Recent Tutoring Session Reviews
"Because the student was having trouble this evening with verbs, we set aside a fair portion of my lesson plan in order to work on verbs and tenses; he now feels confident in this subject. In the remainder of our time, we worked on inferences, logical sequences, and story maps. For next Thursday and our next appointment, I gave the student a six-page story to read and a plot map to complete that allows him to summarize key portions of the text."
"Topics: reading, reading comprehension Progress: This was the first session that the student and I had since his Winter break. This was a mostly successful session. His reading pace is excellent and he is sounding out words pretty reliably. He will sometimes give up on words a little quickly, but we have the foundation of sounding words out already there, so he will gradually be able to handle more reading independently. I am interested in mixing in some difficult books and seeing what he will tolerate going forward. I am concerned that he may be facing some very challenging reading material in school, and feel like our reading sessions are not giving him sufficient preparation to tackle it (at least psychologically -- it may be disheartening to him to see very difficult reading material at school, after having confidence from our reading sessions). At the same time, I will keep some more safe material always as part of the lesson, so it isn't just a massive struggle for him the whole time. One factor that I think is helping maintain our recent success (picking up from a few weeks back in December) has been book selection. I have found a great string of books that seem to maintain his interest, which must be there for any sort of meaningful reading effort on his part. I have used book recommendations based on a couple of other books we've already read -- one about the Wright Brothers, and another about Billy the Kid and the Pony Express."
"We went over what he has been covering in his school lessons to evaluate where his reading comprehension is at. We then reviewed the alphabet - both upper case and lower case - before I gave him the homework of reviewing and writing the alphabet twice each night for memorization. He was interested in the subject, and though he can read sentences, he still was not sure about some basics of the alphabet or words, so I would like to review those before moving onto sentences + reading on a greater level."
"The student and I reviewed figurative language in poetry, and made some study cards for the different types of figurative language. We then used some poetry books to go through several poems, and identified examples of figurative language, and explaining why the examples fit."
"The student and I reviewed the book we read last time. We then moved onto a new book. In the new book, I wrote reading comprehension questions that she had to answer. With the right encouragement, kinesthetic movement, and redirection, she became very engaged in her reading and also asked me several questions about words and the book."
"The student and I spent most of the session reading a book he really enjoys in which the main character is a middle school student named Big Nate. When he takes his time, he reads fluently and with satisfactory comprehension. When he rushes, however, he misses some very easy sight words. I reminded him that reading fast was not his goal, and also that if he comes across an unfamiliar word, he should not hesitate to ask what it means. The Big Nate book is funny, and he gets all the jokes quickly. We also spent some time on a reading comprehension passage in a 4th grade workbook. He did quite well both reading it and answering the questions."