A day in the life
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  • Training Objective: Participants will identify the elements of a high quality Pre-K classroom. They will be able to explain the roles and responsibilities in the classroom and outside of the classroom . They will be able to explain how they know what to do and when to do it from August to May. Training Length: 3 hours 1. Introductory Set: Show a Slide Show of a Day in the life of a Minnesota Reading Corps Tutor. Explain: In Minnesota all over the state children are talking, reading and writing with the support of a MN Reading Corps Literacy Tutor. In about 200 classrooms. Ask tutor to put self into each of these pictures. Imagine it is them on the job. When the children arrive in the classroom you are working in, you too will be doing the tasks you see the member in the picture doing. Ask tutors to watch and think and write down the thoughts or questions they may have. We will discuss them when the slide show is finished. TRAINER will Narrarate the Slide Show using the text from : the Mn. Literacy Handbook to briefly highlight the expectatons for a Tutor in a Mn. Read ing Corps Classroom pg. ___ A question I have A Comment I have 2. Discuss the slide presentation at individual tables. At your table: List the Elements (large group, arrival...) that you just heard about and saw in the slide presentation. Go around the group and everyone list one element of the day that they remember and say one comment about that element that they remember. (small group; 2-6 children). Also write down any questions that you have as a result of the slide show and bring them to the large group discussion.
  • 1. Welcome you have been selected to be a MN Reading Corps Literacy Tutor. 2. Ask about Literacy and Emergent Literacy: THINK/PAIR/SHARE: Ask participants to think about the word literacy: What is Literacy? What is Emergent Literacy? Write down your thoughts. Share them with the person next to you 3. Explain the Slide and the definition most often used in education and co Literacy: is the ability to read, write and talk, leading to the ability to communicate and learn. Emergent Literacy: is the view that literacy begins at birth and is developed or encouraged through participation with adults in meaningful activities. 4 . Demonstrate talking, reading and writing using a CEREAL BOX and discuss how this fits in with the Job Title: MN Literacy Tutor When you are present with children your job title says a lot. It says that you are talking, reading and writing with children and as you do that you become a tutor or model of literacy for children. They will learn from you. You are a Tutor making a difference in MN. Welcome Literacy Tutor, your job for the next 10 months is to find fun and meaningful ways to Talk, Read and Write with children. 5. Show Video A Literacy Rich Tutor: Arrival Reading with Shannon. Discuss what in the video represented an opportunity for children to read, write ,and talk?
  • 1. Explain: It is well documented that there are meaningful differences in the abilities of children arriving in our kindergartens every year. As a result of these differences MN Reading Corps was created. You are a person that can talk with kids daily, read with kids daily and find ways to get children learning about print daily. You are one resource to try to equalize the opportunity gap of the children in our state. Welcome look around. There are # of members like you. Impacting_____ children around the state. 2. Tell the Story of Meaningful Differences: Tell the Hart Risley Story: Three children coming from different families. Having different opportunities to hear words, to think and answer questions, and different experiences of what they learned about themselves. Child #1: Heard: 13 million words/sounds in the first 5 years of life. That works out to be about 616 words per waking hour, was asked 5 questions per hour (trainer do a role play: ask a participant what there favorite food is. Wait, then ask the group what did the participant get to do when I asked her a question? (she got to think about it and then got the opportunity to talk). Child #1 also received 5 affirmations (positive messages) to 11 Prohibitions (11 negative messages). Child #2: Heard 26 million words, 20 questions per hour, and 12 affirmations to 7 prohibitions. Ending with a vocabulary of 12,000 words. Child #3: Heard 45 million with 40 questions per waking hour and 32 affirmations to 5 prohibitions. 3. Explain: We know that children need to know 10,000 to 12,000 words to be fluent readers and we know that the differences in quality and quantity of children's early interactions and oral language predict early school success. 4. Discuss the 3 areas that were different for the children: hearing words, using words and encouragement. 5. Watch video of Arrival Reading With Shannon again and identify, words heard, used, and encouragment: 6. Ask participants to draw a picture that represents them, the children and their interactions as a MN Reading Corps Literacy Tutor. I want you to identify what you think child #1 might need from you when he arrives in your preschool classroom so that he can be more school ready. Discuss and share your picture at your table. Share a few highlights with the large group.
