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The student worked on organizing and creating a chart for a history presentation she has to give tomorrow on animism. I think it's good I reviewed her assignment so that she completed her chart more thoroughly than she might have otherwise. We then read through a short essay she wrote recently which she will have to finalize later in the month for her English class. She recognized that she had quite a few run-on sentences, but she said she had written it late at night very quickly. It's good that she can recognize the mistakes. We discussed the most important parts to pay attention to on her teacher's grading rubric: no contractions, appropriate and consistent verb tense, and use of third person unless it is a personal, creative-style essay. She does very well with the verb tense, but frequently uses contractions in her writing. She was able to identify that the reason she writes run-on sentences and uses contractions is that she writes the way she talks - quickly and informally. Recognizing that is a great step to slowly improving the initial writing process.

The student and I worked through verbal practice set 2 in the online GRE testing materials. He quite successfully completed the passage-based questions, but had some difficulty attacking the vocabulary questions with confidence. We were able to identify his tendency to skim over parts of sentences that proved crucial to answer selections, and accordingly spent a considerable amount of time practicing at looking at the sentence more closely, word for word. I encouraged him to begin timing himself when attempting practice sets alone, in order to gain a better idea of the time constraints as well as to set him more at ease in regards to pacing and confidence.

We worked on vocabulary and comprehension questions related to the current book they are working on, Number the Stars. He did a good job remembering the facts and came up with several tricks for coming up with vocabulary synonyms.

The student and I worked on his Chapter 8 homework for The Great Gatsby and his Spanish homework on reviewing irregular -ar preterite verbs. For Thursday, he will begin outlining his in-class essay for The Great Gatsby on Friday.

We continued to work on the same word problem worksheet. The student made a major breakthrough in translating multiple relationships (for example, there are twice as many children as adults), and also made a lot of progress in translating expressions for total cost, given a price and number purchased.

Today the student practiced his word formation skills using the phonics technique I demonstrated in the previous session. He is doing well creating words with the letters, including words that rhyme with basic words such as bat and mat. He continues to enjoy the farm and undersea creature stickers as a creative alternative to incentives for a job well done. He did well reading the picture-word combination sentences, and with encouragement he wrote them very well. We will focus on weaning him from the picture-word combination sentences while writing so that he has the confidence to write his own sentences. Last but not least, his ability to discern correct and incorrect word starter sounds is keen and I am therefore confident that that ability will carry him through as we continue to improve his reading and writing.

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