Sasha and I worked on reading comprehension today. First, she read a short story, "Armadillo's Song." As she read, we discussed homonyms, homographs, and the author's use of onomatopoeia. Sasha answered the comprehension questions accurately, using good test-taking strategies. Next, she read a fable, "The Lion and the Mouse." We discussed the definition of a fable and setting and practiced sequencing the story's events.

I met with Luca's mother; she was concerned about a low standardized test score. I reassured her that Luca's reading fluency is strong in my assessment and that practice will improve his reading comprehension scores. To that end, I prepared summer enrichment work. I chose two novels, Soccer Halfback by Matt Christopher and Island by Gordon Korman, and prepared reading comprehension packets for each. To practice non-fiction genres, I photocopied texts and accompanying comprehension questions from Wonder Literature (McGraw Hill Education). I presented the materials to Luca. We co-read two chapters of Soccer Halfback and discussed various reading comprehension strategies (summarizing as you read, making predictions, and taking brief notes to keep the characters straight). Luca seemed to enjoy the book. I hope that he continues to read over the summer.

After going through Sasha's weekly folder, I noticed that her math homework was reading intensive (many geometry word problems). I helped her read the problems and translate the information into a math problem. She seemed to gain confidence with each program. To conclude, she read a short story on RazKids and answered the comprehension questions. Sasha demonstrates good recall for details and test-taking strategies.

I began by reviewing Sasha's homework folder (which was from last week). I re-tested her on her spelling words; I was pleased that she retained the knowledge, missing only one word. She read the oral reading fluency passage with good fluency and comprehension. Next, Sasha read a Robert Frost poem, "Fireflies in the Garden." The poem is rich with figurative language, comparing fireflies to stars while contrasting their transience. We discussed literary vocabulary such as main idea, compare/constrast, and analogy. Sasha answered the comprehension questions with confidence. To conclude, Sasha read a passage from RazKids.com, "Owls Overhead." She really enjoys nonfiction texts about animals and is both animated and curious. She took the associated quiz and earned 150 points for her efforts.

Today I introduced Pierce to World War II in preparation for the novel "I Survived Pearl Harbor!" We watched a short YouTube video about the war, including actual footage of the bombing of Pearl Harbor. Pierce had quite a bit of background knowledge. Next, we co-read two chapters of the novel, focusing on concepts such as setting, main character, and "in media res" (beginning the story in the middle of the action. Pierce wrote two paragraphs to summarize what he read. We edited his work together.

After reviewing Sasha's school work for the week, we tackled the phonics portion of her homework packet. Her spelling words this week include word "families" with different suffixes (act, action, acting). Sasha wrote the spelling words, wrote two sentences with example words, and read an oral reading fluency passage with the words, and answered related reading comprehension questions. Next, we practiced for the upcoming FAST test using a resource I found online. To conclude, Sasha read a Razz Kids passage from her school website about owls. I am pleased with Sasha's reading fluency.

We continued to address writing tactics to refine Quinn's ability to write effectively. He chose one of three writing prompts that entailed him promoting a dessert and being as descriptive as possible. He had an idea for a vanilla shake that could constantly change with the addition of various ingredients, and we brainstormed various ideas for catchy names for the dessert. We considered synonyms for 'change', and Quinn chose to include the word versatile in the dessert's title. Quinn had definitive ideas of how he wished to express himself. After he wrote a paragraph, we reviewed it together to insure that proper conventions of language were met. We reviewed tenses, spelling, and various word choices. Quinn was encouraged to think of different adjectives to describe his dessert and to come up with a good closing sentence to leave a positive impact on readers. He was receptive to considering ideas but was also sure about what he wanted to include and how he wished to express himself. After he completed the writing prompt, he asked if we could read the Louis Sachar book. We had time to read one chapter (37) after Quinn recalled where we left off the last time we met about two weeks ago. Quinn was cooperative and productive during our session. I was happy to learn he looks forward to our sessions.

Austin arrived a few minutes early and changed into his hockey outfit which he wore during our session. He was very happy to see that his poster of Frank Lampard had arrived and asked if he could take it home at the end of our session. We then got to work and discussed an assignment on which he needs to work for school. The topic he chose, Cristiano Ronaldo, did not surprise me as it is another one of his favorite socceer players. He explained that it is an expository writing assignment, so we reviewed the main precepts of expository writing. We discussed purpose, focus, and organization; providing evidence and elaboration; and the importance of maintaining the integrity of the conventions of English grammar. We then began by researching the player. Austin formatted his composition cleverly, by dividing it into Cristiano Ronaldo's early years, which he categorized as from birth to 10 years of age, his middle years - from 10 to 18, and adulthood, from 18 on. We then began researching the defining factors in Ronaldo's early childhood, noting the most significant achievements and experiences that Austin felt factored into making him the athlete he ultimately became. We prioritized the events in his life and the major accomplishments of each stage. I afforded Austin help writing his words on paper and he agreed to type it for his report. Austin read the report and made minor changes to more clearly express the main points he wished to convey and emphasize in the composition. He was pleased with the outcome of his efforts and we completed the first three main parts of his report. When it was time for him to leave and go to hockey with Kim, Austin took home the picture of the soccer player, and commented that he was looking forward to continuing to come to tutoring later this week. Austin said he felt he had accomplished a lot and I agreed that we enjoyed a productive session.

First, I reviewed Sasha's school folder. She did not have a new spelling list. There was a letter indicating that the FAST testing is scheduled for 4/17. I thought it would be helpful for Sasha to be familiar with the test. I found sample tests online and together we completed 29 questions. Many of the questions focus on reading comprehension using academic vocabulary (main idea, main character, setting, antonym, synonym, etc.) Other topics include identifying sentences with correct punctuation and capitalization. We will continue to review for the FAST next session.

Luke will look at the
CVC picture on the
bunny’s belly. There are 9 bunnies in all. With teacher assistance, if needed, he will glue them into his notebook. Luke will
say the word out loud,
then use his sounds to
write the CVC word on
their recording sheet or directly in notebook. If complete Luke can begin his Easter bunny craft.