  • Presenter notes Read the slide.
  • 1. Read and Explain the slide: 2. Explain the Goal Setting Book: Ask participants to take out their Goal Setting Book. Model a “think aloud” As I leave this summer institute I have learned a lot, so how do I know what to do next. I will open up my MRC Pre-K Tutor Calendar to August, it has it broken down what I do in the classroom and other activities I am expected to do throughout the month. Ask participants to review the month of August and share with one other person how this tool will help them get organized throughout the year. The trainer can mention that in the audience there may be people that are really organized and some that are not very organized. We expect that all Tutors will use this tool and document when they have completed the activity They will review their activities and calendar with their coach 2x a month during coaching visits. Allow participants the time to page through it and ask them to identify the areas common for each month. Ask them to share their ideas at their table. (calendar, classroom tasks, other tasks, goal setting page with dates for meeting with coach, the assigned integrity check…..) Remind them that they will be trained to do the activities and then their coach will help them understand the tasks that are listed Point out that they will continue to have training that will build on everything they learned this week and that when they leave this week they are just expected to know how to do the items related to August and September. 3. Ask the Tutors and Coaches to write down in the cover their email and phone numbers so they can identify their book if it gets misplaced.
  • 1.Read the slide 2. Explain the differences in classroom types. once a tutor is assigned to a classroom the tutor is expected to be present with that group of children whenever the children in that classroom are present. It is not acceptable for a site to have a Tutor that moves around to multiple classrooms to help teachers do small groups and collect data or to help cover times when the program needs help. The tutor needs to be a consistent presence. If children are only present for 3 half days a week then when the children are not present the Tutor can assist in another classroom 3. Explain: As a Literacy Tutor you are not to be counted in the ratio . The program must have a required adult child ratio without a Community Corps Literacy Tutor. This is really important because you will see that there will times when you will not be present because you have to go to Fundamental Trainings or leave the classroom to meet with your coach. 4. Identify the type of classroom the tutor will be working in. If they are not sure have them ask their Internal Coach. Experienced tutors could share their experience.
  • 1. Read quote in manual : “ Excellent pre schools can make a difference for at-risk children. Excellent in this case implies providing rich opportunities to learn and to practice language and literacy related skill in a playful and motivating setting. Substantial research confirms the value of such preschools in preventing or reducing reading difficulties for as-risk children” (Snow 1998) 2. Explain: Each of the upcoming slides will identify what is expected of the classroom and how the MRC literacy tutor can enhance and support this element on an on-going basis As we move forward with the slides. You will get to identify your roles and responsibilities as a Professional Corps Literacy Tutor (Lead Teacher) or Professional Corps Literacy Tutor-Non Lead Teacher or Community Corps Literacy Tutor . When we talk about the tasks of a Community Corps tutor, we also talk about a Professional Corps Non-Lead Teacher. 3. Read the slide: Some items in a literacy rich classroom include: Explain: Materials, activities and interactions use themes that are meaningful to children to unify and integrate their learning. A common theme In September in Pre-K Classrooms is Friends: and you will see items in the classroom that help children play, talk, read, write about friends. Show a sample of some theme related books related to friends, and some books that are not about the theme of friends (maybe fall) 4. Ask table to share some common Pre-K Themes and have experienced Members share what their role was with helping their Lead Teacher make the room more literacy rich.
  • 1.. Explain: A Literacy tutor can be expected to help bring children in from the bus. Everyday when the bus arrives she is present to welcome the children All the children get off the bus, stand in line and then walk in with the Literacy Tutor. Some tutors may not be responsible for this but others will be. 2. It is an important job to help children transition from home to school . A smile is very important when the day begins. In the beginning, her lead teacher may have done this and as the month went on the Tutor becomes responsible for this job. She smiles and greets the children to make them feel safe, she may give a wink or high –five. If she and the child have to wait she may sing a Big 5 transition song with the children. Practice singing the Itsy Bitsy Spider together, as an example of an activity to wait in line, manage behavior, and learn about literacy at the same time. 3. It is a time to provide children with talking, reading and writing: A Tutor might teach the children a familiar rhyme everyday as they are about to go into the building Ask participants to think of the familiar rhyme that they learned as a child and to share it . They might want to use this one when they are put in charge of a group of children and want to get their attention. Play simon says : put your hands by your side, Simon says put your eyes on Ms. Kate then don’t say simon says and say walk, each day it will build the interest in the children to pay attention…. Ask experienced members to share a favorite of theirs and explain when and how they used it with the children.
