Recent Tutoring Session Reviews
"We spent the hour reading. I think she's making some strides in keeping pace with her reading. We have been working on tone and inflection as well, which I think she will get better at as we continue."
"The student did an excellent job in yesterday's session. We worked on parts of speech, specifically pronouns, proper nouns, and singular and plural nouns. In the beginning, She struggled with the material, but she did not shut down and really showed initiative to find out how to identify each type of noun and to understand how to categorize them. I was truly impressed with her work ethic today and look forward to working with her next week."
"The student began by reading Chapter 8 aloud from "Arthur and the Poetry Contest" (4 and 1/2 pages). She was directed to think about the words and actions of characters and how these are clues to understanding. Some important ideas are "right there" -- explicitly written the in the text -- and some ideas are inferences which must be figured out. She spoke then wrote an answer to the inference question: "What are some things we can say about Binky based on the events in the chapter?" Marisol correctly responded: "Binky is not a good writer, he wrote a bad poem [that] doesn't rhyme. He's mean to the other kids." She was able to point out evidence of her conclusions in the text, including "Binky glared at everyone." When quizzed orally with the question: "Why do you think Arthur is not at the meeting?" She correctly inferred that Arthur had not finished his poem. From this reading she noted the new and familiar vocabulary words: reciting, attentive, illustrating, swell, yanked and faint. Using a Highlights Magazine, she read aloud a 2-page passage, "The Case of the Stolen Silk," a Korean folk tale retold by Eva M. Doolittle. New words from this story were discussed: merchant, witness, guilty. In response to the inference question, "Did the judge think the statues were going to speak?" she correctly said "no, it was a way to find who stole the silk." Then another 2-page passage, "Pass the Peas, Please" by M. Sullivan was employed to further challenge her reasoning. Here, she showed excellent understanding of events and characters. She correctly inferred that the events did not really happen, and that the main character had been duped by his sister. Again, she successfully found evidence in the text to support her conclusions. She will write 2 or 3 paragraphs next session where she states then writes her ideas and presents her clues (text-based evidence). She worked diligently throughout the session and is improving in her ability to form inferences and compose sentences."
"We worked on the student's test review for Language Arts, which included parts of speech, punctuation, compound words, complete and incomplete sentences, abstract and concrete nouns, verb tenses, to be verbs, and sentence structure. His confidence is growing as he learns, and can recall, these skills. The student was thrilled to tell me that a friend asked him what a verb was, and he was able to answer correctly! I'm proud of him!"
"We worked on word problems with his math homework, deciding what was the important information in each problem and what to do with that information. He does struggle with reading a few words based on pronunciation but it is easily amended by helping the student break down the word so he can pronounce the word himself. I have seen some scoring based on his reading skills and will work on his vowel sounds through the next few sessions. He is really good at moving forward with his reading as we get the ball moving, which is great! I'm hoping to build more of his confidence."
"We worked some more on handwriting/letter and sound recognition by finishing the letter scavenger hunt we had started the week before. The student had to write down the words he found that had the letters 'b' and 'a.' I also did a letter recognition/sound test-he correctly identified 18 letters with both the name and sound, which is huge improvement."