Recent Tutoring Session Reviews
"We began tonight with Kyleigh reading from the book she is reading for school. She did well with most of the book but did a lot more rereading and repeating tonight than she has done in the past couple of weeks. Part of her school work for that book is writing the main idea after each chapter. She did well with this aspect. We then played a game, picking 5 letters or combinations of letters and 2 vowels and attempting to make words. Each time, she was able to make a couple of words herself but then needed supported (giving part of a word or giving the subset of letters to make a word) to make more words. She did not have an easy time looking at a group of letters and seeing common words. The last activity we did involved the sounds -aw, -au, -oo, and -ew. I read a word which included one of those sounds and she had to spell the word. Some of the words she already knew and was able to spell and others were a struggle. She did better spelling correctly (or almost correctly) when I said the word one sound at a time. When the word was said quicker, she had a harder time placing all the sounds in the correct order."
"Today the student read a short article and answered questions about it. His reading and comprehension are improving greatly, and he no longer stumbles over easy words or gives up."
"We read a book, which was at a good level for him but was very short. He was successful, once he got into the rhythm of the reading. He is continuing to sound words out which is excellent. I would like for him to try to identify words that consist of two words put together (compound words, like "˜everyone' and "˜however'), or to at least try to split them into chunks when I point them out. I generally have to cover up part of the word, but I think he is able to learn this technique and that it would help him a lot. I will try to incorporate it more in the next sessions."
"I usually help the student with her spelling words and homework, then I had a game lined up for her, but Grandma informed me that she had math homework. We concentrated on a review of the homework first. I used a timing strategy to keep her focused and willing to complete her worksheets. I am observing and learning the type of learner the student is and I will help her try to identify strategies that will work for her."
"The student read a nonfiction passage and answered questions about what she read. She had some difficulty with vocabulary, using context clues to determine meaning of unknown words, and paraphrasing what she read. We will continue to work on these skills"
"Today's lesson with the student was an extension of our introduction to the -ph sound. Together we sounded out words like phone and graph. When I asked her if she could think of other words with that sound, she came up with "telegraph." Her vocabulary impresses me. The rest of our lesson was about other letters that sound like each other. After studying 'f' and '-ph,' she named 'c' and 'k' as well as 'g' and 'j'. I then suggested 'e' and 'y' and we spent much of our time talking about how words that sounds like they end in an 'e' often end in a 'y'. The example she named was "penny" and "doggy." We will look closely at them in the next book we read."