Presentation on theme: "ReadWriteServe Programs of the Center for Adolescent Literacies at UNC Charlotte ReadWriteServe Tutor Training."— Presentation transcript:
ReadWriteServe Programs of the Center for Adolescent Literacies at UNC Charlotte ReadWriteServe Tutor Training
What is ReadWriteServe? ReadWriteServe--Partnership for Literacy Action Initiatives brings together UNC Charlotte and community- based resources to address increasingly complex literacy needs of students and their families in the Southeastern U.S. through service, research and community-based programs that are culturally relevant and focused on community needs. RWS supports literacy and reading tutors working with students at different levels and in differing contexts. We offer a structured but flexible approach to tutoring that relies on tutors to make decisions about the needs of learners.
RWS Tutors Provide Homework Help Reading Support Mentoring A note about our terminology: Tutors-----UNC Charlotte student /staff volunteers Learners----the grades K-12 students receiving tutoring A note about our terminology: Tutors-----UNC Charlotte student /staff volunteers Learners----the grades K-12 students receiving tutoring
The RWS Commitment Set a time commitment that is reasonable and stick with it. We ask that you commit to meeting with a learner once a week if possible. Whatever your schedule, please keep your commitment to our student partners. Be ethical and responsible in all that you do in your work with student partners. You are mentors and role models.
Have questions? Need help? Check out the ReadWriteServe Tutor Blog at rwstutoring.wordpress.com Get tutoring tips Learn about upcoming events and trainings Ask questions & join a conversation
Get to know each other Ice breaker & information
Instructional Sequence Rationale Before Reading & Learning Pre-reading & Learning To establish purpose, activate background knowledge, motivate & engage learner. Pre-reading activities Previewing a book: Book Walk or Picture Talk KWL Talk about the subject or text During Reading & Learning Reader-Text Interactions Scaffold reading and learning. Make learning active. During-reading activities Shared reading: Choral or Part Reading Reread for fluency Say Something Think Pair Share Double Entry Journal After Reading & Learning Post reading & Learning To extend and elaborate ideas from the text Post-reading activities Retellings and discussion Journaling Concept Maps Mini-lessons (teaching concepts & strategies)
Comprehension Comprehension is the “so what” of reading. Readers who comprehend understand and can answer questions about what they’ve read. Here are some strategies that help with comprehension:
Chapter 9 9 How Do Children Develop Reading Comprehension? Two-Stage Process [M. Pressley (2000)] Lower processes focused at the word level— word recognition (phonics, sight words), fluency (rate, accuracy, and expression), and vocabulary (learning word meanings). Higher-order processing— activating and relating prior knowledge to text content
Strategies Often need to be taught, you may need to model how to use strategies in multiple contexts Can and should be adapted to fit the needs of the learner and situation
Key comprehension methods Establish a purpose for reading Use prior knowledge (KWL) Ask questions (QARs) Make inferences (chart) Determine important information, summarizing (GIST) Use text structure Self-assessment
Chapter 9 13 Establish a purpose for reading 1. Reader 2. Text 3. Activity 4. Situational context What can affect each of these components? eastreel.com
14 Use prior knowledge clerccenter.gallaudet.edu
Chapter 9 15 Ask Questions Activities: QARs Before-during-after Right there Think and search Cause/effect Problem/solution Compare/contrast List/example Author and me On my own
Make inferences Chapter /topic: Clues: What information is provided? Inference: What I know from the information and my experience? Record information from book, video, article Students make inferences Often requires prompting and modeling
Determining Important information Determining what is important Overviews Headings Summaries Summarizing Delete trivial or irrelevant information Delete redundant information Provide a super ordinate term for members of a category Find and use generalizations Create generalizations
Determining Important information GIST Who? What?Where? When? Why?How?
Use text structure rachelbillmeyer.netfirms.com
Use text structure Graphic organizers: Narrative Main charactersSetting ProblemSolution Main events
Use text structure Graphic organizers: Non-fiction http://blogs.swa-jkt.com/swa/jackiefrens/files/2013/08/Screen-shot-2013-08-17-at-11.07.23-AM.png
Self-assessment Does this make sense? Retelling Rereading
Seven Comprehension Skills 1. Identifying details 2. Establishing sequence 3. Associating cause and effect 4. Determining main idea 5. Predicting outcomes 6. Valuing 7. Problem solving
Say Something Double-entry Journal Take turns reading and… Make a prediction Ask a question Clarify something you read Make a comment Make a connection Thoughts about the text before I read Thoughts after I read
Double entry journals My Thoughts About the Text (before and during reading; include page numbers) My Reaction After Reading
3-2-1 3 3 things you found out 1. Paul Revere warned American colonists that the British soldiers were coming. 2. The Battles at Lexington and Concord were the first of the American Revolution. 3. The War lasted for eight years. 2 2 interesting things 1. More than 300 British died in these battles. 2. Samuel Whittemore was 78 years old and survived the battle and lived to be 96. 1 1 question you still have 1. What other battles were there in the war?
Resources for Tutors The Center for Adolescent Literacies offers the following resources: RWS Tutoring website https://tutoring.uncc.edu/ RWS Tutoring blog http://rwstutoring.wordpress.com/ Center for Adolescent Literacies website http://literacy.uncc.edu/
Need help? Have questions? ReadWriteServe Programs are a part of the Center for Adolescent Literacies at UNC Charlotte. If you have questions or need our help, call or email us: Dr. Bruce TaylorJean Vintinner 704-701-5235704-687-7991 firstname.lastname@example.org@uncc.edu email@example.com@uncc.edu