Read Write Serve Tutor Training Read Write Serve

Read. Write. Serve Tutor Training Read. Write. Serve Programs of the Center for Adolescent Literacies at UNC Charlotte

Before we get started… 3 2 1 Three things you want to learn today Two things you want us to know about you One thing you believe about reading

Read. Write. Serve � Read. Write. Serve-- Partnership for Literacy Action Initiatives 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 p. 2 tutors to make decisions about the needs of Check out the RWS Tutoring website at http: //tutoring. uncc. edu/

Make a commitment �Set a time commitment that is reasonable and stick with it. �How much help is enough help? Research shows that tutoring once a week makes a difference! 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 p. 2

• Getting Started: tips and strategies to help you get off on the right foot in tutoring. p. 5

Getting to Know the Learner At the first meeting or two, the tutor and learner need to get to know one another. This initial session is an important step towards building a positive rapport that will underlie the tutoring and learning experience. Use this first meeting to: �Establish rapport �Setting expectations �Get to know your learner p. 6

Ice Breakers are games or activities we use to get to know a learner or “break the ice. ” Here a few of these activities: NAME About me… C Curious and loves to learn H Happy and has lots of friends R Really loves science I Interested in music and wants to play guitar S Sports fanatic �Acrostic Name Poem �The Memory Game p. 5 -7

Informal Assessment gives us information about what learners strengths and areas of need—what they can do and what they need help with. Here are some informal methods of assessment: �Informal interview �Learner Surveys � 5 -finger assessment �Read Alouds �Retellings p. 10

The “What” of Tutoring Key areas that we most often focus on in literacy tutoring: • Comprehension • Word Work: Vocabulary & Sight Words • Fluency • Phonics & Spelling

Comprehension is the “so what” of reading. Readers who comprehend understand can answer questions about what they’ve read. Proficient readers. . . Struggling readers. . . • understand what they read can accurately • answer questions about what they read • can explain what they read to others • realize when they do not understand what they are reading and know what to do when this happens • may not understand what they read • cannot accurately answer questions about what they read • cannot explain what they read to others • realize when they do not understand what they are reading, but they may not know what to do when this happens • may not realize when they do not understand as they read p. 22

Comprehension Strategies Say Something Take turns reading and… �Make a prediction �Ask a question �Clarify something you read �Make a comment �Make a connection KWL Chart What I KNOW WANT to What I know LEARNE D p. 23 -25

Comprehension Strategies 3 -2 -1 Strategy 3 things I learned 2 things that interested me 1 question I have Talking Drawings Close your eyes and think about _____. Open them and draw a picture. 2. After reading about _____, draw 2 nd picture about what you learned. 3. Describe what changed from your before and after pictures. What did you learn? 1.

Sight Word Sight words are the most common words that make up our spoken and written language. Fifty percent of all text is made up of the most common 100 sight words. Some examples of these important words are a, is, the, of, and, that, in, you, I, and to. Repetition is the key to teaching sight words. Try this: �Play Sight Word bingo �Make sight word flash cards and review them each

Vocabulary � Vocabulary refers to p. 28 the meanings of words, not their spelling or pronunciation. Vocabulary is important to a reader’s success because comprehension breaks down when readers encounter too many words they do not know. Vocabulary words are new words that students must learn. � Vocabulary Cards � Vocabulary Self- Awareness Chart � How Well Do I Know These Words � Teach common prefixes and root words Vocabulary Teaching Do’s Teach words that matter Teach a few words at a time Teach words that the student will see and use again

Vocab Cards & How Well Do I Know p. 30

Vocabulary Self-Awareness Chart

Fluency �Fluency is the ability to read accurately, effortlessly, at the appropriate pace, and with expression. Because fluent readers do not have to concentrate on figuring out the words, they can focus their attention on what the text means. In other words, fluent readers recognize words and comprehend at the same time. �Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text. p. 30

Fluency Strategies Here are some strategies to help with fluency: �Rereading. This is one of the best ways to help improve fluency. �Echo Reading. Echo reading is a rereading strategy designed to help students develop expressive, fluent reading. In echo reading, the tutor reads a short segment of text (sentence or phrase), and the student echoes back the same sentence or phrase while following along in the text. �Paying Attention to Punctuation. Some students read through periods. Point out end punctuation, model reading it, and have the learner reread.

Phonics & Decoding �Phonics has to do with looking at the letters of a word, figuring out what sounds those letters make, and putting the sounds together to read the word. �Phonics instruction can also focus on patterns, such as the –ight pattern and all of the words that you can make from that pattern (flight, knight, light, might, night, plight, right, sight, and tight). �Spelling is similar to phonics except that instead of reading, you are writing. p. 34

Decoding English has many irregular words. Consider these two: Ate and Eight However there are many word patterns you can teach. Here 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

Word Families p. 55 -56

Decoding/Phonics Strategies Word Family Sorts Sticky-note Word Family Books p. 34 -35

The “How” of Tutoring Key areas that we most often focus on in literacy tutoring: • Comprehension • Word Work: Vocabulary & Sight Words • Fluency • Phonics & Spelling

Guided Reading & Learning is a type of instruction in which a tutor guides at student (learner) through the process of reading. Tutors help students (learners) improve their reading by helping them: • BEFORE reading • DURING reading • AFTER reading

Instructional Sequence Rationale To establish purpose, activate background knowledge, motivate & engage learner. Pre-reading activities Pre-reading & Before Reading & Learning Previewing a book: Book Walk or Picture Learning Talk KWL Talk about the subject or text Scaffold reading and learning. Make learning active. During-reading activities Reader-Text Shared reading: Choral or Part Reading During Reading & Learning Interactions Reread for fluency Say Something Think Pair Share Double Entry Journal To extend and elaborate ideas from the text p. Post-reading activities 14 Retellings and discussion Post reading & After Reading & Learning Journaling Learning Concept Maps

