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Michigan's MEAP tests are based on the Model Core Curriculum Outcomes and the Content Standards approved by the Michigan State Board of Education. The MEAP tests are administered once yearly and are used as a measure of a student’s grade level aptitude. Global Tutors structures our curriculum along the Michigan Content Standards for each grade level to ensure students are performing above and beyond proficiency levels.

Michigan Grade Level Content Expectations The Global Tutors Approach
Students must have a solid grasp of phonemic awareness. Students must understand that letters have sounds and those sounds blend together to form other sounds and words.
Students will be expected to recognize consonant and vowel blends to help them phonetically sound out simple words.
Students struggling with phonemic awareness will be introduced to the Sound Stoplight board, where students break words down with their tutors to sound them out together and then independently.
Students should be able to recognize and read common words by sight, also called “sight words.” Tutors will spend time reviewing sight words with the “I see, you say, we say” method and afterwards will engage student with games such as “Sight Word Bingo!”
Students are expected to differentiate between key characteristics of different types of text, including informational text (nonfiction) and narrative text (fiction). Tutors will read informative as well as narrative texts with students and talk about the similarities and differences through comparison charts.
Students should be able to pinpoint key features of narrative texts. Tutors will compare two or more narrative passages with students and talk about similarities and differences. Students will be asked to point out the beginning, middle, and end, and elements such as characters, setting, and plot will be introduced. Students will be asked to write and share their own stories which contain the key elements of narrative text.
Students should be able to pinpoint key features of informational texts. Tutors will help students gain understanding of different types of informational texts through exposure. Students will be asked to identify patterns between informational texts they read with their tutors, and to point out key characteristics such as headings, titles, captions, and pictures and describe their usefulness.
Students should develop a deeper understanding of reading comprehension and be able to retell, or summarize, the main elements of texts. Tutors will teach students and parents how to read together and prompt personal connections through guided reading. Students will be prompted when reading with their tutor to connect passages to their own life. Students will participate in activities that rely on the ability to retell a story with the beginning, middle, and end, with focus on characters and settings. Activities include drawing on the whiteboard, comparison charts, and verbal activities.
Students should develop an understanding of multi-step directions. Tutors will have students follow directions via the whiteboard, with help from their parents if needed. Students will be asked to follow multi-step directions, and will encourage students to write their own directions for the tutor to follow as well to develop understanding.
Students should develop spelling skills by reviewing and becoming familiar with grade level word families. Students will participate in supplemental spelling tests if needed, and play educational games with their spelling words with tutors to make spelling fun!
Students should develop an interest in reading and learn to question texts they do not understanding. Tutors will prompt students during the reading of texts to infer what will happen next. Students will engage in verbal and written activities that supplement the reading of texts in order to stimulate cognitive processing of the important textual elements, while keeping students engaged and interested.
Students should develop key writing skills that incorporate their grade level vocabulary, exposure to narrative text, and understandings of simple grammatical conventions. Tutors will prompt students daily to write a daily journal entry about what they did today. Students will share their journal entries with their tutors and tutors will in turn get an idea of the focus for the day. For instance, if a student continually fails to write complete sentences, tutors will review the differences between letters, words, and sentences. (See example below) Or, if students are struggling with capitalization, a review of capital letters and punctuation would become the focus of the lesson for the day, with assignments given for home that promote understanding of concepts covered during sessions.

Here is an example of how Global Tutors would test a knowledge of a student’s ability to differentiate between letters, words, and sentences:

1. As you read each line below, tell whether each item is a letter, a word, or a sentence. Circle the answer.
 A. The cat is black. 		letter      word         sentence
 B. cat                   	letter      word         sentence
 C. b			        letter      word         sentence
 D. That is my cat!             letter      word         sentence

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Global Tutors  has provided tutoring services for our students during school, after school and over the summer.  The addition of Global tutors to our program allowed students to receive necessary assistance in both Reading and Math.  Furthermore, students were able to practice their technology skills.   Students have enjoyed talking with their tutor, receiving assistance and finally learning objectives that were once struggling points.  As a district, we enjoyed having the ability to provide the extra assistance and our parents were very pleased with the additional learning that took place.

Again this year, we have chosen to use Global Tutors to strengthen the math levels of our 11th grade students and again this year, we are seeing great things! The following positives were generated from students that are being tutored:

  • The teachers were very respectful and nice
  • The teacher taught very well and took their time to make sure ALL of the students understood the problem
  • The teacher would not move on from the question until every student in the online group understood the problem
  • Some students said that their tutor was very easy to understand
  • Global Tutoring really helped them to learn some of the things they didn’t know or had forgotten.
  • The small groups made the students feel like they were getting more personal attention
  • Having the correct answer given to them for each questions along with step by step explanations if the students didn’t get the correct answer.

We are delighted to have such a program in our school.

Shinese Johnson (Building Administrator)
Old Redford Preparatory High School
8001 W. Outer Drive
Detroit, Michigan 48235
Phone: 313-543-3080 Fax 313-543-3129