Volunteer Tutor Orientation (Oct 11)

Volunteer Tutor Orientation

The Community Reading Project

October 11, 2016

What is The Community Reading Project?

What am I being “oriented” for?

Volunteer Manual: pp. 14-19

One-on-one tutoringMore closely resembled “traditional”

schooling

Meet weekly (or possibly more) during a time and schedule determined by tutor-student pairs

May have homework or other work outside of class

Tutor is responsible for lesson planning and assessments

Student must go through intake & assessment (aka, learning testing) process

Learning is tailored to student’s abilities

Attendance at sessions is required

Time requirements and material may be more intensive than at Reading Info Desks

Reading Info DesksWalk-in reading help; tutor is required

to do 2 sessions per month at a single location

Sites, dates and times are pre-determined; students and volunteers must conform to existing schedule

“Just in time” learning model: student gets just enough information to satisfy short-term goals

Tutor is responsible for helping students as they appear; no extra planning outside of sessions

No formal intake required for students. Informal assessment measures available in Reading Help Desk kits.

Less individualized help than one-on-one tutoring

No attendance requirements; students may come and go to the Reading Info Desks as needed

We want your input.

What’s the process for meeting with students?

Volunteer Manual: pp. 14-19

Importance of taking statistics

Some Best PracticesSafety

Professionalism

Communication with Program Director

Teaching Adults & Volunteer Manual

Tutor Support Resources

Teaching Adults

What makes someone an effective teacher?What does being supportive look like? How do our own backgrounds and experiences influence us as we teach and learn?

Learning Challenges

Break time

What is reading? What is literacy?

Five strands of readinghttps://www.youtube.com/watch?v=gtEspw_iUT0

Project: Learning and Teaching1.Step one: As a group, read the assigned section of “Put Reading

First” and discuss (15 minutes)

2.Step two: Look through the text and write out the answers to these questions:

a. Why is _______ (phonetic awareness/phonics/fluency/etc.) important for reading?

b. What activities can help to teach it?

3.Step three: Present your findings from Step 2 to the class (5 minutes per group)

The whole “Put Reading First” text is available online at: https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

Element 1: Phonemic Awareness1.Why is it important? 2.What activities can help to teach it? 3.Additional Resources

a. Put Reading First (pp. 13-16) https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

Element 2: Phonics1.Why is it important? 2.What activities can help to teach it? 3.Additional Resources

a. Teaching Adults Ch. 8

Element 3: Fluency1.Why is it important? 2.What activities can help to teach it? 3.Additional Resources

a. Put Reading First pp. 29-36 b. Teaching Adults Ch. 7

Element 4: Vocabulary1.Why is it important? 2.What activities can help to teach it? 3.Additional Resources

a. Teaching Adults: Ch. 9 and Appendix I b. Dictionary

Element 5: Comprehension 1.Why is it important? 2.What activities can help to teach it? 3.Additional Resources

a. Teaching Adults Ch. 10 (especially “Roadblocks” section) b. Put Reading First pp. 51-58

Element 5: Comprehension"...[Adult basic education] adults' knowledge about reading, or their meta-comprehension, is more like that of children who are beginning readers. They are less aware than good readers of strategies that can be used to monitor comprehension, view reading as decoding as opposed to comprehending text, and are less aware of the general structure of paragraphs and stories.... Comprehension strategies, such as how to monitor comprehension during reading and how to determine a text's basic structure, may need to be taught."

LINCS research: https://lincs.ed.gov/readingprofiles/MC_Text_Comprehension.htm

Teaching Reading: More In-Depth Guidance Teaching Adults: Ch 7, 8, 9, 10

Teaching Adults: Appendix C-L

YouTube Channel: https://www.youtube.com/channel/UCE2IxKDHD5mjWQEyfKzU1DQ

Put Reading First: https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf

ProLiteracy EdNet Instructor Resources: http://www.proliteracyednet.org/articles.asp?mcid=2&cid=24

YouTube vs. Purdue Engineering

My Point

Teaching Strategies

Workbooks

Laubach Way to Reading

Laubach in Action: ● https://www.youtube.com/watch?v=G4QRUbC0Tz4 ● https://www.youtube.com/watch?v=A76S4icu_y4

Another Laubach ResourceProLiteracyEdNet.org: “Learning to Use Laubach Way to Reading, Laubach Way to English, and Focus on Phonics” http://www.proliteracyednet.org/articles.asp?mcid=2&cid=24

LEA (Language Experience Activity)

Authentic Materials

Structuring Class & Lesson Planning: Think Backwards

Checking for Understanding (Assessment)

Hands-on practice

Before you leaveFill out Volunteer Application Indicate preference for Reading Info Desk OR 1:1 tutoring Take a business cardTake your books What happens next