1. A ReadWriteServe Program of the Center for Adolescent Literacies at UNC Charlotte AMERICA READS AT UNC CHARLOTTE TUTOR TRAINING

2.  Introductions  Employment Logistics  Working With Your Lead Tutors  Areas that We Tutor  Structure of a Tutoring Session  The First Three Tutoring Sessions  Lesson Planning AGENDA

3. GETTING STARTED

4.  Tutor Contract  Completing Your Training  http://literacyuncc.pbworks.com/w/page/44642324/America% 20Reads http://literacyuncc.pbworks.com/w/page/44642324/America% 20Reads  Getting Paid  America Reads Notebook & OrgSyncOrgSync  UNC Charlotte Time Sheets via 49er Express  http://finance.uncc.edu/sites/finance.uncc.edu/files/media/Banner/WTEUserVideo/WTE%2 0User%20Final.swf http://finance.uncc.edu/sites/finance.uncc.edu/files/media/Banner/WTEUserVideo/WTE%2 0User%20Final.swf  How do I make sure I earn my full work study award?  Evaluations conducted by Lead Tutors EMPLOYMENT LOGISTICS

5. Now  Complete your school site orientation.  review procedures for signing in, parking, the school dress code, etc.  meet school personnel  locate the resource cabinet & tutoring sites  Get matched with learners. Throughout the Year  Ask your lead tutor for support.  Attend tutor meetings.  Maintain professional communication with your lead tutor. WORKING WITH YOUR LEAD TUTOR

6. AREAS WE TUTOR

7.  Phonics has to do with being able to look at the letters of a word, figure out what sounds those letters make, and putting the sounds together to read the word.  Spelling is similar to phonics except that instead of reading, you are writing.  English is a tricky language – there are a lot of exceptions to rules. PHONICS/SPELLING Handbook, pp. 28-52

8. DECODING English has many irregular words. Consider these two: Ate and Eight However there are many word patterns you can teach. Here are a few:  Spelling Rules. Late: the /e/ makes the /a/ say it’s name  Word Families. –ight words, -ate words (late, fate, crate), -ad words (mad, bad, had) Note: Don’t spend too much time on decoding. Be sure to help with comprehension, vocabulary and fluency.

9. DECODING/PHONICS STRATEGIES Word Family Sorts Sticky-note Word Family Books

10.  Children should be able to read sight words and high frequency words within 3 seconds.  Sight words are words that don’t follow phonics rules and children need to memorize them.  Example: one, of, was  High Frequency words do follow phonics patterns, but occur so often that it would slow children down if they had to decode them every time.  Example: and, the, that, what  50% of all text is made up of the most common 100 high frequency words. SIGHT WORDS/HIGH FREQUENCY WORDS Handbook, pp. 53-61

11.  Understanding what you read.  There are many levels of comprehension.  Literal—the facts in a text  Inferential—predictions or other information that builds on the facts  Critical/evaluative—judgments based on the text  Appreciative—reader’s response to the text COMPREHENSION Handbook, pp. 62-74

12. Say Something Take turns reading and…  Make a prediction  Ask a question  Clarify something you read  Make a comment  Make a connection KWL Chart COMPREHENSION STRATEGIES What I KNOW WANT to know What I LEARNED

13.  Understanding what words mean.  Comprehension breaks down when there are too many words that you don’t know.  Vocabulary instruction is made up of:  teaching words that appear in many contexts.  teaching prefixes, suffixes, root words.  teaching context clues. VOCABULARY Handbook, pp. 75-81

14. VOCABULARY CARDS

15.  Reading at an appropriate pace (not too fast or slow) and expression.  Fluency is made up of 3 components:  Speed  Accuracy  Expression  Many children who struggle with fluency also struggle with comprehension. FLUENCY Handbook, pp. 82-87

16. STRUCTURE OF A TUTORING SESSION

17. SCAFFOLDED INSTRUCTION Handbook, p. 19

18.  Just Right Reading  reading at the INDEPENDENT level  Few errors and good comprehension  Guided Reading  reading at the INSTRUCTIONAL level  Some errors and some comprehension  Read Aloud  the FRUSTRATION level  Many errors and little comprehension DEVELOPMENTAL READING LEVELS Handbook, p. 12

19. America Reads THE FIRST THREE SESSIONS

20.  Establish Rapport  Ice Breakers  Memory Game  Acrostic Name Poem  The Memory Game  Fill in the Blanks  Set Expectations  Read to Your Learner THE FIRST MEETING Handbook, pp. 5-11

21.  Day 2  Get to know your learner (informal assessment).  Day 3 and on  Tutor! NEXT SESSIONS

22.  Informal  Reading Interest Survey (questions)  5-Finger Method  Retellings  Think Alouds  Formal  Basic Reading Inventory ASSESSMENT Handbook, pp. 13-17

23. LESSON PLANNING

24.  Lesson plans are important for successful tutoring.  Create a simple plan for each session and keep those plans to track progress.  Make notes on your lesson plan during the tutoring session. That helps in creating the next lesson. LESSON PLANS

25. Reading LevelsWho Reads?Instructional FocusTime Spent IndependentStudent Fluency Practicing skills 5-10 min Instructional * The mini-lesson can occur before or after reading Student & Tutor Phonics Sight Words Comprehension Vocabulary 15-20 min FrustrationalTutor Comprehension Vocabulary 5 minutes AMERICA READS TUTORING SESSION Handbook, p. 20-21

