TP #2 BCooney

Jason greeted me with an enthusiastic "Hey!" and a wave. Having a kid excited to see you feels good, especially knowing that you're there to tutor them. When we were picking a book to read, he started to choose from the same series we read last time, so I introduced Dr. Seuss instead. I also found a few Roald Dahl stories (my favorite), although he was hesitant to read those and told me they were too hard.

During the story "I Am NOT Going to Get up Today!" I clarified words for him and aided in pronouncing longer ones like "Massachusetts." I had him point out objects and animals in the pictures. He had to ask what the donkey was and didn't know trumpet. After I asked him what he did before he came to the library, he wrote it down for me. He always used go for went and misspelled school (scool) and watch (wash).  I had to tell him there was an "h" missing and immediately he knew where it belonged. I stuck to only correcting school and watch, although afterwards I thought the severity of each error seemed equal. This posed the question should I correct the spelling first or the verb tense? Words with "tch" aways seem to be a problem with English learners.

After writing a little we read this Lego comic, which he had seen the video of. This was good because he could visualize what he'd seen while he was reading the narrative. During each story I try to clarify what's happening to make sure that he's seeing the story and not just pronouncing words. I notice this when there's irregular pauses during sentences. What I noticed most this session compared to last time is that Jason felt more comfortable and also showed interest in learning certain words, asking me for meanings often. I'm in need of a lesson plan so I'll see what I can find online and bring that with me next Friday. I also had him agree to try a Roald Dahl book, with the help of my reading. We'll see how it goes