1. Facilitated By:
Amy Jackson Sellers
Assistant Director of CCESL
Catherine Sherwood and Alexa Tierney
Civic Co-Leaders of Literacy
Information drawn from:
Intervening for Literacy: The Joy
of Reading to Young Children.
By: Charles Temple
& James MaKinster
America Reads Tutor Resource
Manual
By: Hannah Hood WS ‘12 MAT ‘13
Session ONE
2. Training Topics
Who’s Here?
Rules & Paperwork
Who Are You Working With?
Why Are You Here?
History
Mission
Expectations of America Reads
Risk Factors/Literacy Challenges
What You Can Do to Help
3. Work Eligibility & Timesheets
All tutors must complete NY wage notice to work
Lyons site paid differently
First time student worker?
I-9 (US eligibility—state ID AND EITHER social security card
or birth certificate OR a valid passport), W-4 must be
completed to work
HW in Gulick Hall / HR Hours: 8:30-5 M-F
Timesheets online / Two-week pay periods / Confused about
your status? Ask!
Remember to round hours to .25, .50, .75, .00
4. Online Timesheets
Your coordinator will walk through this with you
How to fill out online timesheets
Trouble submitting hours for AR? Contact HR
Please submit hours correctly and promptly
Coordinators will confirm your attendance…
They cannot verify or approve your hours
…it’s up to you!
6. Literacy Programs at HWS
•Volunteer Student Literacy Corps began in 1988 – 30 years ago
•Evolved into America Reads in 1996 with federal funding
•HWS devotes >31% of its FWS $ to service-work
•4x the law, which mandates minimum 7%
•One semester, ~3-4 hours/week, one-on-one tutoring
•FWS students paid $11.10/hour / Volunteers rock!!!
•Work with 2nd - 8th graders at 3 sites in 2 districts
•Students are usually below grade level in reading ability
7. AR Mission & Goals
Help motivate children to read
Improve children’s literacy abilities
Provide greater access to books and
opportunities to read with an adult
Support literacy development at home
9. Tutor Expectations
Positive attitude about reading/working with your
student
Adapt to your student’s needs and interests – show
initiative and creativity
Remember your paperwork & HWS Engage curriculum
Use resources to help you succeed (HWS Engage, your
peers, your coordinator, Amy, Katie)
Communicate with your coordinator
Respect:
Your coordinator, your fellow tutors, the school
and students
Punctuality /Reliability / Attendance
10. Appropriate Tutoring Relationships
Limit physical contact
No pictures – privacy is important
Refrain from exchanging phone #s/emails
When your tutee needs a bathroom break,
stay outside
Avoid in depth conversations about mature,
adult, topics (i.e. partying, romance, politics)
DO talk about hobbies, family and friends, etc.
11. Rules and Policies
Attendance: No absences
Except for an emergency
Give coordinator and Amy 24 hrs advance notice
Dress appropriately / follow dress code
Cell phone usage ≠ Active Reading
Acceptable Post-reading activities:
Crosswords, word searches
Scrabble or literacy-related games
Not: Hangman, coloring, etc.
12. HWS Tutor Learning Outcomes
Tutors become more connected to local community
where they tutor
Tutors can connect to what they are learning about in
their classes
Tutors are more aware of challenges and opportunities
facing local youth
Tutors’ experience in AR gives them a clearer sense of
possible career options
13. Stress Points for Kids and Teachers
State testing and ‘Common Core’ standards
Budgets
Bullying
Limited unstructured/play time
the relationship is as important as the tutoring
15. Effects of Low Literacy
“Matthew Effect”: The rich get richer; the poor get poorer.
If a child’s early literacy concepts are in short supply, she will struggle to
acquire each new ability that literacy demands (Temple, MaKinster, 2005)
88% of low achieving readers in 1st grade still low in 4th
The higher the grade, the harder it is to catch up
More likely to drop out/struggle to find meaningful work
Large-scale studies in the U.S. have shown that, as a whole, adults’
earning levels rise and fall in lock-step with their reading levels (Temple,
MaKinster, 2005)
Higher risk of incarceration
70% of US prisoners rank in bottom levels of reading ability
60% considered ‘functionally illiterate’
17. RISK FACTORS that may cause low literacy
Over the course of the semester, we will unpack these
issues during our Tutor Training Presentations.
Poverty: Fewer words. Fewer books.
Attending a low resourced school
Speaking a first language other than
English
Lack of parent involvement/Poor
home literacy environment
ACEs/Trauma
24% of Geneva
3rd graders are
proficient in
English
Language Arts
(ELA), according
to the NY State
Tests.
18. Professional
Families
Working-Class
Families
Families on Welfare
Words spoken to the child
per hour
3000 1,400 750
Total words addressed to
a child in the first 4 years
50 Million 30 Million 15 Million
Verbal encouragements
from parents
750,000 300,000 100,000
Verbal prohibitions from
parents
130,000 170,000 280,000
• 17% of Geneva parents of incoming kindergartners in 2019 did not have a high
school diploma.
• 35% of Geneva parents of incoming kindergarteners in 2010 had only a GED or
high school diploma
• ~60% of children eligible for free or reduced lunch (~$33,000/yr. for a family of
four)
• The graduation rate in Geneva was 70.7% in 2010, and 82.7% in 2019
19. HWS Path Tutor Training
Over the semester, there will be an online training
component to enhance your understanding of Tutor
Presentations.
These include pre-lessons and post-lessons
Your coordinator will walk you through this process in
your individual meetings.
