Another tutoring report.
I started with the little girl. In the car, driving from the restaurant to their house, there was the usual argument over who would go first. So I asked why it was so desirable to go first, and the boy answered, "To get it over with." I told them that was the answer I feared but not the one I had hoped for: that they were so excited to have their lesson that they couldn't wait.
The girl didn't have a book she wanted to read this time, so I produced 3 Little Golden Books that I recently bought from Amazon. They were ones that had been my favorites when I was little, and the girl chose The Saggy-Baggy Elephant, my very most favorite of all the books I had when I was little. She did fairly well reading it. Again, lots of words she didn't know, and I assigned 10 of those I thought most important to learn. She is having trouble discerning "through" and keeps reading it as "though," which she recently learned. I pointed out how one had an r and the other didn't. She is starting to sound out words, but she often relies on learning them by sight.
Oh, yes. Recently, the topic of hiking came up, and the boy was excited to hear that I like to go hiking. So I told them sometime in the spring, I'd take them to Watkins Glen. I still want to do that, but in the car, the girl said she really, really wanted to see a panda. I said maybe the zoo in Syracuse might have one, and then maybe we could visit the zoo. When we got to their house, there ensued a discussion of how long it'd take to drive to Syracuse (a little over an hour, I found out this evening) and I told them it was possible to drive there, visit the zoo, and then return the same day. These field trips are all contingent on their parents' permission, but I think that they would say it's OK. I told the kids this. And we won't be making these trips till spring, anyway.
When we discussed driving times, the boy asked if you could drive to Papua New Guinea. I said you couldn't because it was an island, so you'd have to take a boat or plane to get to it. And it's far, far away, too far for a day trip. The boy said he'd take a plane; it's faster.
Then it was the boy's turn. We went over his words from last time. As his vocab increases, it gets harder and harder to explain what a word means. For instance, "feature." I explained a feature on a face, or some distinguishing characteristic, or a feature movie, being one that's full-length, maybe about 2 hours long.
We looked at a map of the US, which had the names of the states abbreviated, and he only knew a few. I named them, and as sometime before, he was very confused that there's a state called Washington and Washington, DC, where the president is. I brought this up, because last time, when they mentioned the conjoined twins were from Minnesota, he didn't know what that was. I said it was a state in the Midwest, and left it at that, but at some point, we're going to have to learn the states. I pointed out Minnesota on the map and reminded him that he had asked where the conjoined twins live.
The boy started reading a book he was halfway through, but tired of it quickly.
Then we read a bit more about the conjoined twins, the contemporary ones. The boy asked me about operations to separate them, which we had discussed before, how in some cases, where twins didn't share vital organs, it might be possible, though in the old days, when medical knowledge was less, it might be more risky. And in the case of the current twins, they shared so much, it would have left at least one of them, if not both, severely handicapped. We discussed what "handicapped" meant. I told him that some people don't have arms or legs. He asked if they could have artificial limbs, and I said they could, but they weren't as good as the real thing. He was very curious about artificial limbs, and I told him I had recently learned about using a 3-D printer to make artificial hands for people. I promised to print out info about this, and I also found something on a guy with a "bionic" leg; he can think, and it functions, which is different and new and a breakthrough. There were sites on the history of artificial limbs, but I decided those 2 articles would be enough. I don't want to overload the boy.
After going over the words I assigned him to learn from this time, we did another Mad Libs. The girl pointed out that there aren't many left. I said when they got all used up, then I'd search the Internet for more. I fear they have used up all the good ones.