Recent Tutoring Session Reviews
"Worked with the student on inferring meaning from clues in the story. She is improving in this and rarely needs prompting."
"The student did his vocabulary homework first. He was learning words related to animals such as soar, graze, swoop, and slither. He did okay with his new words, but still needs more practice. Then, I had him read a chapter orally in the level I book on phonics. He did well with his speed, but needs more work on voice inflection. I had him stop after 3-4 paragraphs and asked him questions about the story and make predictions about what would happen next. Once finished with chapter 2 in the story, I had him go back to level 2 to play the game where he has to match front end blends to endings. He is improving because he is faster at matching the word beginnings and endings and not guessing. He read the story about pumpkins on level 2. His speed has improved. I provided an example of monotone reading, and using inflection to make the reading more interesting. He read the pumpkin story again with more voice inflection. He also completed Day 3 of his Making Connections worksheets I printed for him. He read it silently first, and then read it orally. While reading it orally, I had him stop at the end of each paragraph and make connections to himself and what he knew. At the end, we played a quick game of flashcard multiplication war. He was much quicker in providing the correct products (answers)."
"We began by doing some of the student's homework (matching words to definitions, using analogies to develop vocabulary, etc.) He was able to complete much of the work without any clues from me. We then read one of the usual Elephant and Piggy books, which was no problem for the student, and then we began to read a Spiderman graphic novel. The graphic novel was good in some respects in that he was interested and there were many difficult words for the student that required him to really practice sounding words out. He did try to just guess at unfamiliar words without sounding them out, but after I really made him slow down and look at the word he would surprise me with his ability to sound it out. Overall, things were good and I feel like he got some really good practice sounding out harder words."
"For today's session, we finished Workbook 3. The student is reading at a semi-independent level. What this means is that the student is decoding most words without any help from me. For the words on which she gets stuck, she is first decoding the word family, then blending the sounds. The student is no longer using me for help. This is making her a more independent reader and ready for the next workbook. For the next few weeks, we will review Workbook 4, which contains the last set of word families. In the meantime, we are focusing on building confidence, fluency, oral skills, and reading comprehension skills."
"Had the student read more high frequency words and add them to her cards. Had her read the word from previous sessions. Had her read her cards for the most common word parts. Had her reread "Water Slides," and her words correct per minute was 108 (increased). Started her on reading multi-syllabic words for a minute. She got 38 words correct per minute. Had her chunk text where it made sense to improve phrasing and expression. She is always a great worker."
"He read several short books. One focusing on adjectives ending in y, which he'd been having trouble with. We did words ending in f, g, and h sounds. I introduced the concept of syllables and how he can break words downs to sound groups. We did work on words ending in TION and the sound that group of letters make. We did sight word work and 5 minutes of addition. He was surprised at how fast the hour went."