A ReadWriteServe Program of the Center for Adolescent Literacies at UNC Charlotte

AMERICA READS AT UNC CHARLOTTETUTOR TRAINING

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

GETTING STARTED

Tutor Contract Completing Your Training

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Getting Paid America Reads Notebook & OrgSync UNC Charlotte Time Sheets via 49er Express

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EMPLOYMENT LOGISTICS

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 sitesGet 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

AREAS WE TUTOR

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

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.

DECODING/PHONICS STRATEGIES

Word Family Sorts Sticky-note Word Family Books

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

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

Say Something

Take turns reading and…Make a predictionAsk a questionClarify something

you readMake a commentMake a connection

KWL Chart

COMPREHENSION STRATEGIES

What I KNOW

WANT to know

What I LEARNED

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, suffi xes, root words. teaching context clues.

VOCABULARY

Handbook, pp. 75-81

VOCABULARY CARDS

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

STRUCTURE OF A TUTORING SESSION

SCAFFOLDED INSTRUCTION

Handbook, p. 19

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

America Reads

THE FIRST THREE SESSIONS

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

Day 2 Get to know your learner (informal assessment).

Day 3 and on Tutor!

NEXT SESSIONS

InformalReading Interest Survey (questions)5-Finger MethodRetellingsThink Alouds

FormalBasic Reading Inventory

ASSESSMENT

Handbook, pp. 13-17

LESSON PLANNING

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

Reading Levels

Who Reads? Instructional Focus

Time Spent

Independent Student • 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

Frustrational Tutor • Comprehension• Vocabulary

5 minutes

AMERICA READS TUTORING SESSION

Handbook, p. 20-21

Handbook, pp. 21-22

PICKING & INTRODUCING

BOOKS

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 diffi cult 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 fi ve fi nger method.RememberWhenever possible, pick books that are interesting to

the learnerFor 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

“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 2nd 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

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

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

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

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

If you have a book available, do a quick book walk or picture talk with a partner.

Talk about picturesMake predictions Point out the title and a few words you think are

important to the story

IF TIME ALLOWS…TRY A BOOK WALK

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

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

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

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

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

GO-TO STRATEGIES: USE THESE OFTEN

Comprehension: use Say Something plus KWL or Stickies

Vocabulary: Vocab CardsSight 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)

RESOURCES: RWS WIKIREADWRITESERVE.PBWORKS.COM

RESOURCES: RWS TUTORING WEBSITE

TUTORING.UNCC.EDU

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 MillerAmerica Reads Program Director

emille90@uncc.edu

Dr. Bruce TaylorRWS Executive Director704-687-7865 (Offi ce)bruce.taylor@uncc.edu

http://l iteracyuncc.pbworks.com

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