STAR Advanced Tutor Training Welcome Welcome and thank

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STAR Advanced Tutor Training

STAR Advanced Tutor Training

Welcome! �Welcome and thank you for being a volunteer tutor with the STAR program.

Welcome! �Welcome and thank you for being a volunteer tutor with the STAR program. We are so excited to have this partnership between you and our students. We want this to be a fun and enjoyable experience. �This training will help you understand how to become an effective tutor and is designed to give you all the tools you need in order to help the children become successful readers. Thank you for becoming one of over 2, 000 Read-Graduate-Succeed volunteer tutors helping over 4, 000 students across the state of Utah. This is very exciting!

STAR Tutoring Program Overview: �Current research indicates that a structured reading tutorial program provides

STAR Tutoring Program Overview: �Current research indicates that a structured reading tutorial program provides achievement gains for students needing extra reading practice and instruction beyond what they receive in their regular classroom. �With this understanding, the Utah State Office of Education (USOE) has produced a reading tutorial program called Student Tutoring Achievement for Reading (STAR). The STAR Program supports the Utah Language Arts Core Standards.

Purpose �The purpose of STAR is to provide primary grade students, who are reading

Purpose �The purpose of STAR is to provide primary grade students, who are reading below grade level, additional reading practice. Students participating in STAR meet with an adult volunteer who supports them with a series of targeted lessons. The lessons enhance primary reading instruction offered by classroom teachers and support the following researched-based components of reading: comprehension, fluency, and vocabulary. These components are reinforced as students receive guided practice while reading engaging and appropriately leveled reading material.

Tutor Responsibilities • Commit to volunteering at least 1 hour per week (two half

Tutor Responsibilities • Commit to volunteering at least 1 hour per week (two half • • hour sessions) for the remainder of the school year. Be dependable and present for all tutoring sessions. If you have a conflict or emergency, please contact the school at 801 -610 -8114. Participate in training (this tutorial). Use the STAR lesson plan for each of the tutoring sessions. Document each lesson and keep accurate records of student progress. The students really look forward to reading to you. Please encourage the children by using sincere and specific praise.

Legal Responsibilities � ACCIDENT – Don’t treat a child if he/she has an accident.

Legal Responsibilities � ACCIDENT – Don’t treat a child if he/she has an accident. Take the child to the office. � ATTITUDE – Maintain a professional attitude while tutoring. Avoid physical contact. If a child hugs you, hug from the side. � CHILD ABUSE – Contact STAR Coordinator if you suspect abuse. Work with the principal to report abuse. � CONFIDENTIALITY – keep all information about students confidential. Only share the child’s information with the STAR Coordinator. � TUTORING SITE AND INSURANCE – all tutoring must be done at the school. Only tutor with the coordinator or other tutors present. Never be alone with a student. � GIFTS – Please do not give gifts to the student. The STAR Coordinator will provide incentives for the students.

Lesson Plan The lesson plan has six components. We will go over each in

Lesson Plan The lesson plan has six components. We will go over each in detail. Student's Name: Date 1. Review/Preview Text (3 min) STAR Advanced Lesson Plan Reading Levels Q-Z (30 minutes) Date Date 2. Reading (15 min) 3. Comprehension (3 min) • Date • Review Preview Text, Read New Book • Comprehension • Writing • Fluency • Vocabulary 5. Fluency (1 min new timing) (2 min fluency practice) WCPM 6. Vocabulary (3 min) Notes: WCPM 4. Writing (3 min) WCPM

Review/Preview Text(3 min) �Start by reviewing events and information from previous tutoring session. �Preview

Review/Preview Text(3 min) �Start by reviewing events and information from previous tutoring session. �Preview title, author, headings, subheadings, charts, and pictures for the current day’s reading. �Have the student make predictions of content based on evidence from preview. �Discuss any challenging or difficult vocabulary words from the text. Watch Video

Read Book (15 min) �Have student read the text or portions of the text

Read Book (15 min) �Have student read the text or portions of the text aloud, multiple times if necessary, chunking for comprehension as needed. �Help the student decode any difficult words using these strategies: � Say, “Try to sound out the word” � “Think about the word chunks/parts you know to decode the word” � “Does the word make sense in the sentence? ” �Write down any challenging or difficult words for later review. Watch Video

Comprehension (3 min) �Ask the student comprehension questions from the STAR manual. (see following

Comprehension (3 min) �Ask the student comprehension questions from the STAR manual. (see following slides) �Whenever possible, have student cite evidence from the text. Mark the student’s recall: Minimal/Partial/Excellent Watch Video

Writing (3 minutes) �Have the student write a summary of what was read or

Writing (3 minutes) �Have the student write a summary of what was read or draw a graphic organizer (following slides) in his/her notebook and begin filling it out. �A graphic organizer can serve for many tutoring sessions as more is learned from the reading. �After a graphic organizer is filled out, have the student use it to write a paragraph summarizing what was read. Watch Video

