Recent Tutoring Session Reviews
"In this session, the student and I continued to work on Flowers for Algernon; we went over new characters that were introduced, and we covered the major events that affect the plot. He and I also did some more reading out loud. This went well, and I can tell that he has been practicing his reading skills. He was eager to read, and he shows a good level of comprehension of the novel. There are two things that I would like to improve on with him: first, his projection as he reads, and second, his tendency to skip over words that he does not understand. He does well when we work through this together, and his comprehension improves once he masters the vocabulary in any particular section of the novel. We are more than halfway through this novel; I plan to finish it next week. Then, we will start fresh with The Giver."
"The student and I continued to review central ideas/themes through different types of text. Non-literal texts are difficult for her, so we concentrated again on Aesop's Fables and poetry. We read and discovered the lesson of one fable together, and then she decided the lesson for the second story. She was then challenged to write her own story, which would represent the lesson "No act of kindness, no matter how small, is ever wasted." She then had to describe how the details in the story represented this lesson - and she did very well. We then worked through the poem "The Real Riches" together. Every four lines, we would stop to discuss what the poem was saying and what the main idea of that section might be. It was often difficult for her to articulate her thoughts, regardless, she was able to discover the main idea of most of the stanzas sufficiently without too much support. We worked together on the others. At the end, I asked her what she believed the overall idea of the poem was; she was able to answer immediately, saying that "The poem says that money isn't as important, or isn't valuable, but kindness is." She improved most in her error-corrections. She read the text out loud, which definitely helps her to notice mistakes. She found all but two of the errors in the article. She also did well on the exercise where I read aloud, and she had to make the error-buzzing noise if I made any miscues. She also performed another "directions" exercise. She was able to infer and prove that the directions were telling her how to put up Halloween decorations, based on very limited information. She increased her speed-reading rate this time, upping it to 219 wpm. She is gaining more confidence in her ability to recognize words quickly and accurately. She got her first "A" on the vocabulary exercise, in which she is quickly developing proficiency. She tends to self-correct most of her miscues. She was encouraged to read as much of Excellent Emma as possible, the whole book, if she can! She was reminded of her rereading strategy. Her parents were encouraged to have her read as much as possible, and to have her read aloud. I will put together activities/worksheets/online exercises that they can do as well."
"I covered the first set of reading comprehension questions. I left her to start the next set of reading comprehension questions."
"The student and I did a close reading of the "Riddles in the Dark" chapter of "The Hobbit." We discussed the similarities of Bilbo and Gollum, the transformation of Bilbo, and the characterization of the ring. After warming up, he did great work analyzing quotes and detailing what inferences can be made from said quotes. In addition to his reading, his homework is to write a paragraph describing the similarities of Bilbo and Gollum. This will give him more practice integrating quotes into his analysis."
"The student and I did a reading list this morning. We will do it again tomorrow; he knew most the words, such as star, dart, and start. We did a large ABC puzzle outside and raced cars through the alphabet. Other words were used as ways to gain speed with the racing theme. My goal is to get him writing too since his reading has progressed well."
"The student and I did an initial assessment for reading, writing and, comprehension. Then we started developing the background to Hamlet before reading Act 1 Scene 1 together. At the end of the session, we made a storyboard of Act 11 Scene 1 to check comprehension."