  • 1. Read the slide: 2. In the MN Reading Corps Tutors help children to transition into their classroom through rituals and routines that help kids to predict what will happen, and who they can expect to be there to help them. Imagine how it feels to a child that comes to this classroom, all new routines, people, and maybe even language. This is a time that helps the children to acquire a feeling of being safe and liked. The adults communicate that message through their face, voice tone, words and availability. Explain: You will see children greeted individually, they will come in and find their name and attempt to sign-in. They are taught what to do by their lead teacher Then the Literacy Tutor will re-teach and help the children remember what they can do when they arrive. The sign-in does not have to be done during arrival, however it must be formalized as a sign-in routine and not just have children sign their art work. Planning opportunities for children to sign their names for authentic purposes is important. Children use a variety of important skills when they write their names, such as spacing, directionality, letter choice, letter forms, and sound-letter matching. To sign-in is often something that their parents do, a grown up thing and building it into a daily routine will guarantee that all children get a chance to do it daily. Describe the picture Take the time to encourage questions
  • 1. Picture of help transition
  • 1.. Show a Video Shannon and sign-in . Ask participants to watch the video and be ready to talk about What did you see the Tutor saying to the child? What did you hear her say to the children? Describe her position in relation to the child. (eye level, next to the child vs over the top of the child) How would it feel to a child if the Tutor was standing over the child instead of getting down at the child’s eye level? 2. Ask participants to share with their table their observations and discuss with their coach what sign-in is like at their site, or could be like, if they have not done it. 3. Explain: Some sites may not have sign-in currently and will have to learn from others about how they do sign-in.
  • 1. Explain: Tutors will find times during the day to read with children. Every time you read a book with a child you are feeding them with vocabulary, expressive language, new learning about the world they live in You are building and developing your relationship with the children in the classroom you work. Reading really is your best bang for the buck when it comes to relationship building and reading readiness. If there is anything you choose to get good at, it would be to learn how to engage children in book reading. 2. At your table think/pair/share about your experience with reading with an adult when you were a child. How did it make you feel? What are some other thoughts or feelings you have about reading with pre-school children. 3. Watch video of Shannon reading: arrival read aloud: ask participants to watch the video and try to determine who did the talking during the read aloud. 4. Discuss: What did the tutor do during the read aloud? What did the children get to do? What do you think the benefits of reading like that are to the children? How does that read aloud compare to a read aloud that you experienced as a child.
  • 1. Explain there are different expectations for Community Corps Tutors , Professional Corps Assistant Literacy Tutors and Professional Corps Lead Teacher Tutors: Use the picture to explain the different roles Ask participants to look in their calendar under September and Classroom Tasks. Find what they are expected to do during Large Group in September in their Goal Setting Book. 2. All Classrooms are expected to provide a Daily Message and a Repeated Read Aloud. The Community Corps Literacy Tutor and Professional Corps Literacy member who are assistants in the classroom are not responsible for this They are expected to be present and help children participate fully in the Large Group Activity. 3. Read Aloud Reading aloud in Large Group brings the children together to listen to, think about and share a wide range of stories, poems and information books. Reading aloud a theme related books helps teachers to introduce children to a new vocabulary and concepts that they want children to learn. Children watch and hear a fluent reader. Listening to books read aloud by the teacher is a way to all children to be exposed to a wide range of topics, genres, formats and book language. It is an opportunity to teach new concepts with all the children, listening, thinking, talking , predicting, planning and building vocabulary for this new area of learning. “ Children learn a wide array of language competencies related to literacy through books” (Neuman, Celan, et al.,2008)
  • Model doing the daily message on the slide. Have the participants participate in the print and reading. Ask participants to identify what children got to learn about and practice in this activity. (reading one to one, start on the left, letter formation, sound awareness, calendar) 2. Explain: the daily message occurs daily during large group. The purpose of this routine is provide children with an opportunity to see and hear and participate in a print activity. It gives the teacher to model and explicitly teach children about concepts of print The activity lasts not more than 2-5 minutes depending on the children and the time of year. It is predictable text so that children can predict what to do and say and pay attention to the concepts of print through a repeated activity that builds over time. Children get the opportunity to connect print with oral language. Because it is a routine, teachers remember provide the opportunity for all children daily. It also reminds teachers to build suspense into the day for the children as many teachers add a comment or question to the day as they end the message.
