America Reads at UNC Charlotte Tutor Training

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America Reads at UNC CharlotteTutor Training

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

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Tutor TrainingSession 1
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Introductions

• Work Study Paperwork
• Getting to know each other
• Acrostic name poems

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Placement

• America Reads Wiki
• http//americareadsunccharlotte.pbworks.com/
• Selecting a tutoring site
• Registering with CMS as volunteer
• https//www.cmsvolunteers.com/volunteer.php?newfla
  g1

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Work Study Budget Plan

• Professional behavior
• Clockable hours
• Weekly commitment
• Time sheets
• Monthly meetings
• Pay scale (pg. 7)
• Calculate your monthly time allowance (pg. 8)

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The First Week at Your Site

• Contact Lead Tutor
• Visit school
• Set up schedule
• Check-in procedures
• Tutoring logistics
• Picking up/Dropping off kids
• Tutoring locations
• Tutoring materials

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Guided Reading (pg. 33)
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Developmental Reading Levels

• Just Right Readingreading at the Independent
  level
• Guided Readingreading at the Instructional level
• Read Aloudthe Frustration level.
• See pg. 23 for more details

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The First Tutoring Session

• Goals for the first meeting
• Establish rapport
• Setting expectations (Tutor-Learner Agreement)
• Get to know your learner (informal assessment)

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Ice Breakers

• Reading Interest Survey (pg. 16)
• The Memory Game (pg. 17)
• Acrostic Name Poem (pg. 18)

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Informal Assessment

• Interest Inventories (pg.19)
• 5-finger assessment (pg. 25)
• Retellings (pg. 26)
• Think Aloud (pg. 27)

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Practice establishing rapport and informal
assessments
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Tutoring Scenario 1

• Youve just begun tutoring a new learner, Sam, a
  third-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?

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Overview of Tutoring Session

• Just Right Reading time (5-10 min.)
• Guided Reading time (15 min.)
• Mini-lesson or Writing Lesson (15 min.)
• Tutor Read Aloud (5-10 min.)
• See pg. 34 35 for more detail

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Dos and Donts of Tutoring

• Do
• Guide the learner in reading
• Ask, does that make sense?
• Encourage rereading
• Dont
• Correct every mistake
• Get frustrated

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Modeling a Tutoring Session

• The Book Walk or Picture Walk to introduce a book
• Guiding reading during tutoring
• Looking for patterns of errors or challenges. We
  use these to design mini-lessons.
• Look for writing connections.

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Tutoring Scenario 2

• Youve been working with Latoya, a 4th 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?

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Mini-lessons and Strategies

• America Reads

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Mini-lessons Strategies

• Mini-lessons for emergent readers (pg. 37)
• Mini-lessons for beginning readers (pg. 38)
• Strategies for
• Phonics and Phonemic Awareness (pg. 40 43)
• Comprehension (pg. 44 50)
• Word Study (pg. 51 61)
• Fluency (pg. 62 64)
• Writing (pg. 65 70)

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Tutoring Scenario 3

• Marc, a 4th grade learner, reads quickly and says
  most of the words correctly. However, you notice
  that
• Mark doesnt seem to understand much of what he
  reads. He doesnt get it.
• Mark also does not understand many grade level
  vocabulary in science and social studies.
• Create a Lesson Plan to address these issues.

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Lesson Plans

• 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.
• See example on pg. 35
• Blank form on pg. 73

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Questions?

• Questions?

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Need help? Have questions?

• 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. Paola Pilonieta Dr. Bruce Taylor
• America Reads Coordinator Director of The Center
  for Adolescent
• 704-687-8895 (Office) Literacies
• pilonieta_at_uncc.edu 704-687-8707 (Office)
• bruce.taylor_at_uncc.edu
• http//education.uncc.edu/calatuncc
•                                            

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Tutor TrainingSession 2
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Reporting Back

• Report on school visits
• Questions about tutoring sites

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Reviewing Reading Levels

• Just Right Readingreading at the Independent
  level
• Guided Readingreading at the Instructional level
• Read Aloudthe Frustration level.
• See pg. 23 for more details

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Formal Assessment Graded Word Lists

• Where to start
• Goal getting independent, instructional, and
  frustration reading level
• How to score word lists
• Practice scoring list (pg. 22)
• Practice scoring with CD

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Learner Progress Report

• See pg 28-29 in Tutor Handbook
• Filling out form
• Qualitative Analysis portion

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Selecting Appropriate Books

• Reading levels (independent, instructional,
  frustration)
• Accelerated Reading Levels
• Lexiles
• What are lexiles
• http//www.lexile.com/DesktopDefault.aspx?viewed
  tabindex6tabid181
• Finding a books lexile
• http//www.lexile.com/DesktopDefault.aspx?viewfa
  tabindex3tabid68
• Childrens Interest

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Tutoring

• Practice writing a lesson plan (pg. 35)
• Tutoring Kit

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Site Notebook

• Signing In
• Monthly tutoring reports
• Learner Annual Reports

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Questions?

• Questions?

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Need help? Have questions?

• 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. Paola Pilonieta Dr. Bruce Taylor
• America Reads Coordinator Director of The Center
  for Adolescent
• 704-687-8895 (Office) Literacies
• pilonieta_at_uncc.edu 704-687-8707 (Office)
• bruce.taylor_at_uncc.edu
• http//education.uncc.edu/calatuncc
•