Hi all, I wrote this a while back to help a family decide if tutoring was right for their child. Use and adapt as you see fit! Rules: Discuss rules with K and initially have a ‘get to know you’ session giving K freedom to ask me anything they wish. Discuss what they feel they need help with in general, identifying any areas that may pose a particular problem and why (such as the teacher’s comment from St. M’s.) Reinforce the fact that learning can be fun and not always a chore and that the extra help will boost her confidence and the extra help they are given can give K a head start on others during classwork in the upcoming week (if the tutoring lesson is on a Monday). Literacy: Discuss with K where they feel they need help and enquire about what she has been covering in class. Find out interests (which will also act as a reward chart), which will be the base context for any written work. For example, if K has an interest in horses and the upcoming unit was to be newspapers, we would write an article about horses. Ask child to do a piece of independent writing (no help given as this will act as a benchmark and will help to assess). Ask child to read to gain an idea of their level and observations can be made and noted. Any levels from school or a curriculum plan for the upcoming term would be useful as well as recent school reports. [/b] </u> Begin with 5 minutes of reading and discussing what has been read to test comprehension skills and use of sounding out strategies. This may not be necessary. </u> This is based on what K is doing in class at the moment to give a context. Explore what vocabulary may be coming up in the lessons and use these as a basis for a few spelling words to learn which will act as key words to listen out for. For example, during a newspaper article, focusing on the ‘What? Who? Where? When? Why? How?’ and use a real newspaper article to act as an example. Focus on how to write according to genre. This will be discussed and a checklist produced. Sentence level work – practice extending sentences by adding adjectives, complex sentences etc. Consider sentence openings. Word level work – practice using punctuation, connectives, paragraphs, WOW words and general choice of words used in the writing. Handwriting – this is done discreetly during any written work and advice and mistakes pointed out such as letter formation, consistency. Do not teach a new style; build upon what the child already knows. </u> Begin with mental questions and give K a time limit. These will consist of times tables, worded problems that will include a variety of vocabulary to ensure K understands different meanings for the same concept (such as times, multiply, lots of etc) and will include a strategies to help K solve these quickly and efficiently such as key parts of a question. Focus will then move on to a few quick tasks which will revise past work and introduce the new work. K will listen, have an example modelled to her and then practice and then apply and in following lessons, it will be revisited. </u> Give K mini-targets during the session to achieve and praise and reward using stickers and verbal praise which includes telling family how well they have performed in front of the K. Parent can also reward to show their appreciation of their hard work they are doing. Homework can be given but this is not compulsory as I would not want to see K overloaded. A much more useful strategy would to be to focus on their homework already given from school. I would encourage K to initiate their own learning in their own time if they wished to do so and would offer suggestions of what would be constructive. Feedback will be given to parents verbally after each session and written mini-reports will be produced for the parent’s own records. Regular assessments to be carried out to desensitise K from any nerves of assessments and papers can be completed together so that it can be clearly explained at each point.