  • Explain a repeated read aloud is reading the same theme related book for 3-5 days, each day builds on the previous days learning. Research tells that when children are read a book for 3-5 days they are more able to build the vocabulary into their daily use. In MRC they may occur during large group or small group. Research also tells us that how we read to children is equally important. In order to become skilled with how you read to children you will over this year use the SEEDS map to guide your interactions.
  • 08/02/10 Briefly explain the SEEDS map. Break the group into 4 groups and ask them to watch the video: Melissa Read Aloud and to identify how she demonstrates the SEEDS Behaviors: Share their findings. Explain that how you connect with children is as important and what you teach them. It is the balance that creates a safe environment for children to learn.
  • 1.Choice time occurs daily for all children. The recommended time for this 45-60 minutes of play that allows children to develop all their social emotional skills (how the interact with other children and manage their own impulses and feelings), their cognitive skills, their language and literacy skills, their math and logic skills, their self-help skills. Children develop through experiences and independent play is a power way for children to experience new learning. 2. Read the slide and add : This is the time in the preschool schedule when children are able to access materials in interest areas independently. Children make choices, pursue their own interests, questions, and ideas with the materials that are organized into conceptually related groups that are appealing and suggest to the child particular purposes, for example a dramatic play area may have materials that lead children to talk, read and write about the area of study. If the area of study is zoo animals the dramatic area may have the zoo animals in cages, a bus for going to the zoo, a veterinarian clinic for sick animals, a shirt for the zoo keeper… It is important to have adults present A SEEDS Quality Tutor is noticing children and responding to promote learning. For example if you know a child in your classroom has no expressive language you could be close to the child, watch and wait for the child to communicate with you through gestures or language and give them the words for their actions. 3. Exercise : At your table come up with possible actions by the Tutor. Write them on easel paper to share with others. This is a time to learn from your Coaches and returning Tutors. If a child is wandering around and not engaging in play a Tutor can………. If a child is playing in the dramatic play area and there is no talking a tutor can… If a child takes a toy from another child and the first child starts to cry a tutor can….. If a child wants to be on the computer and another child is on it a tutor can…. If a child is running around and dumping out blocks a tutor can…. Come back and share your ideas with the group.
  • 1. Ask participants to talk about what the they think the role of the tutor is in these pictures. 2. Encourage questions from the group. What do you think the tutor is thinking about in each of these situations? 3. Ask participants to take out their dry erase board and in pairs imagine that they are in the writing center and a child is playing with a dry erase board, the child looks up at you so you sit down, and start to interact what might you do and say. 4. Share possible things that they did with the large group.
  • 1. MRC has the expectation that all programs will have a Tier 1 small group daily . That means that all children in the classroom get the opportunity to learn in a small group. 2. Read the slide Small Groups have 3-6 children and last no more that 10- 20 minutes. During that time children get the opportunity to talk, read and write in meaningful ways. 3. MRC helps programs to asses all the children in the classroom and find out how they are doing in language and literacy and how to intentionally plan to help all children progress toward kindergarten readiness.. 4. Ask participants to open up their Goal Setting Book to September and find out what they are expected to do in Small Group during the month of September. Weeks 1 and 3 do a day 1 read aloud with Journal Weeks 2 and 4 do a nursery rhyme with journal. 5.Explain: On Thurs of the Summer Institute you will learn how do a Day 1 read aloud and journal During the ELLCO and Literacy Rich Environment you will learn how to do the Nursery Rhyme and journal
  • Presenter notes 1. Do a transition song what is it from the transition section in the handbook before moving to the slide: Ask the participants what skills you were able to “sneak” into the day just by doing this transition with the group. 2.Read the slide: Tutors lead literacy rich transitions: most of the time the lead teacher will lead the transitions as children go outside or leave large group or come in from outside. A community corps tutor will follow the lead teachers plan. CC Tutors can lead a transition when they start a Tier 1 small group As they lead children into the classroom from the bus or As they walk outside at the end of the day As they take children to the bathroom They can teach children to sing the ABC’s as they wash their hands. 3. Trainer will find the song What is it? In their Literacy handbook and practice singing it using their what is it bag, using Point out to the participant where to find the Transition Songs in their handbook.
