then listed each main idea related to his points before writing out the supporting ideas that backed them up. Next session, we plan on finishing this first argumentative essay and reviewing the reading log that his middle school has assigned him for the summer months."
"We began our session by going over the context clues assignment I left for the student. We then moved on to building an essay. He started strong with the first two paragraphs. His homework is to finish the essay that we started. Overall, it was a good session."
"We began reading a target level passage for the student. We made a list of annotation categories and discussed how to streamline annotations to one or two words per sticky note. We then wrote an example paragraph and put together a checklist of necessary components for a good paragraph. I left him with the assignment of annotating the remainder of the story and writing a paragraph response to the prompt I provided."