Partners Achieving Literacy Success A ReadWriteServe Program of the Center for Adolescent Literacies...
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- Slide 1
- Partners Achieving Literacy Success A ReadWriteServe Program of
the Center for Adolescent Literacies at UNC Charlotte Literacy PALS
Tutor Training
- Slide 2
- What is Literacy PALS? Literacy PALS (Partners Achieving
Literacy Success) is a volunteer tutoring program that pairs
students and staff at UNC Charlotte and volunteers from the
community including faith-based organizations, businesses and
individuals to work with students in grades K-12. Literacy PALS can
have a big impact on students in our community.
- Slide 3
- Literacy PALS 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
A note about our terminology: Tutors-----UNC Charlotte student
/staff volunteers Learners----the grades K-12 students receiving
tutoring
- Slide 4
- The Literacy PALS Commitment Set a time commitment that is
reasonable and stick with it. We ask that you commit to meeting
with a learner once a week if possible. Whatever your schedule,
please keep your commitment to our student partners. Be ethical and
responsible in all that you do in your work with student partners.
Literacy PALS are mentors and role models.
- Slide 5
- Tutoring Basics Getting to Know the Learner Setting
Expectations Evaluating the Learner Our Approach (Planning)
- Slide 6
- 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
- Slide 7
- Ice Breakers Ice Breakers are games or activities we use to get
to know a learner or break the ice. Here are a few of these
activities: Acrostic Name Poem The Memory Game Two facts and a
lie
- Slide 8
- Acrostic Name Poem NAMEAbout me CCurious and loves to learn
HHappy and has lots of friends RReally loves science IInterested in
music and wants to play guitar SSports fanatic
- Slide 9
- Try It Out Take a couple of minutes and try your hand at using
an ice breaker to get to know someone sitting near you.
- Slide 10
- Setting Expectations Its important to establish expectations
between the tutor and learner. You can do this through discussion
or if you prefer, you can use the Literacy PALS Tutor-Learner
Agreement that is in the back of your Literacy PALS Handbook. The
main points are that both Tutor and Learner agree to: Come prepared
to all tutoring sessions Arrive on time Listen and talk with each
other Be respectful of each other
- Slide 11
- Formal vs. Informal Assessment INFORMAL ASSESSMENTFORMAL
ASSESSMENT Observations of the learner Interviews or conversation
with the learner (what the learner says he or she wants and needs)
Listening to a learner read or work a problem Learner think-aloud
with class work, homework, a book Input from teachers and parents
Student retellings of a text Standardized tests (End-of-Grade and
End-of-Course tests) Ability tests (IQ) Teacher created tests and
quizzes
- Slide 12
- Informal Assessment Assessment gives us information about what
learners strengths and areas of needwhat they can do and what they
need help with. Here are some informal methods of assessment:
Interview Learner Surveys 5-finger assessment Read Alouds
Retellings See page 10-13 in the Lit PALS Tutor Handbook
- Slide 13
- Levels of Reading Independent Reading Level. Easy reading. In
oral reading, a child would have four to five word calling errors
in 100 words of text, with solid comprehension about the story. A
student could read it alone with ease. Instructional Reading Level.
The word error range allowed while reading orally is from 2 to 5
word calling errors per 100 words of text (90% accuracy or better),
with reasonable comprehension on simple recall questions about the
story. Reading at this level requires the assistance of a teacher
or tutor. Frustration Reading Level. This is too hard for the
reader. Word errors are 9 or more per 100 words of text.
Comprehension is not strong.
- Slide 14
- The Learner Survey Use the first meeting to get to know the
learner informally. By the second meeting, you can have the learner
fill out a Learner Survey. The Learner Survey can be used to guide
your tutoring by: Identify learner strengths and weaknesses Provide
a starting place in which to tutor Suggestion: Complete the Learner
Survey during the first or second meeting with your learner.
- Slide 15
- 5 Finger Text Assessment Allow the student to read-aloud about
100 words from a book or text. While the student is reading, count
the number of errors made. When a child corrects his own errors, it
doesnt count as an error. Errors include: Misread word said
incorrectly Insertion added a word different from text Omission
skipped over or left out a word Keep track of these errors using
the fingers on your hand. If you count more than nine or ten
errors, then the book being read is at the childs frustration
level. The tutor should then select an easier book to ensure
greater reading success.