  • 1. Make mealtime into an opportunity for children to develop: Vocabulary, Oral Language and Friendship skills A Tutor is present to model family style eating, speaking, listening and learning about friends, food, and even the “Big5” A “strive for 5” conversation is when an extended conversation is built between 2 or more people. 2. Exercise: Model a “strive for 5” conversation with a group of children at snack. Ask participants to practice doing it with one other person, build a “strive for 5” extended conversation. With the person next to you talk about why you wanted to be a part of MN Reading Corps. In a strive for 5 conversation each partner will get 5 turns to talk. Ask participants to share how it felt to have someone listen and build on their conversation. Think about the benefits to a child’s school readiness based on the Hart Risley Research. (talk, questions and affirmation). Just think mealtime happens everyday and if you are intentional about language, questions and affirmation what will happen to a child’s school readiness.
  • 1. As a Tutor you have the job to assess all the children in the classroom where you work. You will assess them in the Fall, Winter and Spring. MRC has chosen to use valid and reliable assessments that measure how children are doing in predictors of reading readiness. The results give teachers and tutors information on how a children are developing in their language and literacy The results are used to guide instruction. 2.The assessment tools MRC uses with children are called: (have samples of the assessments to show) The Individual Growth and Development Indicators (IGDIs) for Oral Language/Picture naming- Show example of the cards, it is a one minute assessment of a child’s oral language fluency, our target that is aligned with a child passing MCA’s in third grade is 26 Rhyming fluency is 12 Alliteration is 8. We use the DIBELS Dynamic Indicators of Basic Early Literacy Skills for Letter Name and Letter Sound Show IGDI cards and Letter Name and Sound sheets as examples. You will receive training in September so you are ready to do the assessments in October.
  • 1. Explain: This slide is a picture of the children in our State that have participated in MN Reading Corps. We know based on science that there are 5 areas that predict a child’s reading readiness by grade 3. In our project we measure children to see how they are progressing toward defined targets. If a child is not progressing adequately we provide additional support to the child so that s/he can get closer to identified benchmarks before they get to kindergarten. 2. You can see the comparison of the data from the past 3 years. To this date we have not achieved 100% of the children on target or in some cases even 50% For the 10-11 MRC cohort we have a goal to get all children to be on target in at least 3 areas and 50% of the children on target in all 5 areas . We need you and we need integrity to the design if that is going to happen. You have joined a powerful group of programs that are intentionally moving its children closer to reading readiness.
  • 1. Tutors lead Tier 2 and tier 3 groups once fall data has been collected on all children. Tier 1 represents the provision of a research-based, comprehensive, core curriculum to all children in the class along with embedded and explicit teaching. The majority of children are expected to benefit and progress toward language and literacy targets from high quality instruction and learning environment. In order to determine the children’s levels of learning, all children are assessed in the fall, winter and spring on the IGDI’s and DIEBELS as they are linked to benchmarks. Screening results are used to make adjustments to the daily instruction in Tier 1 and to identify which children may need additional help to succeed. Tier 2 provides daily enhanced supplemental instruction to those children who have not met expected growth based on the identified benchmarks in learning at Tier 1. Tier 2 is most often delivered in an additional small group, using MRC evidence based explicit interventions. Tutors monitor the progress of Tier 2 children monthly to inform the selection of the intervention and to identify children who may need more intensive interventions. The small group session last between 5-10 minutes and addresses only the identified targeted skill using MRC Explicit Interventions. For example, it may be letters, or rhyming but not letters and rhyming in the same session. Tier 3 represents the most intensive intervention for children who have not made adequate progress in their level and rate of learning from tier 2 interventions. Tier 3 is more individualized and intensive to support the embedded and explicit interventions from Tier 1 and Tier 2. It may be one on one or with two children. Progress monitoring for targeted children may be more frequent than monthly. 2. In teams of 3 ask participants to open their manual to the glossary and to find the words; Tier 1, tier 2, tier 3, and benchmark assessment, to read the definition and then write down what the word means in their own words. Come back and share questions and their definition with the group. 3. Look in their goal setting book for October and November to identify when they will begin this.
