Award-Winning Test Prep Tutors in Oklahoma City, OK

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Private In-Home and Online Test Prep Tutoring in Oklahoma City, OK

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Session Summaries by Test Prep Tutors

Test Prep Tutoring review by Maha in Oklahoma City, OK
Today, we spent an hour and 20 minutes on SAT Math, covering Data Analysis, including statistics, probability, and sets. Some of these concepts were new to the student, so I helped her build a foundation with some key information and problem solving strategies, and she definitely improved as we progressed through the session. For homework, I asked the student to practice more problems on sets and probability to solidify her concepts before we review it again next session, and to go over coordinate geometry in preparation for next time. In our remaining time, we practiced some more challenging Critical Reading questions, as well as SAT Writing sentence error questions. The student is fairly comfortable with the sentence error questions because of her good grasp on language and grammar rules, but I helped her with some of the harder questions that frequently confuse students. Her vocabulary is steadily improving as well, and when she is unable to answer a Critical Reading question, I go through each answer choice with her and help her identify what the words mean and how she could use certain strategies to get the correct answer even if she isn't familiar with all the words. I asked the student to continue practicing both passage-based and sentence completion questions in her own time, and to start sending me written essays for grading when she feels she is ready to delve further into SAT Writing practice!
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Test Prep Tutoring review by Morenike in Oklahoma City, OK
The student was needed help with adding fractions with unlike denominators. We decided to focus on adding mixed numbers. We also started simplifying all answers to their lowest terms, which she is getting better at.
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Test Prep Tutoring review by Nathan in Oklahoma City, OK
The student and I spent the entire session working on the math portion of the test. She has no difficulty doing the actual math functions that the typical problem requires, but she's been having some difficulty with word problems and figuring out what it is that she's supposed to do on a specific problem. We've spent most of our time just trying to familiarize her with the typical types of word problems that she'll see on the test.
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Test Prep Tutoring review by Tiffany in Oklahoma City, OK
The student and l had a very productive session, in which we covered all three sections of the exam. We began by reviewing the free response math questions from last week. As I explained the problem, she worked on a piece of paper over on her end. I did not tell her the solution outright because I wanted to give her a chance to figure some parts out on her own, and generally, she found that she already knew how to solve the problem and simply needed to learn that particular concept/formula. Then, we moved into reviewing some of the "Identifying Sentence Errors" and the "Improving Sentences" questions that she missed when taking the full length exam this past weekend. Several of the questions were centered on problems with comparisons, so I advised her to always ask herself, "What is being compared to what?". If the comparison is being apples and apples, the sentence is correct, but if it's between apples and oranges, then something needs to be changed. We also discussed when it's appropriate to use "more/-er" and "most/-est." For the last 30 minutes of the session, I helped her review for the vocabulary section of the exam. On each slide, I had the root word and one or two pictures to help her associate the root to a general meaning. I wanted to start with roots because by learning them, her will be better equipped to approach words that come up on March 14th that we have never covered before. She said that the PowerPoint was helpful, so I will continue adding slides to it for her to review. For this week, I have asked her to send me pictures of the problems she missed or did not understand from her full-length exam, to try and calculate her raw score for the exam, and to take another full-length exam (or as much of it as possible) if she has time.
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Test Prep Tutoring review by Robyn in Oklahoma City, OK
Today, the student and I met to review his test scores, review the test bulletin, get familiar with the GED review book, develop a study plan, and begin tutoring. His test scores were as follows: He scored a 2 on his essay, which is what is required to pass the exam in its entirety, but is on the low side. He needs to work on development of ideas and organization, but is strong in sentence structure, spelling, and grammar. For the multiple choice section of writing, he scored 6, which indicates that he is not yet prepared to pass. Again, his strength was in sentence mechanics, but he was weak in areas concerning paragraph organization, context, and transitions. In reading, he scored a 5, indicating that he is not yet prepared to pass this section. In social studies, he scored an 11, indicating he is somewhat prepared for this section. His strengths included reading timelines and general knowledge questions. His weaknesses included reading comprehension and interpreting diagrams. He scored 15 in science, indicating that he is adequately prepared for this section. If he had guessed at the remaining questions, he likely would have scored one point higher and earned the "well-prepared" score interpretation. His best score was in mathematics. He earned a 17, indicating that he is well-prepared for this section. It was interesting to note that the problems he got wrong were word problems (reading comprehension). We should also review solving equations and interpreting graphs. Due to his test scores, we decided that the areas of focus for our sessions should be reading and writing. We will spend an hour each time on reading, one hour Tuesdays and Wednesdays on writing, and one hour on Thursdays on Social Studies, Science and Math. I suggested to him that he might consider taking the math and science sections of the test sooner rather than later since he is testing well-prepared for those sections. If he decides to do that, we may tweak our plan to do a quick comprehensive review of those areas before he tests. We were able to work on reading today, covering main idea and supporting details. What I found was that if I ask him to tell me the main idea, he usually gets it right. However, when he is confronted by many choices, he is often swayed by another choice that is associated with some misleading text. I modeled going back to the passage to look for key words and contextual clues, as well as using contextual clues to help him define words he doesn't know. I left the student with homework before our next session.
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Test Prep Tutoring review by Hillary in Oklahoma City, OK
We went over word problems and he seemed very confident. Due to his success on the math portion we turned our attention to reading and focused on the science readings. I used this genre to show him strategies to answer the questions. For next session we are going to expand these strategies to different genres.
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