Example 1: 7 th Grade Social Studies Instructional Sequence Activities Comments/Notes Before Reading & Learning Preview book— Pre-view Social Studies homework book walk (worksheet) and pre-read textbook with Sam. Point out headings, subheads, and key words. To establish purpose, KWL activate background Talk about text or knowledge, motivate & subject engage learner. During Reading & Learning. Shared reading: Use Say Something strategy while reading Choral or parts text to help Sam verbalize what he is reading. Guided reading and Reread for fluency Post ideas on sticky notes to help answer questions. learning. Make learning Use Strategies active. --Think. Pair. Share --DE Journal, etc Guide Sam in answering questions on After Reading & Learning Retellings & discussion worksheet. Check to see if he is using headings/subheads and notes to help answer To extend and elaborate Journaling, concept maps questions. ideas from the text p. Mini Lessons 18

Example 2: 3 rd Grade Reading Instructional Sequence Activities Comments/Notes Before Reading & Learning Preview book— Introduce new books and Do a picture walk book walk of the book that Rachel chooses to read. Have her make predictions. Point out a few words. To establish purpose, KWL New books: activate background Talk about text or Three Questions, Lion and the Mouse, Strega knowledge, motivate & subject Nona engage learner. During Reading & Learning. Shared reading: Guide reading. Ask recall questions and check Choral or parts for comprehension (“Does that make sense? ”). Guided reading and Reread for fluency Reread sections as needed to build fluency. Find 4 to 5 words to teach learning. Make learning Use Strategies active. --Think. Pair. Share --DE Journal, etc Ask: “Tell me about what you just read? ” After Reading & Learning Retellings & discussion Teach the new words and review sight words. To extend and elaborate Journaling, concept maps p. ideas from the text Mini Lessons 19

Scenario #1: What’s a Tutor to Do? You begin tutoring with a book. What do you do?

Scenario #1: What’s a Tutor to Do?

Scenario #1: What’s a Tutor to Do?

Scenario #1: What’s a Tutor to Do? �You’ve just begin working with Alex, a 2 nd grade student who struggles a bit with reading. You sit down with Alex and open up Flat Stanley at Bat, an I Can Read Level 2 book. �What do you say? What do you NOT say? �What do you do? What do you NOT do? �How would you plan a simple lesson to help Alex before, during and after reading Flat Stanley.

Scenario #2: Planning for Alex Instructional Sequence Activities Before Reading & Learning Preview book— book walk To establish purpose, KWL activate background Talk about text or knowledge, motivate & subject engage learner. During Reading & Learning. Shared reading: Choral or parts Guided reading and Reread for fluency learning. Make learning Use Strategies active. --Think. Pair. Share --DE Journal, etc After Reading & Learning Retellings & discussion To extend and elaborate Journaling, concept maps ideas from the text Mini Lessons Comments/Notes

Scenario #2: Planning for Sam �You’ve been working with Sam, a 5 th grade student who loves science but struggles a bit with reading. Sam has difficulty remembering what he reads and finds new words challenging. �Plan a lesson for Sam using Fossils as your book. It’s one he’s picked out and seems like it’s not too difficult.

Scenario #2: Planning for Sam

Scenario #2: Planning for Sam

Scenario #2: Planning for Sam Instructional Sequence Activities Before Reading & Learning Preview book— book walk To establish purpose, KWL activate background Talk about text or knowledge, motivate & subject engage learner. During Reading & Learning. Shared reading: Choral or parts Guided reading and Reread for fluency learning. Make learning Use Strategies active. --Think. Pair. Share --DE Journal, etc After Reading & Learning Retellings & discussion To extend and elaborate Journaling, concept maps ideas from the text Mini Lessons Comments/Notes

A Few More Things about Tutoring • Finding and introducing books

Picking Texts to Read p. 22 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 books at the right level “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 p. aloud and talk with the child. 13 � Five Finger Rule. 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)

The Book Walk, Picture Talk � Tutors guide students through a book by looking at the cover, title page, and pictures in the book. � 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? ” �Ask “W” and “H” questions � Confirm predictions when reading the book. p. 17

If time allows…try a book walk �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

Go-to Strategies: use these often �Comprehension �Say Something �KWL or 3 -2 -1 �Stickies �Vocabulary �Vocab Cards �Sight Words �Flash cards (practice each time you meet) �Fluency �Repeated readings �Decoding: �Word families �A few spelling rules (magic E, vowel blends)

Verbal Prompts Tutors Should Use � “Does that make senses? ” The point of reading is to comprehend. Fluency, decoding and vocabulary are important aspects of comprehension but the overall goal is understanding. Regardless of what students need help in, we can and should ask them, does that make � “What can you do? ” It’s tempting fix things when a student struggles. When a learner misses or mispronounces a word, we want to jump in and give them the word or correct pronunciation. Resist that temptation! It’s better to help a student develop the skills to fix their own struggles by asking

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DO’S: Tutoring Tips �Let the child hold the book and turn the pages �Let the child set the pace �Take time to look and talk—look at the pictures and talk about the book �Listen, listen and use verbal prompts �Talk about their ideas and check your predictions from the picture walk �“What did you like? ” �Talk about other good books and reading

Need help? Have questions? Read. Write. Serve 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 Taylor 704 -701 -5235 bruce. taylor@uncc. edu Jean Vintinner 704 -687 -7991 jvintin@uncc. edu