  • Presenter notes 1. This time the information switches to working with adults. Working with adults is an important part of their job. 2. Read the slide: Tutors Plan with Others 3. Ask participants to work in small groups with their internal coach Fill out their goal setting book for A Year in the life Ask Tutors to think about the training so far and to write a goal from this session that they will work on before they meet with their internal coach Discuss when they will meet next and write it in the Goal Setting Book. Talk about what is similar to what they thought it would be, what appears to be different. Share how they feel about this new experience. Have groups or individuals share their ideas to the large group. Depending on time: make a list on newsprint. It will likely show some enthusiastic hope and some possible anxiety. Make empathetic comments
  • Integrity: Sign-in & Repeated Read Aloud 1. Ask participants to look at their august and sept. goal setting book: Find the Goal expectation for Sept: Integrity Observation: Sign-in. Direct the participants to find the Integrity Checklist behind the tab that says interventions: read the checklist, and highlight 2 things on the list that you know you can easily do, 5. Watch the video of Shannon: Sign-in again and this time watch for: how the tutor explains what she is doing, how she models and how she requests the child to try using the integrity checklist. 6. Discuss: tell the participants that they will get more training on sign-in in the next 2 days and that their coach will help them break it down so that they can get good at it over the whole month of sept. 2. Integrity is defined as the quality of possessing and steadfastly adhering to the high professional standards or principles . The funders of MRC have put their confidence in the leadership and system to implement the program with integrity. We have a system that first and foremost supports you as an Americorps Member, that uses the valuable resources we are given to benefit children, programs and families to the best of our ability, to design and implement the program based on the most current research. 3.Integrity is expected from all members of the MRC Program: program coordinators, master coaches, internal coaches, classroom teachers, program sites and literacy tutors. 4.Your MRC Calendar will help you to know what you are expected to work on for the month and will also indicate when your coach will be coming to check and support you so that you can achieve integrity to a certain area. 5.You can see that in September your coach will do a Sign-in Integrity. 6. Review: Look at the Sign-in Integrity form and find 3 things that it tells you to do that you already know how to do . Share them with the person next to you. In future training you will see models and get to practice doing it with integrity.
  • 1. All Pre-K Tutors have received a MRC Intervention Tool Kit . This kit has tools or materials that will help you to be intentional about vocabulary, book and print concepts, sound awareness, letter names and letter sounds, and about building extended conversations with children. The Intervention Tool Kit has materials that can be used during all the daily routines we have discussed today. The Intervention Tool Kit has materials that you will be expected to use once you begin to do Tier 2 and Tier 3 Intervention in November. 2. Read the slide: Show and tell them briefly about each item. (ask experienced tutors to do a demonstration of how they might use the tools during choice time with the children. (Identify what is the skill, how will you use it, when will you use it, how do you decide when to take it out and use it. Demonstrate using the Dry erase board with the song Letters, letters, letters have names during a small group transition now in September. Have them practice doing it at their table. Request that the returning members talk about when and how they used it and then to demonstrate in groups of 4. See the words for the song are in the Transitions section. 3. Direct tutors and coaches to the intervention section and to look at the script and it will tell you that when you do this intervention you are to use certain tools, these are the tools that you will be trained to use and your coach will help you with.
  • Ask participants to open to the section regarding service requirements. Break the room into 7 groups. Assign each group one of the service requirement sections. They are to read the section and prepare to come back and tell the group: What is the service area? What is the important information related to it? How will they fit it into their daily routines? Any challenges or questions?
