1. Tutoring 101 Migrant Education Program

2. Deliberate in our planning Activities needs to be targeted to specific grade level skills Activities needs to be targeted to specific grade level skills Academic, social, language development Academic, social, language development Deliberate in our planning to meet specific needs of students Deliberate in our planning to meet specific needs of students

3. Linking to Skills Activity/ Grade- Age Activity/ Grade- Age School Subject Skills School Subject Skills Background Skills (time management, critical thinking, problem solving, communication) Background Skills (time management, critical thinking, problem solving, communication) Creative, Personal Expression Skills Creative, Personal Expression Skills Social Development Skills (team/group work, collaboration, leadership) Social Development Skills (team/group work, collaboration, leadership) What skills does your activity develop? What skills does your activity develop?

4. Scavenger Hunt Link the skills to the activity Link the skills to the activity

5. Clearly Defining Objectives Plans should clearly show “What is your aim?- one statement Plans should clearly show “What is your aim?- one statement Be more specific Be more specific Include how learning can be demonstrated Include how learning can be demonstrated Include who will learn Include who will learn Summary of tutoring should clearly show your objectives and how well the student faired with those objectives Summary of tutoring should clearly show your objectives and how well the student faired with those objectives

6. Different Grade Levels K-12 K-12 K-2, 3-5, 6-8 th, 9-12 th K-2, 3-5, 6-8 th, 9-12 th What are the challenges you face with this group? What are the challenges you face with this group? What do they like to do? What do they like to do? How do they behave? How do they behave? What is important to them? What is important to them? What do you remember about being this age? What do you remember about being this age?

7. Designed for students Two groups-Move to the wall and wait Two groups-Move to the wall and wait Move to wall… Move to wall… When kids are fully engaged behavior problems disappear When kids are fully engaged behavior problems disappear No dead time No dead time Make a list of children's songs- extra points if they have a hand or body motion Make a list of children's songs- extra points if they have a hand or body motion Make a list of games that can be used as transition games- Simon Says- Tic Tac toe, etc Make a list of games that can be used as transition games- Simon Says- Tic Tac toe, etc

8. Designed for Students Minimize wait time Minimize wait time Make sure activities have a clear ending, not too loose or open-ended Make sure activities have a clear ending, not too loose or open-ended Give kids leadership, let them choose, or lead activities Give kids leadership, let them choose, or lead activities Be prepared! Be prepared!

9. Homework Help What skills are needed to complete homework besides content knowledge? What skills are needed to complete homework besides content knowledge? Staff are like parent substitutes Staff are like parent substitutes Not required to be subject matter experts but need to be willing to learn Not required to be subject matter experts but need to be willing to learn

10. Active Homework Help Ask student to explain assignment in own words Ask student to explain assignment in own words Have student write problem in different way Have student write problem in different way Encourage student to guess or estimate Encourage student to guess or estimate Suggest working backwards Suggest working backwards Enlist peer support Enlist peer support Break problems into smaller parts and steps Break problems into smaller parts and steps Use process of elimination with students Use process of elimination with students Model problem using different example Model problem using different example Ask student what they don’t understand and help them with that aspect Ask student what they don’t understand and help them with that aspect Suggest or ask students where they can get help Suggest or ask students where they can get help I do, you watch I do, you watch I do, you help I do, you help You do, I help You do, I help You do, I watch You do, I watch

11. Finding Resources A student needs to practice the reading strategy “making predictions” What resources might the student use? A student needs to practice the reading strategy “making predictions” What resources might the student use? A student needs help converting fractions to decimals. Where can he/she find help? A student needs help converting fractions to decimals. Where can he/she find help? A student must list countries that border China? What resource would you recommend. A student must list countries that border China? What resource would you recommend.

12. Project-based Learning Get students developing critical thinking skills Get students developing critical thinking skills Have them use the scientific method Have them use the scientific method Determine how this relates to every day life Determine how this relates to every day life Involve writing, reading, and math in the process Involve writing, reading, and math in the process Tailor it to students specific grade level standards Tailor it to students specific grade level standards TASTE TEST TASTE TEST

13. Teach the Following Concepts and Vocabulary Precipitation Precipitation Groundwater Groundwater Bedrock Bedrock Aquifer (Upper and Lower) Aquifer (Upper and Lower) Confining Layer Confining Layer Porous Porous Plant life Plant life Soil Soil Pollution/Pollutants Pollution/Pollutants Well Well Pump Pump Water Table Water Table Re-charge Re-charge What happens to water after it rains? What happens to water after it rains? Can what we do above ground affect the underground? Can what we do above ground affect the underground?

14. Reading Strategies Reading for Meaning sheet Reading for Meaning sheet Reading Strips Reading Strips Keeping it going Keeping it going Engage children in reading they are interested in Engage children in reading they are interested in Read to students, have them read to you, read in Spanish or English depending on circumstance- LETS READ Read to students, have them read to you, read in Spanish or English depending on circumstance- LETS READ

15. Building Writing Skills Building Writing Skills What kind of writing do kids admire? What kind of writing do kids admire? Writing can be connected to many things Writing can be connected to many things Encourage kids to write freely, don’t worry about spelling or punctuation at first Encourage kids to write freely, don’t worry about spelling or punctuation at first Twisted Story- write a sentence on your paper and pass your paper on- continue until you get your paper back. Twisted Story- write a sentence on your paper and pass your paper on- continue until you get your paper back.

16. Building Writing Skills Write directions on how to write a letter of the alphabet- Exchange papers and follow the directions given you. Write directions on how to write a letter of the alphabet- Exchange papers and follow the directions given you. Write instructions as though the person doing this simple task is from another planet and has no idea about this task. For example write instructions of how to put on a coat without writing “how to put on a coat”. Give these instructions to another person and have them follow them exactly Write instructions as though the person doing this simple task is from another planet and has no idea about this task. For example write instructions of how to put on a coat without writing “how to put on a coat”. Give these instructions to another person and have them follow them exactly Self correcting- participants see how well their instructions are. Self correcting- participants see how well their instructions are.

17. Language Experience Approach What you can say you can write What you can say you can write What you can write you can read What you can write you can read Listening and speaking to reading and writing Listening and speaking to reading and writing Learners tell story, teachers writes the words as spoken. This creates reading and writing material that is based on learners interests and is made up of words learner can understand and say. Learners tell story, teachers writes the words as spoken. This creates reading and writing material that is based on learners interests and is made up of words learner can understand and say.