Using Practice Test 2 , we first reviewed Kaitlin's homework and then proceeded to study function of sentence questions, data analysis (graphs) questions, main purpose questions, and last, locating relevant notes to support a thesis. Kaitlin's homework was exceptinal and she is doing very well in class completing practice questions. Further, I provided instruction on analyzing questions that ask the student to discern which choice supports the writer's claim . We first worked on identfying the claim and then discussed each choice to determine which choice is supportive of the claim and which ones are irrelevant.

Today we focused on strategies for answering vocabulary and "function of sentence" questions. As the focus of the function questions was unclear to Kaitln, I provided explanations and examples of sentence functions: to answer a question posed in the passage, to present a contrasting view to a prior or later sentence, to explain or provide an example or definiton. We then completed a series of practice "function" questions. Next, we addressed how to resolve vocabulary in context questions and logical choice questions. As we completed each practice question, I reviewed the thought process and order of operations that led to the correct response.

Today, we analyzed strategies for responding to vocabulary in context questions followed by a review of Kaitlin's homework . In order to check Kaitlin's understanding and process when she selects the correct answer, I always explain and discuss why that answer is correct. For example, today in dealing with"according to the text" questions, I had Kaitlin identify what sentence(s) or phrases supported her (correct ) answer. We studied how these types of questions typically simply restate in the answer a portion of the passage. We then studied grammar specifically subject-verb agreement, run-ons , and fragments. I emphasized how often the incorrect answer choices create a run-on or fragment.

We continued to study strategies for the various types of questions that appear on the PSAT. We previously examined questions focused on the "main idea" and that ask "according to the text". Today, we addressed logical transition phrases, grammar, data(graph) analysis, and relevant note taking. I discussed the use of specific transition words( however, instead, further) , noted how to locate evidentiary support , and detailed graph analysis strategies. Using a PSAT practice test, Kaitlin then did very well in answering these types of questions.

We carefully examined two types of questions that appear on the SAT and PSAT-logic and main idea. As we parsed the logic passages I provided strategies and hints for answering the logic based questions , emphasizing the need to review all of the answers to determine which fits best. We then addressed main idea questions by noting the importance of the first and last sentences in each passage . Last, we studied "according to the text" questions . I demonstrated how to reach a correct response by ensuring that the chosen answer has some direct ,not inferential ,support.

Today's session focused on SAT grammar skills. Kaitlin completed practice test exercises on proper punctuation ,placement of modifiers, and antecedent pronoun agreement.Regarding the placement of modifying phrases, I provided instruction on placing the modifier closer to the subject modified, and further reviewed the proper use of the colon, the semicolon ,and the hyphen.

We will go over the answers and solutions to the practice problems in practice test 4, Module 2. We also discussed several algebra concepts that needed review. The topics were quadratic functions and their graphs. Transformations of functions, and trigonometry.

Today we focused on SAT questions that seek the function of a sentence in a passage, test the skill of note summarization , and measure grammar skills. We parsed the function questions to determine whether the sentence is a claim, a refutation ,or an example. On note summarization questions, again I emphasized the importance of honing in on the question . Does it ask how, why, or for a similarity? Last, we reviewed the use of the colon, and the need for commas for certain types of sentence interrupters or appositive phrases. Audrey is a very astute and quick learner . I expect she will do well on the SAT this Saturday.

We will discuss the solutions to practice 4, module 2. These are very challenging problems.

We studied and discussed Module #2 of Practice Test #4 which Audrey completed for homework. We spent time addressing questions that request that the student identify the function of a specific sentence and which request that the student identify the structure of the overall passage. Further, we addressed the nuances of certain SAT questions, for example the difference between hypothesizing and substantiating or how a conclusion that is "irreducible" should not be described as a result of a specific or simple cause(since it is irreducible). We further noted some permutations of a note summarization question that atypically requested both a generalization and support for the generalization in the answer.