  • 1. Explain you would like them to consider themselves as a MN Reading Corps PRO . As a person that has committed to working with children for the next 10 months we would like them to embrace the fact that this job is not just any old job It is not a job that just any person could do with quality and care It is the job for a PRO 2. A PRO is a person that reflects and plans and implements to the best of her ability. A PRO is a person that takes it seriously that to work with children is a PRIVILEGE , and RESPONSIBILITY and OPPORTUNITY . 3. As we end our time together ask all the participants to write or draw images down about what that means to them based on what they have learned today Think about what literacy is, the children from MN who are not “on target” Think of the Hart Risley research, the expectations for an Pre-K classroom and anything else from today that was helpful or meaningful for you. Share at your table your thoughts and feelings about being an MRC PRO.

A day in the life A day in the life Presentation Transcript

  • A Day in the Life of a Literacy Tutor Kate Horst
    • What is literacy ?
    • Literacy is the ability to talk, read and write, leading to the ability to communicate and learn.
    • What is emergent literacy ?
    • The view that literacy begins at birth and is encouraged through participation with adults in meaningful activities.
    08/02/10 C:SEEDS Inc.
  • There are Meaningful Differences 08/02/10 C:SEEDS Inc. *Children need to know 10,000 – 12,000 words to be successful readers. “ The differences in the quantity and quality of children’s early interactions and oral language experiences predict early school success.” Dickenson & Tabors, 2001; Hart & Risley, 1995 Hart & Risley, 1995 Child 1 Child 2 Child 3 # of Words Heard 13 million 26 million 45 million # Words/ Hour 616 1,251 2,153 # Questions/ Hour 5 20 40 # Affirmations / Prohibitions 5/11 12/7 32/5 # words in vocabulary 2,000 12,000* 20,000
  • Minnesota Reading Corps (MRC) Pre-K
    • MN School Readiness study shows that 56% of children do not have pre-literacy skills needed for Kindergarten Readiness.
    • MN Reading Corps will train you, support you so that you can effectively help more children be school ready.
  • How MRC Works in the Pre-K Classroom
    • A Pre-K Literacy Tutor is assigned to a classroom /site for one school year
    • The Tutor…
      • is trained
      • is coached
      • works with all the children
      • collects data on all the children in the classroom
      • collects monthly data on a few children
      • leads a small group daily
      • helps children sign-in
      • talks to children during mealtimes
      • leads Tier 2 ,3 instruction
      • helps create a Literacy Rich Environment
  • Pre-K Classrooms
    • Some are half day,
    • Some are full day
    • Some have children ages 3-5
    • Some have children ages 4-5
    • Some are in School Districts
    • Some are in Community Child Care
    • Some are in Head Start
    • Some are 3 days a week
    • Some are 4 or 5 days a week
    • Tutors Help Set Up a Literacy Rich Environment
    • Make a letter/name chart
    • Make a sign in system
    • Make the writing center fun and interesting
    • Put theme related books in center
    • Put theme related props in centers
    • Put writing props in centers
    • Everyday make sure:
      • All props and books are in the centers and usable
      • Toys are ready to play
      • Materials for small groups are gathered in a bin, ready to use
  • 2. Tutors Greet Children at the Bus
  • 3.Tutors Help Children Transition into the Day
    • Help children put backpacks and coats away
    • Help children to “sign in”-write their name
    • Read one-on-one or to small group
    • Have limited choices (puzzles, white board)
    • Greet them: “hi, I am glad you’re here”
  • 4. Tutors Help Children Sign-in
  • 5. Tutors Read with Children
  • 6. Tutors Participate in Large Group
    • Community and Professional Corps Assistants
    • Sit on the floor
    • Help children who have a hard time
    • Sing along
    • Professional Corps Lead Teachers
    • Lead Children in greeting
    • Lead the “daily message”
    • Lead the “Repeated Read Aloud”
  • 7. Professional Corps Tutor lead a daily message
  • 8. Repeated Read Aloud
  • Copyright by Kate Horst 2003. All rights reserved SEEDS Relationship Based Care Interactions that focus on building emotionally connected relationships A list of skills or actions that a provider is able to perform S ensitive E ncourage E ducate D evelop
