1. Project MORE Mentoring in Ohio for Reading Excellence Images were found using Google image search Mentor Training

2. To familiarize participants with Project MORE To demonstrate the success of Project MORE To understand the roles and responsibilities of mentors To practice activities in a typical mentoring session GOALS FOR TODAY’S TRAINING

3. Project MORE Mentoring in Ohio for Reading Excellence 1:1 Volunteer Reading Mentoring Project Designed for students with disabilities Supplemental reading program Statistically significant reading results Meets criteria for scientifically based reading research Minimal costs BGSU evaluation found students who have mild disabilities gain one month reading level for each month they receive volunteer mentoring!

4. Project MORE Facts 2012-2013 300 schools 4350 students 5000 mentors 93,380 volunteer hours Independent evaluations over eight years demonstrate that students receiving Project MORE always outperform (often at a statistically significant level) students receiving small group instruction.

5. Project MORE Mentoring in Ohio for Reading Excellence A WORD OF CAUTION REGARDING EXPECTATIONS Some critical numbers: 4 Sessions 30 Minutes per session 1:1 Mentor:Student 128 Sessions per year = 8 months of intervention

6. WHAT DOES IT LOOK LIKE?

7. Success at Leipsic Elementary Putnam County 142 Mentors logging 3,548 hours 100% of 4 th and 6 th grade students with disabilities proficient in Reading “Academic Watch” 2003 to “Excellent” by 2005 “Excellent with Distinction” in 2010

8. Success at Leipsic Elementary

10. THE BASICS OF PROJECT MORE Eight students with reading goals on their IEPs in grades K-12 1:1 tutoring using Reading-Tutors materials 30 minute sessions 4 times per week Can include at-risk students (K-8) once program is in place for initial eight students AIMSweb used for identification and monitoring

11. WHO MENTORS? Teachers (Title I, Intervention Specialists) School aides and parapros Parent volunteers Student volunteers Students taking a class for credit (can be dual credit)

12. ROLES OF THE MENTOR Be dependable. Adhering to the schedule is essential. Be on time! Follow the plans Comment on the session Maintain confidentiality Maintain records (tracking forms)

13. THE FOUR SESSION PLAN Completion of FLUENCY work (cold, warm, hot) Motivation and tracking of progress (stickers, graphs, games) Demonstration of knowledge of skills through game Completion of writing activities Achievement of passing score on Comprehension Quick Check

14. WHAT TO EXPECT Lesson Plan for each session Created by coordinator Followed by mentor Describes activities for each session Mentors record comments

15. LET’S TAKE A LOOK AT THE FOLDER

16. GETTING TO KNOW YOU Initial week’s activities Building relationships Sharing interests

17. TYPES OF READING TO EXPECT Read Aloud/Modeled Reading Shared Reading Guided Reading/Listening to student read

18. WHAT IS READING? Think about what it means to read Write your thoughts Share your thoughts about reading with a partner

19. COMPONENTS OF READING Alphabet Recognition Phonological Awareness Word Recognition High Frequency Words Fluency Comprehension Questioning Comprehension Strategies

20. ALPHABET RECOGNITION Alphabet assessments will determine a child’s ability in alphabet recognition Practice identifying and writing upper and lower case letters

21. LET’S PRACTICE: ALPHABET RECOGNITION Tutor Teaching Tips handout for Letter Ss Read through activities Make the Ss Book Choose two activities and complete them with a partner

22. LET’S TAKE A BREAK!

23. PHONOLOGICAL AWARENESS Phonemic awareness assessments Assess student’s ability to hear sounds Rhyme Isolating and categorizing sounds Blending and segmenting syllables and sounds Manipulating phonemes (sounds)

24. WORD RECOGNITION Sound out the word Use picture clues Look for word chunks Apply common phonics rules Recognize syllable patterns

25. HIGH FREQUENCY WORDS 13 words make up 25% of the words we read 100 words make up 50% or words we read Students need to be able to recognize these words automatically without sounding them out in order to be fluent

26. THE IMPORTANCE OF FLUENCY Speed—standard reading rate Proper pause and expression Allows kids to focus on getting meaning from text Fluent readers automatically recognize words accurately and effortlessly. Fluent readers group words into phrases and chunks as they read with expression and fluidity.

27. WHAT TO EXPECT: FLUENCY Cold Read –Every time a student is given a new book! –One minute timed reading –Mentor tracks errors in BLUE Warm Read –During the initial lesson (same as cold read) –Student practices passage with mentor support –One minute timed reading –Mentor tracks errors in YELLOW Hot Read –2 nd -3 rd session used to practice –4 th session one minute timed reading (same passage) –Mentor tracks errors in RED STUDENTS CREATE BAR GRAPH TO TRACK PROGRESS

28. LET’S PRACTICE: FLUENCY Handout—Timed Fluency Passages With a partner, agree who will be the “student” and who will be the “mentor” 1. Make the book 2. Do a COLD READ (student reads/mentor marks errors) Graph the results 3. Practice 4. Do a WARM READ (student reads/mentor marks errors) Graph the results

29. COMPREHENSION Understanding what is read Questioning Predicting Visualizing Retelling and summarizing Connections to life, other texts, prior knowledge

30. WHAT TO EXPECT: Lesson Plans Cold Read Warm Read Practice Hot Read Before Reading During Reading After Reading OR Part 1, 2, 3, 4 Reread Book Graphic Organizer Play Game Comprehension Quick Check Optional Activity

31. WHAT TO EXPECT: Tutor Teaching Tips Before Reading During Reading After Reading Optional Activities Part 1: Fluency Part 2 : Comprehension OR

32. LET’S PRACTICE: Comprehension Activities 1.Make the book 2. Handout—Tutor Teaching Tips With a partner, agree who will be the “student” and who will be the “mentor” 3. Read through the Teaching Tips 4. Do the activities with the book

33. QUESTIONS and NEXT STEPS