Recent Tutoring Session Reviews
"She began by reading aloud Chapter 8 from Arthur and the Poetry Contest. 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 in the text -- and some ideas are inferences which must be figured out. She was able to point out evidence of her conclusions in the text. From this reading she noted the new and familiar vocabulary words: "reciting, attentive, illustrating, swell, yanked, and faint". Using a magazine, she read aloud a 2-page passage. New words from this story were discussed: "merchant, witness, and guilty". Then another 2-page passage 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."
"Today we worked on another practice test that had questions based on a letter. He answered several MC questions. He also answered one long response question with support. He was introduced to the concept of using a web to organize his thoughts before beginning to write his answer."
"We worked on reading the ends of words and speed reading. We discussed the plot, characters, and important actions in "The Friendship". We began reading "The Lion, the Witch, and the Wardrobe". I am attempting to find reading material that is age-appropriate but also exciting for her. She also had another "Bad Kitty" book."
"We worked on the student's writing assignment for school--working several drafts, and then the final version. We didn't focus on reading this time, but I brought an article about coyotes for him to read and find passages in the text that support the main idea. The purpose is to focus on what is in the text and what it says about coyotes."
"We worked on vocabulary today. The student is very quick on the uptake; he usually knows exactly what he needs help with, and is very responsive. I try to keep the lesson relevant to his interests, and help him find answers that he finds memorable and entertaining."
"We worked on words from the student's list that he keeps in his notebook of words to work on (they are words that we identify throughout the sessions that he struggles with). This consisted of some classic repetition, i.e. writing each word 10 times in his notebook, as well as some writing exercises. We then finished the word search from the previous session. Finally, we did some extra practice with the words that he is most worried about for his spelling test tomorrow (courageous, sophomore, soldier) and talked about tricks for remembering them. Overall, it was a great session and he stayed super focused despite the delay."