Could've, Would've, Should have

Elodia brought a writing sample this week, so I checked her grammar while she finished the worksheet from last week over pronouns. Her paper was over her family and mentioned when her children were born and when she moved to Texas after living in Houston. She would start each new sentence with "and" and she didn't seem to understand helping verbs or when to use commas. I corrected her mistakes, which were few compared with the length of her paper, a whole handwritten page. She seemed shocked she'd made so many mistakes, but I told her it was well written and it gave me a better sense of what she needed help with. I checked the worksheet she'd finished and she had answered most correctly. We began with contractions since she had expressed an interest in them last week. I found this amazing website with worksheets on practically everything regarding English parts of speech, englishforeveryone.org, so we started with a page on the common contractions. I had her read the definition aloud and then made her repeat the pronunciations after me. There were about ten fill-in-the-blank questions that gave the whole phrase like "should not" and wanted the contraction "shouldn't." I told Elodia to try to answer them without looking at the list of contractions. She did well, but I told her to study the list for an activity next week. The next thing we went over was pronouns, starting with subject pronouns. Using an explanation worksheet from the same website, I again had her read the explanation aloud. The activity on the page was a list of sentences and you had to underline the pronouns. Elodia struggled with this activity because she kept underlining the verb as part of the pronoun. I explained that the verb was a different part of speech and she understood a little bit better. Time passed quickly, and for the last ten minutes of the lesson, we went over present tense verbs as an intro to next week, where I had planned to continue talking about other types of pronouns and more verb tenses, since she struggled with different verb tenses in her writing. I explained that the three major types of verb tenses in English were present, past and future, explaining that present was what she was doing at the time, past was events that had already happened, and future was what was going to happen. We went over the present tense worksheet, but did not have time to complete it. I told her we would pick up there next week. I gave her some multiple choice questions over contractions and pronouns as homework, along with studying the list of contractions. As we walked out of the library into the brisk afternoon air, I asked how her other sessions were going, She said she was working on reading, but she could not meet with one of her partners on Tuesday because she had something else. I said I was able to meet with her then since it was important to keep meeting and studying and to not miss a session. I said we'd start on what we were working on and that she should bring something to go over what she normally worked on during that session for the other half of the lesson. She smiled and seemed shocked that I would offer to meet with her outside our meeting time. I told her it was no problem and that I wanted her to be able to learn as much as possible. She thanked me and said she'd see me Tuesday. I waved good-bye and we parted directions.