Recent Tutoring Session Reviews
"We focused on ELA requirements for the upcoming ELA test. We started with reading comprehension, answering questions based on passages (including poetry). We went over sentence structure, learned some new vocabulary, and went over writing skills. The student prefers the reading comprehension to the writing portion. She is eager to answer the questions, but needs to take more time in finding evidence to support her chosen answer (both in reading and writing). We went over looking for key words, vocabulary, serial commas, and coordinate adjectives, as well as proper comma usage. I gave her extra vocabulary to practice before our next session. She picks up vocabulary very quickly, and seems to understand the new concepts (coordinate adjectives and serial commas), so I think that's a win."
"We finished a grammar worksheet we began on Monday dealing with nouns. There was a list of words on a worksheet that the student had to decide if they were a person, place or thing. He completed this with very good results. We then did another worksheet where we worked on identifying the common noun in a sentence. First I explained the difference between a common and proper noun, and gave him the example with the first sentence on the page. He then began the sheet. At times he identified the word immediately and at other times pointed out a wrong word. But he always did find the correct word that was a common noun. After that we reviewed the sounds and words that have the long and short sounds of the letter "A". We reviewed some of the work we completed on Monday. We then moved along to the same work, but with the long and short sounds of the letter "I". First we worked on short "I" sounds and words. After that we moved to a worksheet that had long "I" words. The student has some difficulty remembering the same sound from word to word at times and we have to go back and practice. After working on phonics we moved to writing exercises. The student does have problems writing long paragraphs and right now I ask him to write a sentence. The sheet I gave him had several pictures and I asked him to pick one and tell me what he saw in the picture. After doing a couple of these I asked the student to tell me something that he did at school that was fun. I had to prompt him about what happened in classes, gym, lunch, recess, etc. He finally came up with what he did in recess. He wrote a sentence about running around in the park during recess. Writing longer sentences and multiple sentences and being more descriptive is something we will continue to work on during future sessions. I gave him work on short and long "I" words for added work. He is always cooperative and receptive to what we are working on. He still has problems with pronouncing some words and we have to stop and slowly sound out the letter and blend sounds and often he can get the pronunciation."
"We started the session with a reading exercise about the Louisiana Purchase. We mainly focused on comprehension, but we also discussed reading fluency. The student is a great reader but he has a tendency to move too fast through the passages. He has a lot of great ideas and is slowly developing his critical thinking skills. By slowing down and thinking about what he is reading, he will be able to pick up minor details that are important for supporting the main idea. For the rest of the session we read an excerpt from a story and answered questions related to it. These questions ranged from multiple choice to short response. As we read, I would ask him questions about the story. He was very alert and in tune with what I was asking him. If he answered a question incorrectly I modeled the correct response and made sure he understood his errors."
"I reviewed commas with my student. After reviewing the rules and engaging in a brief writing exercise, I had him practice writing using an SAT writing prompt. Upon completing this exercise, he compared his writing to a similar writing sample. I explained to him how the scoring process worked, and why his current writing would earn him a similar score. Afterwards, I showed him two other writing samples allowing him to see both middle and high writing samples. We talked about strategies to increase his writing scores. I introduced him to Aristotle's persuasive writing strategies (Ethos, Pathos, and Logos). Reviewing the writing prompt, we analyzed the text for examples of these three persuasive techniques and recorded our notes in a T-Chart graphic organizer. Next week, we will work to revise the writing prompt including new writing techniques and skills learned in today's session."
"I reviewed his paragraphs, and the content was good, although there were many spelling errors. We reviewed the misspelled words, he wrote them once, and he used each one in a sentence. He will have a test on these words next week. We then wrote some of the paragraphs that he had not done as the result of a busy week. His word was much better when he took the time to do it rather than rushing through it as he frequently does. I will continue to work with him on discipline in regard to his homework. He has daily paragraphs to write, so I emphasized to him and his parents that he needs to do these daily rather than all at once. We ended the session by reading The Bell Bandit together."
"I reviewed poetry terminology with reference to past poems and plays read by the student. We continued the study of reading to make inferences. The student completed inference assignment with few errors. We continued introductions to the memoir/personal narrative genre. We discussed students ideas for topics of personal narrative writing. We read various good and bad examples of personal narratives. The student identified good and bad characteristics of various personal narratives. Student will draft various styles of introduction for one chosen topic of personal narrative."