We started the session with a math review. Elijah worked on problems that used geometric models to solve equations. He worked on fractions, arrays, and word problems. He also practiced his multiplication tables with #s 7,8,and 9. Next, we read a biography of Kevin Durant. Elijah reviewed text features found in informational texts. He also looked for main ideas and key details in each chapter, using the chapter headings as clues.

Elijah was very focused and worked hard today. We began the session with practice on order of operations and regrouping. Elijah also practiced writing a written explanation of his logic in solving the problems. The FSA asks students to write to explain their reasoning and justification for how they solved various math problems and this is a valuable practice. Next, we reviewed his multiplication facts. Elijah is still resorting to his fingers or counting in his head rather than having his multiplication facts firmly in his memory. I suggested that he continue to practice and perhaps use on line support sites such as (http://www.multiplication.com/games/play/quick-flash-ii) for independent practice. He needs to focus on the 7,8,9's tables.
In reading, Elijah practiced using context clues to figure out the meanings of unknown words. He did very well on this skill.

Elijah began the session by reading an article about Mae Jemison, the first African America woman astronaut. He answered comprehension questions on her life and did a good job with this assignment. Next, he read a set of paired passages that are a part of the FSA pretest. Elijah needed reminders to slow down his rate of reading. He read very quickly and did not slow down for punctuation or to self check his understanding. He was encouraged to ask himself what the main idea and the key details are in each paragraph as he read. He needs to begin to monitor himself for comprehension and start to self check as he reads long passages or paired passages. After reading the passages, he was asked to answer some explicit and implicit questions. I observed that he does not thoroughly read the question and tends to rush. He needed to be reminded to read all possible answers before choosing the correct response. He knew that he should do this because he shared some techniques they were using at school. I stressed to him the importance of working carefully in all settings to ensure that he demonstrates what he knows.

Topics to be covered today included: 1. grouping and order of operations in mathematics, and 2. finding main ideas and supporting details in paired text passages.

Today in Math Elijah began with a review of multiplication problems using equal groups. Next, we reviewed that the order of the factors doesn't matter when you multiply. He was able to do the problems that were pictures, however had more difficulty with written word problems with no pictures. We worked through several examples and will practice more at his next session.
In reading, Elijah read a passage, "Wool: From Sheep to You". He was able to answer most of the explicit questions easily. He needed to be prompted to read the question carefully when the question was implicit or not directly stated in the passage. He also worked on using context clues to determine word meaning.

Elijah completed the 3rd grade Mathematics FSA pretest today. We did Session 2 on the computer so he could get used to the format. He struggled with problems involving multiplication,telling time tell on an analog clock, and word problems. He seemed more distracted on the computer and had problems staying focused. Elijah needs to continue to strive to memorize his multiplication facts to increase his accuracy. I will also work with him on reading the entire problem and looking for clue words when solving math word problems.
Elijah then worked on completing 2 informational reading passages and answering comprehension questions. He was able to answer the comprehension questions with support. He has a a good grasp of cause and effect. When answering comprehension questions he needs to be reminded to read the question carefully and make sure he understands all parts of what is being asked before drafting his answer.

It was good to see Elijah again after winter break. He shared that he had a fun break.
We began the session with a multiplication review. We used the on-line program, Multiplication.com, to do a quick review with the digital flash cards. He is having difficulty with multiplication of 2 digits and is resorting to counting on his fingers. I recommend that he practice daily until he masters these. A couple of quick sessions a day would be very beneficial. There are many on line games to help students practice this as well. The math standard, MAFS.3.OA.3.7, calls for students by the end of Grade 3, to know from memory all products of two one-digit numbers. This is straight recall and a matter of memorization, so I will review them on a regular basis when he comes for a session until he demonstrates mastery.
Today, I administered Session 1 of the FSA Practice Assessment. He seemed to struggle with reading the directions and understanding which operations to use to solve the problems. Session one results demonstrated that he could understand and solve the straight computational problems but became confused by multi-step word problems. In addition, he struggled with rounding, units of measure, and using tables to solve problems. I will ensure that the materials we use align with the testing protocols on the FSA so that Elijah gains some familiarity with the types of questions he can expect on the spring tests. We will practice problems similar to those found on Session 1 when we meet next week and also review the English Language Arts practice test.

Elijah worked hard this session. Originally, I planned on having him work on a Florida state issued math practice test, so I could assess how he was doing in the math area. He was very concerned about his homework, however, and wanted me to assist with the packet he was completing for the week. This packet was due the next day. Since there were a wide variety of questions both word problems and straight computational, I decided that I could get a lot of my questions answered through his homework sheets.
Elijah has a great deal of difficulty with multiplication facts. He struggled with multiples of 7, 8 and 9. He is counting on his fingers and is not able to quickly do the basic computations in his head. I recommend that he work on memorizing his multiplication tables as quickly as possible. The goal should be to memorize the facts and to recall from memory just as you do a telephone number or an address. To help at home you can use either mathematic tables or flash cards. Ask him to immediately give you the answer – if he doesn’t answer immediately then give him the answer and move on. This should be quick. Repetition is important and short sessions are best. These drills can be quickly done in 5-10 minutes and 2 drills a day would be best. Brain research tells us that forgetting happens fast and review is best when it happens more frequently than for longer sessions. Once he has the multiplication tables committed to memory, we can begin to work on the mental math computations that should aid him with problem solving. Since he is in third grade, there is no danger in moving to straight memorization because he has already learned the concept of multiples.
Next, we reviewed cause and effect. Elijah read a passage about understanding cause and effect and then answered some simple questions identifying multiple causes for effects. This seemed relatively easy for Elijah.
Elijah is a bright student and enjoys sharing his ideas. While we have only just started working, I feel he will make good progress as we focus on his learning needs.

Initial Tutoring Session- December 18, 2017
It was wonderful to meet Elijah and get to know him better! We were able to accomplish a lot during our short time together. Elijah was very open and willing to talk about his issues at school. He stated that he was not doing his homework and sometimes didn’t understand what the questions meant. He also said that he didn’t feel he was doing very well in school. Due to his concern about his homework, we made an agreement to do 2 pages of the weekly assignment and then to work on what I had planned on for the session.
His homework consisted of a multiplication sheet which he quickly completed and was accurate in all but one item. We next tackled a language arts assignment about literal and nonliteral meanings. He initially was reluctant to complete this work, but after we talked about it and found examples on the internet of common idioms, he was able to complete the assigned task. He was encouraged to work hard even when things seemed confusing in the beginning. When he was successful at figuring this work out, his broad grin and happy demeanor showed that he is very invested in doing well! We talked about building stamina and perseverance and will we will work on building his confidence in his abilities.
Next, I conducted a screening using the Qualitative Reading Inventory. Elijah scored at the Independent Level for the 3rd grade word list and the Instructional Level on the 4th grade word list. He then read (2) third grade passages and answered comprehension questions. On both passages, he scored at the Instructional level. The QRI placed him solidly at the third grade level which is a good starting point.
In terms of Florida state assessments, there are mainy variables that go into student success. The tests are written at the 3.5 grade level so Elijah should be able to access the text at a comfortable level. In addition to the readability index, students must have a comfort level with the types of questions and the ways in which the questions are asked. We can work on exposing Elijah to the types of questions asked on the test and complement the test preparation which is surely being conducted at his school. Our director will be in contact with his classroom teacher to gain additional insight as to what her recommendations would be to ensure Elijah meets with success. I look forward to meeting with him again to continue our work.