Sabrina TS#15 & TS#16

I met with Dasom again yesterday, March 12th outside of Strozier library for an hour and 45 minutes. We split the time into two sessions. For the first session, I revisited the syllable stress exercises we had worked on previously. She said it was helpful last time, so I curated another short list of words that had different meanings based on syllable stress (I.e. 'object' and 'project'). We went over the different stresses, pronunciation, and I gave her some good examples for each. For the second half I wanted to do something more laid-back (as it is spring break) so I brought out Scrabble again and we challenged ourselves to not use repeat words. At the end Dasom won the game (again) and walked away with a short list of new vocabulary words.

Sabrina TS#14

I met with PJ again on Saturday, March 11th. I had prepared to go over the next story with him, but he told me he would rather read his AR book with me, so that's what we ended up doing. I had him review the story and explain it to me shortly before we continued where he had left off (the book was Hatchet). We continued reading together, pausing every so often to discuss the events in the story. PJ seemed to like reading the story a lot; he paused to ask questions about things he didn't know and often speculated on forthcoming events.

Sabrina TS#13

I met with PJ again on the fourth of March. We did really well last session with our schema building in the beginning, so I did the same thing for this session--the story was about a hero battling Halley's comet so I showed him a video on Halley's comet and chatted with him for a bit on our favorite heroes. He seemed entertained by the story as we read through it, and he answered all of the comprehension questions I asked clearly. We also played hangman for a few minutes after reading, which helped him review the story once more.

Sabrina TS#12

I met with Dasom again on March 4th. This time we went back to a reading piece (but in retrospect I think the story I chose was a bit too hard). Dasom read the story out loud and I helped her with definitions, pronunciation and comprehension. It did take us a bit longer to get through the story because it was more difficult and it had older language (the story was written in the 1950s). Nevertheless, we finished the story and I did my best to explain and clarify details for her.

Sabrina TS#11

I met with my child tutee on the 24th of February, and we went over a story in his textbook. I noticed that he lacked the motivation to get through the stories in our earlier sessions, so I tried to incorporate some schema building activities beforehand (the story was on Macchu Picchu, so I showed him a short video clip of the site). We got through the story and went through several comprehension questions at the end of our session. I also noticed he liked playing hangman at the end of our sessions, so we played for about ten minutes, focusing on vocabulary words and concepts from the story.

Sabrina TS#10

I met with Dasom on the 25th of February at Strozier library. I liked what we had went over in the TEFL class about syllable stress, so I decided to center our session around that. I picked out a few sentences that had different meanings based on the different word stress and worked through them with Dasom (both verbally and in writing). After that I curated a list of commonly used vocabulary words that have different meanings based on syllable stress (I.e. 'present' and 'address') and went over their differences with Dasom. I think it went pretty well, and she seemed to appreciate the new vocabulary.

Jack Buck TS#16

I met with my Child Tutee, PJ, on Thursday at 7:30pm. This was our last session, so we wanted to get through as much of the book as we could. We managed to get through two chapters. PJ said he would try and finish the book after our sessions and he would take a test on it at school. After reading through the book, we talked for a little bit about what he thought of the story thus far. He predicted that Brian would survive in the end.