Recent Tutoring Session Reviews
"The student worked on poetry annotations for Honors English class, as well as sentence construction. We began constructing an editing checklist for her to use while developing final drafts of her essays."
"We worked on rewriting the introduction and first body paragraph of the persuasive essay on technology. We focused on structure and strong supporting details."
"Today the student and I worked on an analytical paragraph for her English class on "Of Mice and Men." She does well answering the prompt question, but she's struggling with bringing her ideas up to high school level. She needs to get used to paying closer attention to word choice, i.e. avoiding using words such as "things," "stuff," etc., and paying closer attention to making her writing more sophisticated. I do believe she will catch on with practice. In middle school, the focus was much more on specific paragraph structure rather than deeply analyzing a book or essay, and now she is expected to do both. We continued to work for an extra half an hour so that we could finish a good version of her paragraph due tomorrow. I am hoping she will read over it again, but after giving herself an hour and a half to write, I think she did well overall. The more practice she gets at this, the more comfortable she will become with writing an extremely detailed paragraph while still paying attention to structure."
"We covered songs, chants, and nursery rhymes. We also traded turns reading for modeling. The student wrote a letter. We then had a fluency check by re-reading the same sentence several ways. We made a KWL chart about spiders and then read a book about spiders. We also worked on vocabulary development using describing words. We connected texts to previously read texts."
"We covered spelling and reading. She struggled the most with comprehension and remembering what she was working on. She seemed to keep a good attitude throughout the session. I used leading questions to have her come up with the answer on her own, and we used repetition strategies to help her remember words. I left her with reading and she seemed to understand the reading, which is a good step!"
"We covered summarizing a fiction text. The student was initially hesitant to read, but then warmed up to the book as we talked about it. I used the "5Ws" and "somebody wanted but so" summarizing strategies to help him. I left him with practice to read 20 minutes per night. I saw a rubric of a research essay he wrote, which gave me some diagnostic information. By the end of the session, he wanted to continue reading, so it seemed like he was warming up to the situation."