Recent Tutoring Session Reviews
"The student diagrammed an article to determine conclusion, factual supporting statements and inferences. Then he paraphrased the article, using his own words and structure for the short essay he wrote."
"We worked on editing and adding details to the student's "Lacrosse" writing. We also worked on multiplication facts, reducing fractions, improper fractions, mixed numbers, and adding/subtracting fractions."
"The student and I spent the session working on her personal narrative summer writing project. Since the previous session, she had edited her second draft and printed out a fresh copy. The first thing we did was read it aloud to make sure that she liked the flow. I pointed out that she set the stage in the beginning of her story, but ended abruptly at the end, so we discussed ways she could fix that. The remainder of the lesson was spent using a strategy called sentence mapping. This is a strategy that quantifies sentence length, details, and how sentences begin in a way that students take ownership of revision rather than having that stage led by an adult. Oftentimes, an adult is reading a child's story through the eyes of an adult writer and may be tempted to suggest changes that the child has not yet been taught and/or for which she has developed an understanding. This causes the student to begin to rely on the adult for revision help when it's really the student that should be taking this on. In sentence mapping, the student numbers each sentence, then records the first word in the sentence, the number of words in each sentence, as well as any adjectives used in the sentence. Patterns are pointed out and changes are made based on what's noticed. With this student, she realized that in paragraphs 2 and 3, she had begun more than one sentence with the same word(s). Thus, she went back and fixed those. The second thing she noticed was that she had a lot of very long sentences. For homework, I encouraged her to break up or reword any sentences that were more than 20 words in length. I also asked that she read her sentences aloud - if she had to take a breath in the middle of the sentence, then it's too long. Next session, we will revisit this, as well as include additional and/or beef up the adjectives she's already using."
"The student's session today included phonics exercises and comprehension activities. He is struggling with decoding as he reads. He has a great attitude about learning and works to do his best. He is a very pleasant young man."
"The student's writing has shown some improvement, but some letters of the alphabet (b, d, p, and q) he will reverse. We will continue to work on those. I finished the session by encouraging him to continue reading and writing practice."
"The student's writing is improving steadily. I am very happy with his vocabulary progress as well. I think he may be a little bit bored, so I will try to find shorter passages for him to focus on that are a little bit easier to manage."