book buddies training september 2013. housekeeping book buddies information form volunteer form sign...
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Book Buddies Training
September 2013
Housekeeping
Book Buddies Information Form
Volunteer form
Sign In
History of Book Buddies
Book Buddies was developed in 1991 as a joint effort between the Charlottesville City Schools and the University of Virginia to help improve student achievement.
The program was designed around two important findings in research:
- early intervention efforts in preventing reading failure
- effectiveness of one-on-one instruction
Book Buddies History in CR
2007-2008 We served 10 students with 15 tutors at Taylor
2008-2009 (year of the flood)
We served 5 students with 8 tutors at Cleveland
2009-2010 We served 10 students at Taylor and 3 Cleveland with 20
tutors
Book Buddies History in CR
2010-2011 We served 12 students with 19 tutors at Taylor and 3
students with 5 tutors at Cleveland
2011-2012 We served 11 students with 16 tutors at Taylor
2012-2013 We served 12 students with 16 tutors at Taylor
Book Buddies
0
2
4
6
8
10
12
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
Students
Le
ve
ls Fall
Winter
Spring
Book Buddies 2008-2009
0
1
2
3
4
5
6
7
Student A Student B Student C Student D Student E
Fall
Spring
2009-2010 2009-2010 Book Buddies
0
2
4
6
8
10
12
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J Student K
Fal l
Winter
Spr ing
Mid-Year Data 09-10
% of Students Reading on Grade Level
0%
20%
40%
60%
80%
100%
Fall Winter Spring
Book Buddies
Non-Book Buddies
Book Buddies 2010-2011
0
2
4
6
8
10
12
StudentA
StudentB
StudentC
StudentD
StudentE
StudentF
StudentG
StudentH
StudentI
StudentJ
StudentK
StudentL
StudentM
Fall
Winter
Spring
Mid-Year Data 2010-11
Book Buddies vs. Non-Book Buddies
0%10%20%30%40%50%60%70%80%90%
Fall Winter Spring% o
f st
ud
ents
On
Gra
de
Lev
el
Book Buddies
Non-Book Buddies
Book Buddies 2011-12
Book Buddies 2012-13
Program Design
One-on-one reading intervention that pairs at-risk readers with trained community volunteers
Tutoring sessions occur twice a week for 40 minutes
Lesson plans are designed for individual students by: reading specialist
Beginning Readers
Lesson Plan Components
Rereading
Word Study and Word Bank
Writing
New reading
Home Connection
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed by
X)
Rereading Books: 1.) 2.) 3.)My Book: Page(s)
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank:2.Push & Say It:3.Picture & Word Sort:4.Writing Sort:5.Sound Sheet:
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question:
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book:1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
Rereading
Reread familiar text (books the student has already read)
My Book
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed by
X)
Rereading Books: 1.) Duck and Pig 2.) A Place for a Bed 3.)My Book: Page(s) 1-2
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank:2.Push & Say It:3.Picture & Word Sort:4.Writing Sort:5.Sound Sheet:
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question:
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book:1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
Word Study and Word Bank
Word Bank (1st grade sight words)
Push and Say It (making words with word families)
Picture/Word Sort (initial sound, word families, vowel patterns)
Writing Sort (write the sort under the correct headings – Journal)
Sound Sheet (word pattern sheets and/or phrase sheets)
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed
by X)
Rereading Books: 1.) 2.) 3.)My Book: Page(s)
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank: Review and add 5 new words2.Push & Say It: #23.Picture & Word Sort: m/s/b4.Writing Sort: Write 2-3 words under the correct headers5.Sound Sheet: N/A
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question:
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book:1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
Sight Word Sheet
a big it car
in will I and
he said is dad
am come go look
the mother me home
to do have like
see boy can get
good at we thing
you that jump when
no one are new
Sight Word Rocket
Word Study and Word Bank
Word Bank (1st grade sight words)
Push and Say It (making words with word families)
Picture/Word Sort (initial sound, word families, vowel patterns)
Writing Sort (write the sort under the correct headings – Journal)
Sound Sheet (word pattern sheets and/or phrase sheets)
Sound Sheet
CVC Words: #1Practice Box:
pit finpat fin bagtap
man sit sadtag
pit had hatran
mad cap ragwin
Fluency Phrases
The people From my room
By the water Will you be good?