- Slide 16
- Tutoring Scenario #1 Youve just begun tutoring a new learner,
Sam, a first-grader. You observe the following: Sam is very shy and
doesnt 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. What can you
do?
- Slide 17
- Our Approach: Guided Learning Our basic approach is to meet a
learner at his or her point of need. You might help the learner
with homework or in reading and writing. Most tutoring can be
broken into this simple framework: Before Reading & Learning
During Reading & Learning After Reading & Learning See page
14-20 in the Lit PALS Tutor Handbook
- Slide 18
- Guided Reading & Learnig Guided Reading & Learning is a
type of instruction in which a tutor guides at student (learner)
through the process of reading. Tutors are mentors to students.
They help students (learners) move from reading with help to
reading independently.
- Slide 19
- Instructional Sequence Rationale Before Reading & Learning
Pre-reading & Learning To establish purpose, activate
background knowledge, motivate & engage learner. Pre-reading
activities Previewing a book: Book Walk or Picture Talk KWL Talk
about the subject or text During Reading & Learning Reader-Text
Interactions Scaffold reading and learning. Make learning active.
During-reading activities Shared reading: Choral or Part Reading
Reread for fluency Say Something Think Pair Share Double Entry
Journal After Reading & Learning Post reading & Learning To
extend and elaborate ideas from the text Post-reading activities
Retellings and discussion Journaling Concept Maps Mini-lessons
(teaching concepts & strategies)
- Slide 20
- Example 1: Sam in 7 th Grade Instructional
SequenceActivitiesComments/Notes Before Reading & Learning To
establish purpose, activate background knowledge, motivate &
engage learner. Pre-view Social Studies homework (worksheet) and
pre-read textbook with Sam. Point out headings, subheads, and key
words. During Reading & Learning Guided reading and learning.
Make learning active. Use Say Something strategy while reading text
to help Sam verbalize what he is reading. Post ideas on sticky
notes to help answer questions. After Reading & Learning To
extend and elaborate ideas from the text Guide Sam in answering
questions on worksheet. Check to see if he is using
headings/subheads and notes to help answer questions.
- Slide 21
- Example 2: Rachel in 3 rd Grade Instructional
SequenceActivitiesComments/Notes Before Reading & Learning To
establish purpose, activate background knowledge, motivate &
engage learner. Introduce new books and Do a picture walk of the
book that Rachel chooses to read. Have her make predictions. Point
out a few words. New books: Three Questions, Lion and the Mouse,
Strega Nona During Reading & Learning Guided reading and
learning. Make learning active. Guide reading. Ask recall questions
and check for comprehension (Does that make sense?). Reread
sections as needed to build fluency. Find 4 to 5 words to teach
After Reading & Learning To extend and elaborate ideas from the
text Ask: Tell me about what you just read? Teach the new words and
review sight words.
- Slide 22
- Lesson Activities & Mini-lessons Here are some useful
lesson activities and mini-lesson ideas: Book Walk or Picture Talks
Guided Reading & Learning Dictating Stories or LEA Word
Families & Word Sorts Sight Word practice Teaching
Strategies
- Slide 23
- Book Walks & Picture Talks 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.
- Slide 24
- Try It Out If time allows, take a couple of minutes and try
your hand at leading book walk or picture talk with someone near
you.
- Slide 25
- Tutoring Elements Elements of Tutoring Picking Texts to Read
Comprehension Word Work: Vocabulary & Site Words Fluency
Decoding
- Slide 26
- Picking Texts to Read 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.
- Slide 27
- What to focus on in tutoring There are four key areas that we
most often focus on in literacy tutoring. Comprehension Word Work:
Vocabulary & Site Words Fluency Decoding
- Slide 28
- Comprehension Comprehension is the so what of reading. Readers
who comprehend understand and can answer questions about what
theyve read. Here are some strategies that help with comprehension:
Say Something KWL 3-2-1 Talking to the Text See page 23-27 in the
Lit PALS Tutor Handbook
- Slide 29
- Take Two Take two minutes and review pages 23 through 27 in
your Literacy PALS Tutor Handbook. Think about the comprehension
strategies and how you might use them.
