Today Brooke and I finished tutoring our student at Cunningham Elementary for the fourth week. This week went better than last week, and I think a lot of it had to deal with her now being used to both of us being there and working with her. Last week was the first time we were both tutoring her and I think now, the familiarity with both of us helped this tutoring session to go a lot smoother.
We started with reading the book Animal Strike at the Zoo by Karma Wilson. Brooke asked her if she had read this book before, and she hadn't, so that was nice to be able to go through something she hadn't already read, because it helped her keep her attention towards the book better. We first walked through the front cover, and were looking at what a 'strike' meant. She seemed to understand this word and we talked about how it meant the animals were going to go on strike in this book. Since we have found that the best way to keep her attention while reading a book, and the way we can keep her interested in the book, is to read it with her on some more challenging parts, we did that yet again. Brooke was able to read with her and ask her questions throughout the book like: what do you think will happen next? What does weeping mean? What are the animals doing on this page?, and questions like that to help guide her thinking and keep her attention while reading the book.
The next thing we did was the spelling test. I gave our student handwriting paper, rather than just a blank piece of white paper, or even notebook paper for that matter. I wanted the handwriting paper to help guide how she wrote and to hopefully get her handwriting to be better organized. This did help keep her words on the lines and straight. When I started reading the first few words, I realized that she was more behind in spelling than I had thought, being that some words she would add the letter e at the end of some words like 'fan', stating that "other words have an e and the end too, so this one should". Overall, she was able to get a majority of the words spelled somewhat correctly, but there was still a lot wrong with the spellings.
Lastly, we were able to add more to our ABC book. She really looks forward to this and knows that we always work on this at the end of our 30 minutes each week. I think it's good to have something like this that she can look forward to and gives her something that is continuous each week. We got the letters M-Q, and when it came to thinking of an animal that started with the letter Q, she told me that there was a bird that started with the letter Q, but didn't know what it was. We ended up coming to the conclusion that she was thinking of a quail. I thought this showed how she was able to think a little further outside of the norm, and maybe she had made a text to world connection to think of this.
Overall, I think this week went better than last week management wise because she was a lot more attentive and willing to cooperate. I really enjoyed tutoring this week and am looking forward to the next 2 weeks and being able to help her grow even more!
We started with reading the book Animal Strike at the Zoo by Karma Wilson. Brooke asked her if she had read this book before, and she hadn't, so that was nice to be able to go through something she hadn't already read, because it helped her keep her attention towards the book better. We first walked through the front cover, and were looking at what a 'strike' meant. She seemed to understand this word and we talked about how it meant the animals were going to go on strike in this book. Since we have found that the best way to keep her attention while reading a book, and the way we can keep her interested in the book, is to read it with her on some more challenging parts, we did that yet again. Brooke was able to read with her and ask her questions throughout the book like: what do you think will happen next? What does weeping mean? What are the animals doing on this page?, and questions like that to help guide her thinking and keep her attention while reading the book.
The next thing we did was the spelling test. I gave our student handwriting paper, rather than just a blank piece of white paper, or even notebook paper for that matter. I wanted the handwriting paper to help guide how she wrote and to hopefully get her handwriting to be better organized. This did help keep her words on the lines and straight. When I started reading the first few words, I realized that she was more behind in spelling than I had thought, being that some words she would add the letter e at the end of some words like 'fan', stating that "other words have an e and the end too, so this one should". Overall, she was able to get a majority of the words spelled somewhat correctly, but there was still a lot wrong with the spellings.Lastly, we were able to add more to our ABC book. She really looks forward to this and knows that we always work on this at the end of our 30 minutes each week. I think it's good to have something like this that she can look forward to and gives her something that is continuous each week. We got the letters M-Q, and when it came to thinking of an animal that started with the letter Q, she told me that there was a bird that started with the letter Q, but didn't know what it was. We ended up coming to the conclusion that she was thinking of a quail. I thought this showed how she was able to think a little further outside of the norm, and maybe she had made a text to world connection to think of this.
Overall, I think this week went better than last week management wise because she was a lot more attentive and willing to cooperate. I really enjoyed tutoring this week and am looking forward to the next 2 weeks and being able to help her grow even more!
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