Fluency (1 minute timing, 2 min practice) � Model fluent reading of difficult sentences

Fluency (1 minute timing, 2 min practice) � Model fluent reading of difficult sentences in the book and have the student reread the same sentences using Expression, Accuracy, Rate, and Smoothness (EARS). � Look over the daily leveled fluency passage and point out any names or very difficult words to the student. But don’t let him/her read it yet. � Have student read the fluency passage (1 minute timing). Count mistakes. � Ask student to tell you what the passage was about. � Have the student color in total WCPM(words correct per minute) on Oral Reading Chart by subtracting errors from total words read.

Fluency Continued… �See the Movin’ On Up chart to see the goal for the

Fluency Continued… �See the Movin’ On Up chart to see the goal for the student’s reading level. �If the student reached the goal, put a star on the chart. �After three stars, the student moves up a level! Let the STAR Coordinator know, she will provide a prize. �Have the student pick out a book on his/her new level. Watch Video

Movin’ On Up Chart

Movin’ On Up Chart

Oral Reading Chart

Oral Reading Chart

Sample Reading Chart (filled out)

Sample Reading Chart (filled out)

Vocabulary(3 min) � Review any challenging words from the text (we have dictionaries on

Vocabulary(3 min) � Review any challenging words from the text (we have dictionaries on the shelf). � Using the Vocabulary sheet, talk about and fill out a graphic organizer for one or two science or math vocabulary words. (draw the graphic organizer in the student’s notebook) Watch Video

Sample Lesson Plan (filled out)

Sample Lesson Plan (filled out)

Additional Resources My Student is Reluctant � Offer your student some choices among a

Additional Resources My Student is Reluctant � Offer your student some choices among a limited number of alternatives: “Would you like to read first? ” “Would you like me to read that first? ” � It may be that the material is too difficult or that the student lacks confidence. If this is the case, take turns reading. � Try switching roles with the student. The student becomes the “teacher” and the tutor becomes the “student”. The tutor reads slowly, asking the student for help, or the tutor pronounces a word incorrectly and has the student correct the tutor’s errors.

Additional Resources Cont… My Student is Not Cooperating � Avoid questions that can be

Additional Resources Cont… My Student is Not Cooperating � Avoid questions that can be answered with “No!” Rather than saying “Do you want to read now? ” say, “Now we will read. ” Instead of saying “Do you want to read the sight word list? ask, “Which words do you know on this list? Read them for me, or “Where should we start? ” You must follow the Lesson Plan, but you can give the student choices about different ways to accomplish the tasks. � Keep up a steady pace. A brisk forward momentum helps keep the student’s attention. Follow the time allocations on the Lesson Plan. � Keep your tutoring routine, the same each time. Routines provide the structure and security that young or struggling readers need. � Provide a lesson plan sheet for your student and have the student check off activities as they are completed. � Avoid negative feedback. When a student makes a mistake, rather than saying “no, ” ask questions that will lead to a correct answer. For example, “Let’s look at that again, ” or “What would make sense? ” or “What do you see in this picture? ” � Avoid Criticism. If a student engages in annoying or unacceptable behavior, criticize the activity, not the student. For example, if the student is making mistakes because he/she rushes through the reading, you might say, “Reading very quickly sometimes makes it difficult to remember what you’ve read. Let’s slow down and think about what you’re doing. ” � Establish and maintain boundaries. A student will benefit from knowing a routine, being familiar with lesson plans, and knowing who is in charge

Additional Resources Cont… Ways to give Specific Praise � The tutoring session is ideally

Additional Resources Cont… Ways to give Specific Praise � The tutoring session is ideally suited to praising students. You can tell them regularly what they are doing well and how they are improving. � Be honest and supportive. Give specific, honest feedback to your student’s attempts to answer questions or solve problems. � If an answer is wrong, do not be afraid to acknowledge that it is wrong, but be quick to point out the praiseworthy aspects of the answer. Then provide your student with the information he/she needs to answer the questions next time. For example, “you did a great job of sounding out the first two letters, but you also need to focus on the end of the word. What sounds do the final letters make? ” � Be positive. Keep the tone positive and accepting.

Ways to Praise Wow! Good for you Thank you for… Exactly Keep it up

Ways to Praise Wow! Good for you Thank you for… Exactly Keep it up Super! Keep up the good work Look at your progress That’s an improvement I like the way you are… Great effort! You’ve got it I’m proud of the way you… Excellent Way to go What a pro You figured it out! You should be proud You make it look easy What neat work That’s it! Go ahead Fine answer Good thinking I’m pleased You’re doing better Keep going Of course