- Slide 30
- Sight Words Sight words are common words that a reader should
recognize on "sight." These important words are also referred to as
"high-frequency words. Sight words are a group of common words with
a high- frequency of use that readers must know on sight,
instantly, and automatically in order to develop into an efficient
and smooth reader. Some examples of these important words are a,
is, the, of, and, that, in, you, I, and to. We include a copy of
the list of Dolch Sight Words in the back of this handbook on page
55.
- Slide 31
- Vocabulary Vocabulary strategies help readers with words they
dont know and need to learn. We dont expect them to have to
memorize these words like we hope readers will do with sight words.
Readers need strategies to include but go beyond teaching
definitions and include pictures and connections to the real world.
DosDonts Teach words that matterTeach words just because a learner
doesnt know it Teach a few words at a timeTeach 10, 15, 20 words
(lists) at a time Teach words that the student will see and use
again Teach words that you are unsure of
- Slide 32
- Sight Words & Vocabulary Repetition is the key to teaching
sight words. Try this: Play Sight Word bingo Make sight word flash
cards and review them each Here are some strategies that help teach
vocabulary. Note that they move beyond simply teaching definitions.
Vocabulary Cards Vocabulary Self-Awareness Chart How Well Do I Know
These Words Teach common pre-fixes and root words
- Slide 33
- Take Two Take two minutes and review pages 28 through 32 in
your Literacy PALS Tutor Handbook. Think about the vocabulary
strategies and how you might use them. Try your hand at creating a
vocabulary card for a content area term like solar or
cylinder.
- Slide 34
- 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.
- Slide 35
- 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 its
name Word Families. ight words, -ate words (late, fate, crate), -ad
words (mad, bad, had) Note: Dont spend too much time on decoding.
Be sure to help with comprehension, vocabulary and fluency.
- Slide 36
- Sticky-note Word Family Books
- Slide 37
- Tutoring Scenario #2 Youve just begun tutoring a new learner,
Jose, a fifth-grader. You observe the following: Jose reads the
words on the page well but as he says, I just dont get it. You ask
Jose to read aloud and his reading sounds fine but when you ask him
to do a retelling he has little to say. He also says that some of
the words in his science book are difficult. What can you do?
- Slide 38
- Homework Help Ask if they understand the directions. If they
say yes, move on. If they say no, ask them to read the directions
to you and clarify any confusing points. Provide guidance, not
answers To reach the correct answer, guide the student with
questions and insights. Suggestion: Think of homework or
assignments as the tutoring content. Use a Before-, During- and
After- approach to helping with homework.
- Slide 39
- Reading with Learners There are many ways to organize
readingread aloud, partner reading, silent reading. Here are some
different ways to organize reading when you work with a student:
Read Aloud (oral reading). Have the student read aloud to you.
Buddy Reading. You and the student take turns reading sections of a
text and talking about it. Great questions include: What do you
think will happen next? or Does that make sense? Choral Reading.
Another good strategy for struggling readers is to read a text
aloud together in unison. Silent Reading. Yes, this works in
tutoring as wellespecially for older students. You and the student
read a text to an agreed upon stopping point and then discuss the
passage. Not all reading has to be out loud. Read aloud is useful
but can be uncomfortable for some learners.
- Slide 40
- Take Five If time and resources allow, pick a book or text and
review it. Think about how you would use this text in tutoring a
student. Consider the following: How would you introduce the text?
What vocabulary words are you likely to teach? What comprehension
strategy or strategies might you use? Create a Lesson Plan to
address these issues.
- Slide 41
- Registering as a Volunteer This is a must before you begin
tutoring in CMS schools Takes 5 minutes Lets do it today!
https://www.cmsvolunteers.com/ Other school districts have
requirements for volunteers so please check before you
- Slide 42
- Resources for Tutors The Center for Adolescent Literacies
offers the following resources: The Literacy Wiki
http://literacyuncc.pbworks.com The ReadWriteServe Tutor Blog
http://rwstutoring.blogspot.com/ For more information about the
Center for Adolescent Literacies go to our website at:
literacy.uncc.edu
- Slide 43
- Need help? Have questions? Literacy PALS 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. Bruce
TaylorJean Vintinner 704-687-8707704-687-7991
bruce.taylor@uncc.edubruce.taylor@uncc.edu
jvintin@uncc.edujvintin@uncc.edu http://literacy.uncc.edu/