    • Watch/ Wait/Listen
    • Read child signal
    • Ask Question to child and to self
    • Comment
    • Affirmation
    • Positive non-verbal
    • Caring voice
    • Know when a child needs a little boost
    • Make eye contact
    • “ Big 5”
    • Conversation
    • Vocabulary and meaning
    • Book and Print Concepts
    • Phonological Awareness
    • Letter Knowledge
    • Talk
    • Read
    • Write
    • Use senses to explore
    • Climb
    • Bang
    • Clap
    • taste
    S elf-Image: Lovable and Capable
  • 9. Tutors Play with the Children during Choice Time (45-60 Minutes)
    • Observe children and see who needs help
    • Be a play partner
      • You drink the tea
    • Be a play leader
      • You say, “let’s have a tea party”
    • Read a book
      • Find a book in the science area related to the theme
    • Help write a letter or draw a picture
    • Lead an informal small group
    • Lead a Tier 2 or 3 group
  • Choice Time Interactions
  • 10. Tutors Lead a Tier 1 Small Group
    • Everyday
    • With 3-6 children who have been identified by the assessment to need more practice
    • Focus on “Big 5” skills:
      • Week 1: Read Aloud /Journal
      • Week 2: Nursery Rhyme/Journal
      • Week 3:Read Aloud/Journal
      • Week 4: Nursery Rhyme/Journal
  • 11. Tutors Lead Literacy Rich Transitions
    • Transitions
      • From play to meals
      • From snack to outside
      • Clean up, washing hands, putting coats, waiting for the bus
      • Before you start a small group.
    • Make up a routine
      • Sing a song
      • Say a nursery rhyme
      • Make a game: hear a sound, find a letter
  • 12. Tutors Build “Strive for 5” Conversations during Mealtimes
    • Sit at the table with the children
    • Talk with them about
      • The day, the classroom theme, letters, rhyming words, funny things, important things
    • Model conversation
      • Make a comment, ask a question, watch-wait-listen for a response, build on what the children say
  • 13. Tutors Collect Child Data
    • On all children
    • Fall, winter, and spring
    • Individual Growth and Development Indicators (IGDIs)
      • Picture Naming
      • Alliteration
      • Rhyming
    • Letter Naming
    • Letter Sound
  • 14. Tutors Lead Tier 2 and Tier 3 Interventions
    • Tier 2
    • Explicit supplemental instruction
    • Additional small group
    • 5-10 minutes daily
    • Targeted skill
    • Progress monitor
    • Tier 3
    • Explicit more intensive supplemental instruction
    • Individualized
    • 3-5 minutes daily
    • Targeted skill
    • Progress monitor
  • 15. Tutors Plan with Others
    • You work with a Classroom Teacher
      • Discuss lesson plan daily
      • Suggest ideas for early literacy
      • Discuss children’s progress
      • Watch and listen to your teacher, she is a model for you.
    • You work with an Internal Coach
      • Are observed biweekly (observation form, videotape)
      • Meet biweekly
      • Get feedback
      • Set goals for yourself and for the children
    • You work with other adults
      • Program coordinator
      • Master coach
      • Classroom assistants
  • 16. Tutors Are Trained and Coached
    • Observation Integrity Checklist
    • List of clear expectations based on science
    • It is a guide for what to do with children who need extra instruction
    • It is a list of actions that will give children the support they need to understand a targeted skill.
    • Example: Integrity Checklist for Sign-in
    • Throughout the year your internal coach will
      • Observe you, model and plan with your so that you can learn to do all the behaviors on the list
      • Your Goal Setting Book will tell you when you will be expected to master a targeted area
  • 17. Tutors Use MRC Materials
    • An Intervention Tool Kit
    • A “ What Is It?” bag
    • A Dry Erase Board
    • A Learning Cube
    • Letter Name/Sound Cards
    • Picture, Color and Shape Cards
    • A book
  • 18. Tutors complete all service requirements
    • Planning and managing hours
    • Training and Professional Development
    • Family Involvement
    • Civic Engagement
    • Read for the Record
    • Literacy Home Visits
    • Book Reports
  • You Are an MRC PRO !
    • P rivilege
    • R esponsibility
    • O pportunity