1. Read Naturally Volunteer Training Rosa Parks Elementary Steve Fitch stevefitch@comcast.net (843) 860-4970

2. Thanks For Volunteering We cannot do the job of providing “Success, Care and Respect for all Learners” without the help of volunteers such as yourselves. Your generous gift of time and talent is paramount to the education of our students. To make the job work well with the school please be aware of the following guidelines:

3. Volunteer Guidelines Complete LWSD Volunteer Application- Only district approved volunteers may work with the children. Sign In and Out in the School Office- Wear your Volunteer badge or guest pass. Be Dependable and Punctual- Let the teacher know of any conflicts or problems so they may plan accordingly. Maintain Confidentiality - Do not discuss the students progress or any other information you may observe with anybody other than their teacher.

4. What is Read Naturally? A supplemental reading program utilized by the teachers at Rosa Parks in addition to the reading curriculum. An individualized reading program that helps students to become better readers.

5. Teaching a child to read aloud well can be difficult. They must read smoothly, while deciphering each word, comprehend what they are reading, and look ahead to know what emotion to put into their voice while reading. Many children simply focus on sounding out the words and comprehending what they are reading while leaving inflection or expression out.

6. Fluency Expression Comprehension Confidence Students will benefit in many ways! Goals of Read Naturally

7. What is Fluency? Ability to read as well as we speak. Ability to make sense of the text. Ability to read at a faster pace.

8. How do we Improve Fluency We progress......from recognizing letters and sounding out words. To......gaining the ability to recognize words and speak in sentences.

9. Expression To read with a feeling that matches what it means. To put emotion into what they are reading. Greatly impacts the minds ability to understand the text, and gain comprehension. It is more interesting to hear an exciting story than a list of words.

10. Comprehension Level of content understanding the student has gained after reading the text. Measured by 4 Inferential questions following the reading. This is our Major Goal – To have the kids understand what they read, remember it, and draw conclusions from that information.

11. Confidence Through frequent, successful reading experiences the kids can progress through multiple levels in a school year. Working One on One reduces anxiety of reading out loud. They see their progress as they move up reading levels and WPM.

12. How Does it Work?

13. Read Naturally uses research proven methods to improve students reading proficiency. 1)Teacher Modeling 2)Repeated Reading 3)Progress Monitoring

14. Teacher Modeling  A Proficient Reader (Parent Volunteer) models good, correct reading.  The Student hears how the story should “Sound”

15. Teacher Modeling Increase vocabulary. Helps to learn new words. Critical step in building comprehension Helps teach Proper Pronunciation Helps with Expression Makes the Story interesting Helps with “Phrasing” or Word Combinations”

16. How Can We Help!  Parent volunteers read with the children for 5-15 minute sessions each week.  Monitor and Report Progress  Watch their Reading Skills Grow!

17. How Does it Work? Teachers will assign reading level. Reading Levels correspond to grade/month equivalencies..8 = Kindergarten 8 th month 1.2 = 1 st grade, 2 nd month 2.4 = 2 nd grade, 4 th month Binder will contain reading levels and progress charts with notes.

18. Session Outline Select Stories Pre-Reading routine Cold-Read Review mistakes and omissions Modeling and Practice Reading Final Read Answer Questions Chart Progress/comments

19. Select 1-3 Stories Review notes from previous session to find proper level. Review what student needs to work on from previous notes. ? The kiddos may pick which story they would like to read. You need 2 copies- 1 Laminated for the student 1 paper copy for you to use for grading.

20. Pre-Reading Strategy Greeting and Ice-breaker Remind student about skills that they are developing. Practice Words- proper pronunciation and definition Prediction-? Time constraints

21. Cold Read 60 second timer/stopwatch- keep it hidden Some kids will race through the story to beat the clock. Blue Pencil- Circle skipped words Underline problem words ↑ or ٨ to indicate added words, um, uh… / to indicate 1 minute mark. Cold Score is Words per minute minus mistakes

22. Review Mistakes and Omissions  Praise them for how well they did.  Go through problem words and mispronunciations.  Read through “Rough Spots” with them.  Repeat as necessary.

23. Model Reading Now listen to the way I read the story to you. Notice how I pause, and stop and use expression to make the story interesting. Sometimes a silly example of a poor read can get the point across of why expression is important. ( Can you do it in less than 1 minute?)

24. Final Read (warm) Start the timer and let them go for it! Use Red marker for mistakes and 1 minute mark. Congratulate them for improved effort. Record final Score

25. Comprehension Questions Have the student read and answer the questions on the marked/scored paper. ? Timesaver- Maybe you can read the problems and fill in the answers. Discuss any incorrect answers. Congratulate their effort and improvement.

26. Wrap Up Record progress - charts in binder Cold WPM Final WPM Comprehension score Rubric score – see charts Make notes for next session. Positive Feedback on student copy. Student copies to teacher for review.

27. Beginning Readers Readers at the 0.8 level have about a 50 word reading ability. Stories are grouped by vowel sounds 1,3,5,7- a2,4,6,8 – e10,12,14,16 – I Read several stories until mastery on each vowel sound before progressing to the next vowel.

28. Under 1 Minute, Story too Easy? They may be recommended for advancement to the next level if: They read more than 1 story in less than 1 minute. They use good expression, and sound fluent. They are able to correctly answer the comprehension questions.

29. Ready for Next Level Moving children to the next level is the decision of the Teacher. Keep good records and chart progress. Review the session with the teacher if possible or have them look through the binder and make recommendations.

30. A comma means to pause while reading. Use a short easy sentence to illustrate and have the child practice. For example: “Sam, come here.” A period means to come to a full stop. When students have trouble with this, have them stop and take a breath at each period. Many students will read through the period until they run out of air, and then stop for a breath. Instead teach them to stop at the period and then continue on. A question mark means the speaker is asking something, so read it in a questioning voice. Have them practice this by asking a question and listening to what their voice does. Usually you will have your voice go up at the end of the question, indicating that you are asking something: “Mom, can I have a cookie please?” Then have them practice reading simple questions. Remind students that they are asking a question and to use a questioning voice when they forget. An exclamation mark means that you should use a surprised or excited voice. Have the child practice this voice by saying something exciting: “We are going to the beach!” Then have them read a simple sentence for practice, reminding them to sound excited or surprised.