You and I Then we will go.
He called me An angry cat
What did they say? Write your name.
No way That dog is big.
One or two Two of us
Writing
Student writes a sentence or answers a question about the story Focus: capital letters
punctuation marks spelling of sight words
(The sentence or the question will be on the lesson plan.)
*You can help the students spell a word they don’t know or help them find it in the text.
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed
by X)
Rereading Books: 1.) 2.) 3.)My Book: Page(s)
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank:2.Push & Say It:3.Picture & Word Sort:4.Writing Sort:5.Sound Sheet:
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question: Ben put the cage into the water.
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book:1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
New Reading
Student reads the title, looks at the cover, and makes a prediction.
Take a picture walk and discuss vocabulary words (in the front cover of the book)
Student reads book with assistance as needed. (Student may read the whole book or just assigned pages.)
New Reading
Comprehension:
Discuss together what happened during the story.
Talk about setting, characters, plot, etc.
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed
by X)
Rereading Books: 1.) 2.) 3.)My Book: Page(s)
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank:2.Push & Say It:3.Picture & Word Sort:4.Writing Sort:5.Sound Sheet:
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question:
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book: Octopus for Dinner1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
Home Connection
Students will take home: One of the books they read
Reread book New book (if whole book was read)
Home Recording Sheet record book title how many times read parent signature
Don’t send home a new book until the other book is back!
Lesson Components
Description of Activities Suggested Time
Comments(* indicates activity completed by a check; not completed
by X)
Rereading Books: 1.) 2.) 3.)My Book: Page(s)
* _____10 minutes
Comment on word recognition, fluency, comprehension
Word Study1.Word Bank:2.Push & Say It:3.Picture & Word Sort:4.Writing Sort:5.Sound Sheet:
*1._____*2._____*3._____*4._____*5._____
15-18 minutes
Which words are not read with ease?Comment on accuracy:Comment on amount of support needed:
Writing Student writes sentence or answers question:
* _____2-5
minutes
Had difficulty with these taught sounds/words:Needed prompting with: __________________________
New Reading New Book:1.Student reads title, looks at cover, and makes a prediction.2.Take a picture walk and student reads book.3.Comprehension:
-Discuss together what happened during the story.-Talk about setting, characters, plot
* _____15 minutes
Read the book ______ times.Comment on word recognition, fluency, and comprehension:
Student Lesson Plan – Beginning Reader
Take Home Book: __Duck and Pig___
Date Title of Book # of Times Read Signature
Book List for: ______________________________
Take Home Book List
Lesson Plan 2 – Early Reader
Rereading Rereading text Timed Repeated Readings
Word Study and Push & Say Writing New reading Fluency
Fluency Sheets (Phrases and Sound Sheets) Home Connection
Date: _______
Student: Tutor: Lesson #:____________________ _____________________ ______
Lesson Plan
Description of Activities Time Observations and Comments
Rereading
Books: 1.)
2.) 3.)
Timed Repeated Reading (time and record):
Word Study
Push & Say It:Word Sort:Writing Sort or Game:
New Reading
and Writing
Book:Preview Book (read title, look at cover)
Prediction (make a prediction based on the title and book cover)
Picture Walk (look at the pictures in the book and discuss vocabulary words)
Read book (student reads book)
Comprehension (discuss what the book was about)
Writing:
Revisit and
Fluency Practice
My Book: PageFluency Sheet:Repeat Timed Repeated Reading: (Do only if there is extra time.)
Lesson Plan 2
Box Materials
Folder Contents lesson plans book recording sheet Sight Word sheet New book Sorts and Push & Say
Pencil Box Pencils & erasers Markers (overhead & permanent)
Other Index cards
Other Information - Taylor
Location of Materials Room 129
Work Locations Room 128
Absent Students Paula Moore will contact you by 12:00
Going to be gone Call Leicha Scranton
Contact Information - Taylor
Leicha Scranton (Instructional Coach – Taylor)
558-1080 or [email protected]
Paula Moore (Title One Para)
JoJo Green (Enrichment Coordinator)
558-4475 or [email protected]
Contact Information - Cleveland
Tom Hampton (Instructional Coach - Cleveland)
558-4749 or [email protected]
Questions???