26. Handbook, pp. 21-22

27. PICKING & INTRODUCING BOOKS

28. You can use any type of text to tutor from; however, if you get a chance to read for enjoyment, pick a good book (one that your student picks) that is not too difficult and enjoy reading for pleasure. Together with the student, you can choose reading material that interests the student and is at an appropriate reading level. One method for choosing a book is the five finger method. Remember  Whenever possible, pick books that are interesting to the learner  For tutoring, pick books are that at their Instructional Level (not too easy, not too hard)  For independent (personal) reading, pick books at the Independent Level. PICKING TEXTS TO READ

29. “Just right” book but when time is short use these strategies for finding a book that isn’t too challenging:  Ballpark it! Working with a struggling 3 rd grader? Pick a book that looks like a 1 st or 2 nd grader could read it.  Don’t worry. Just read it! Don’t worry if it is a “just right” book. Read aloud and talk with the child.  Five Finger Rule. A quick and simple way to match a book to a kid. PICKING BOOKS AT THE RIGHT LEVEL

30.  As you or the child reads a page from a book, have them put a finger on any words they don't understand. The number of fingers used helps indicate the reading level.  0-1 fingers - too easy (Independent level)  2-3 fingers - just right (Instructional level)  4-5 fingers - too hard (Frustration level)  Too easy is okay. Too hard isn’t. Remember that this is just a “quick & dirty” test. FIVE FINGER RULE Handbook, p. 14

31.  Tutors guide students through a book by looking at the cover, title page, and pictures in the book. Point out a few key words and ask the learner questions like, “What do you think is going on in the book?” and “What do you think will happen?” During the guided reading and learning session (the heart of the tutoring process), the tutor can check with the learner to confirm predictions. BOOK WALKS & PICTURE TALKS

32.  Start with the cover.  Look at the picture  Read the title and author  Ask, “what do you think this book is about?”  Take a picture walk.  Without reading the words ask the child to turn the pages one at a time.  Point to the pictures and ask, “What do you think is happening?”  Use the 5 “W” and “H” questions BASICS OF THE BOOK WALK, PICTURE TALK

33.  Take a picture walk.  Use the 5 “W” and “H” questions  What is happening on this page?  Where do you think they are going?  How do you think it will end?  Will they get to the house?  Repeat what the child said but in your own words  Add a bit more information BASICS OF THE BOOK WALK, PICTURE TALK

34.  If you have a book available, do a quick book walk or picture talk with a partner.  Talk about pictures  Make predictions  Point out the title and a few words you think are important to the story IF TIME ALLOWS…TRY A BOOK WALK

35.  These are short, focused lessons on specific topics. This is where the “teaching” occurs during the tutoring session and should be planned by you to meet your learners’ individual needs.  The mini-lesson can occur before or after the instructional reading section of the tutoring session.  All of the tutoring strategies in your handbook can be used as mini-lesson ideas. MINI-LESSONS Handbook, pp. 24-26

36. Tutoring is hard work. We try to keep the child engaged but most of the time it requires a lot of repetition. We are not babysitting! Do:  guide the learner in reading.  ask, “Does that make sense?”  encourage rereading. Don’t:  correct every mistake.  get frustrated. DO’S AND DON'TS OF TUTORING

37. You’ve just begun tutoring a new learner, Sam, a third-grader. You observe the following: ◦ Sam is very shy and doesn’t seem very comfortable reading out loud. ◦ Sam struggles reading the book he has brought to the tutoring session. He tells you this is a book that he is reading for school. ◦ As he reads, you notice he has trouble decoding (sounding out) words he doesn’t know. What can you do? TUTORING SCENARIO #1

38.  You’ve been working with Latoya, a 4 th grade learner, for several weeks. You observe the following:  Latoya reads slowly, one word at a time.  She struggles with words such as time, brother, some, many, friends, house. What can you do? TUTORING SCENARIO #2

39. Marc, a 4 th grade learner, reads quickly and says most of the words correctly. However, you notice that: ◦ Mark doesn’t seem to understand much of what he reads. He doesn’t “get it.” ◦ Mark also does not understand many grade level vocabulary in science and social studies. Create a Lesson Plan to address these issues. TUTORING SCENARIO #3

40. GO-TO STRATEGIES: USE THESE OFTEN  Comprehension: use Say Something plus KWL or Stickies  Vocabulary: Vocab Cards  Sight Words: Flash cards (practice each time you meet)  Fluency: Repeated readings and timed readings (same thing)  Decoding: Word families, a few spelling rules (magic E, vowel blends)

41. RESOURCES: RWS WIKI READWRITESERVE.PBWORKS.COM

42. RESOURCES: RWS TUTORING WEBSITE TUTORING.UNCC.EDU

43. The America Reads Program is a ReadWriteServe program of the Center for Adolescent Literacies at UNC Charlotte. If you have questions or need our help, call or email us: Dr. Erin Miller America Reads Program Director emille90@uncc.edu Dr. Bruce Taylor RWS Executive Director 704-687-7865 (Office) bruce.taylor@uncc.edu http://literacyuncc.pbworks.com NEED HELP? HAVE QUESTIONS?