TIME FOR LITERACY

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TIME FOR LITERACY

• Trained, Volunteer Reading Tutors

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What is this program about?

• nearly 6,000 hours donated last year
• 150 tutors volunteering
• in 21 schools
• 300 students

To show his support for this literacy project,
Sen. Craig reads to students participating in the
Time for Literacy Project.
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How does it work?

• 2 time/wk.
• 2 students
• ½ hr. each
• PTO Literacy Rep
• coordinates with teacher
• contact in 2wks.
• introduce you to teacher

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What resources will I have?

• Time for Literacy Handbook
• Put Reading First
• Guided Reading Text
• The Reading Team A Handbook for Volunteers
• Literacy Volunteers of American Handbook

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What resources will I have?

• PTO literacy reps
• Master trainers
• Web blog
• Monthly newsletter
• CLC web page
• www.grovers.us/clc

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Whos that person next to me?

• Tell one unique thing
• Anyone who cant say the same, hand over a piece
  of candy
• Afterwards, youll introduce each other.

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Why a tutor?
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Tutors make a difference just by being there!
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What is literacy?
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Congress defines literacy
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Literacy includes
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Scaffolding through guided reading

• Guided reading is a method of supporting or
  scaffolding new readers to assure their success
  and lessen their chances of failure.

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Scaffolding through guided reading

• Tutors support the readers development of
  effective strategies for processing novel texts
  at increasingly challenging levels of difficulty
  
• (Fountas, Irene Gay Pinnell. Guided Reading.
  Portsmouth NHHeinemann, 1996. 2).

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Reading -four levels of scaffolding

• Read aloud
• Shared
• reading
• Guided reading
• Independent reading

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Read aloud

• Children love
• sitting by a friend
• listening to the stories
• looking at the pictures
• making up the ending
• They fear
• the strange marks
• making errors

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Shared reading

• Adult and child read together
• Adult supports student
• Adult chooses book with clues built in

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Steps to shared reading

• Select a book with clues
• Preview reason for reading
• Encourage participation
• Model good reading
• Encourage anticipation

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Guided reading

• Guiding through a new book
• Adult supports student
• Adult chooses book with clues built in

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Steps to guided reading

• Select the book.
• Set child up for success.
• Teach a strategy.
• When child struggles, prompt to suggest
  strategies.
• Check after-reading comprehension
• Praise

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Step 1, select the book

• Not too difficult
• Has support devices like pictures
• Fits childs interests
• Teaches skills and strategies
• Prepare ahead
• Look at pictures
• Plan questions
• Plan strategies to emphasize

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book level

• Not too difficult
• Recreation level
• Instruction level (ZPD zone of proximal
  development)
• Frustration level

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book level

• Check it out
• Count 50 words
• Silently count errors
• Dont interrupt
• RULE OF THUMB
• More than 5 errors in 50 words frustration
  level.

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book level

• If its too hard
• find another book
• talk more about the ideas from the book
• hearing level above reading level
• Read aloud
• Shared reading

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Step 2, set up child for success

• Preview to set a reason for reading
• Work for 90 accuracy
• Do Picture Walk
• Do Word Walk
• pre-teach new vocabulary
• dip into text

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Step 3, teach a strategy

• Use picture clues
• Think of what reader knows about topic
• Skip unknown words and read to the end of the
  sentence
• Start over

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strategies

• Think about what reader knows about word
• Is there another word I know like that?
• Is there a chunk I know?
• Use the beginning sounds to help

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What strategies do you use?

• Osgood-Schlatters disease is a form of
  osteochondrosis affecting the tibial tubercle.
  The resulting fragmentation of the epiphysial
  center involves an area of poorly calcified and
  rapidly growing bone surrounded by a densely
  calcified ring. If weight bearing is continued
  there may be fragmentation of the center, ending
  in malformation.

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Step 4, prompt to suggest strategies.

• Wait 5 seconds and let the child try.
• 3 prompts
• Does that make sense?
• Does that look right?
• Does that sound right?

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Does that make sense?

• Book says I was walking down the road.
• Child reads I was waking down the road.
• You prompt Does that make sense? Could she be
  waking down the road? Think what she might be
  doing.

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Does that look right?

• Book says I was walking down the road.
• Child reads I was waking down the street.
• You prompt That was a good guess. You can walk
  down the street but check that word and see if it
  starts like street. What else could it be?

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Does that sound right?

• Book says I was walking down the road.
• Child reads I was walk down the road.
• You prompt Do we say, I was walk down the
  road? Does that sound right? What is a better
  way to say that?

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Step 5, check comprehension.

• Ask open ended questions
• Have child retell story
• Have child tell favorite part
• Write letter to favorite character

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Step 6, praise

• Be sincere
• Be specific
• Do I liked how you . . .
• Dont Very good

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Steps to guided reading

• Select the book.
• Set child up for success.
• Teach a strategy.
• When child struggles, prompt to suggest
  strategies.
• Check after-reading comprehension
• Praise

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Independent reading

• Ultimate Goal
• Little adult support
• Encouragement

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Writing-four levels of scaffolding

• Shared writing
• Interactive writing
• Guided
• writing
• Independent writing

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Triggers for writing

• a personal experience
• a story
• a process
• anything interesting

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Why activities to practice strategies?
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Which do you prefer?
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Which do you prefer?
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Which do you prefer?
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Which do you prefer?
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Learning Styles VAKT

• V isual

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Following are examples of activities
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Games with portable word wall

• Folders make portable word wall
• Mind Reader
• Ruler Tap
• Clap, Chant, Write

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Games with word chunks

• Choose vowel pattern
• Read it in a word
• Student reads
• Change letter
• Student reads words
• Student adds letters

cap rap tap sap
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Games with sight words

• Word strips
• If correct, add to friend envelope.
• If hesitates, add to acquaintance envelope.
• If not known, add to stranger envelope. Review
  regularly

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Why plan your tutoring session?
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What goes in your tutor bag?

• Kleenex
• Games
• Stickers/Rewards
• Student portfolio
• Tutoring log
• Anything else you think youll need

• Crayons
• Markers
• Paper
• Pencils
• Books

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Legal responsibilities

• Read Tutor Handbook p. 31-32 verbatim.
• Confidentiality.
• Sharing progress.
• Tutoring in open rooms.
• Professional tutoring attitude.
• A bleeding child.
• Child feels comfortable sharing problems.

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Time for Literacy

• Tutors
• can make a difference
• support the student.
• connect reading and writing
• provide active learning

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Tutors make a difference just by being there!
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Dancing on a Rainbow

• When my reading teacher
• Comes to get me
• For my special reading class
• I feel like
• Dancing on a rainbow.
• To me she is
• a light in the darkness
• the twinkle of a star
• soft as a cotton ball
• a true friend

• When my reading teacher
• Comes to get me
• For my special reading class
• I feel like
• Dancing on a rainbow.

Kalli Dakof. If You Are Not Here Please Raise
your Hand Poems about School. Simon Schuster
New York, 1995. 41.
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Thanks for

• making a difference in the life of a child