20. Tutor Trainings: Part of the Job
Over the course of the semester, there will be four official
America Reads Tutor Training sessions. These are important to
your growth as a tutor, which will affect your impact as a tutor.
1. Presentation on Literacy Activities and Concepts
Monday, September 23, 8 a.m.
2. Presentation on Behavior Management
Monday, October 7, 8 a.m.
3. Presentation on Learning Disabilities and Language Barriers
Monday, October 28, 8 a.m.
4. Presentation on Education and Social Justice
Monday, November 11, 8 a.m.
21. Geneva’s Advantages
Diversity – almost 32% of Geneva’s population is of a
diverse background; 48% of GCSD students are of a
diverse background
Higher Education Partnerships – FLCC, HWS, Cornell
Agritech
Tens of millions of $ of economic impact
Tens of thousands of hours of service
Research and community building efforts
Innovation – Neighborhood Initiatives,
Community Gardens, Lakefront revitalization
Tourist destination helps local economy
22. You Can Make A Difference
• Parents from all income brackets and education levels are
getting the message that reading to their children is beneficial
• Scores improving across all education/income backgrounds
between 1 and 4 reading levels per child per semester
• College tutors have amazing power: if your message is
“Reading is cool and fun,” they believe you.
• Encourage them to achieve at reading
• Have literacy materials available
Activities specific to the child’s interests, encourage them to bring in
books, check Geneva Public Library, look up ideas on Engage, etc.)
• Read with and to your student.
24. Facilitated By:
Amy Jackson Sellers
Assistant Director of CCESL
Catherine Sherwood and Alexa Tierney
Civic Co-Leaders of Literacy
Information drawn from:
Intervening for Literacy: The Joy
of Reading to Young Children.
By: Charles Temple
& James MaKinster
America Reads Tutor Resource
Manual
By: Hannah Hood WS ‘12 MAT ‘13
Session TWO
28. Reading Levels Defined
AR uses alphabetically leveled books (A-Z)
Level you write on top of lesson plan is instructional, bottom is
independent
Based on teacher recommendation/communication with you
and your coordinator
Use the “Five Finger Rule”
Word Recognition
(per page)
Reading
Comprehension
Who’s Reading?
Independent 95% At least 90% Student
Instructional More than 90% At least 70 – 89% Tutor & Student
together
Frustration Less than 90% Less than 70% Tutor (models
fluent reading)
29. Instructional Level Reading: The first book you read with your student will be at his or her
instructional level and should be previewed during the previous session. As your student is
reading, assist with unknown words and ask questions about the material to promote
comprehension. Use the reading strategies listed on p. 14-15 to assist you. Write down words
that your student in struggling with. During this time use pre- and post- reading activities to
enhance the understanding of the story.
(22 minutes)
30. Word Study Activity: While working with your student at the instructional level, you should
compile a list of words that were challenging. Reflecting on these words, develop a list of
similar words or patterns of words to practice with your student. Use the strategies listed
under literacy activities for working with words on p. 24. (8 minutes)
How did it go?
31. Writing: Complete a short writing activity related to the book you read with your
student. There are multiple activities that may be used in the Instructional Level
Reading strategies found on p. 14-15. You may also have a written conversation with
the student. Write down a question, have your student respond through writing.
(5 minutes)
How did it go?
32. Independent Level Reading: Read a book at your student’s independent level. This
should be an easy read to promote fluency and build the student’s confidence in his or her
abilities. The independent reading book should be new each session.
(8 minutes)
How did it go?
Independent Level: This should be a new book at the student’s independent
independent level. It should be an easy read to build fluency and develop
develop confidence. Continue to ask questions and assist the student as needed.
needed.
Book:
_________________________________________________
Level: ________
Was your student reading fluently?
Estimated words correct:
___________________________________
33. Preview Instructional Level Reading: Preview a new instructional level book that will
be read during the next session. Read the book to your student if there is time in order
to demonstrate fluent reading and engage the student with the material.
(7 minutes)
Is your student flying through the books and not
making any mistakes? Is he or she struggling with
a few words here and there, or struggling with the
entire book?
34.
35.
36. You needed this K-12 and you
will need it NOW!
Always remember to bring a
pencil with you when you tutor!
39. The Five Essentials of Reading
Comprehension
Fluency
Vocabulary
Word Recognition
Writing
40. #1: Word Recognition
Occurs in three ways
1. Storing the word’s meaning/recognizing on
sight
2. Using phonics when reading new words
(decoding)
3. Using context clues to read new words
41. #2: Vocabulary #3 Fluency
Knowledge or
understanding of specific
words
Each word is a chunk of
meaning or label for a
concept
Students will have
different exposure and
therefore different range
of vocabulary
The ability to read smoothly
and automatically
Repetition
Reading Rate
Accuracy
Intonation
Phrasing
Bedrock that
comprehension grows from
42. #4 Comprehension #5 Writing
The act of understanding
what is being read
Background knowledge
Vocabulary
Summarizing
Making inferences
Relating ideas to previous
information
Complements reading
Helps students develop an
understanding for words
Reinforces phonics and
word structure
Develops the other four
essentials
Allows students to
respond to literature,
think about being their
own authors
43. Reading Strategies
(Feel free to use these during any phase of the lesson plan)
Pre Reading:
Preview
Pre-teach Vocab
KWL Chart
Prediction
During Reading
Scaffolding
Directed Reading Thinking
Vocab Strategies
Praise
Think Aloud
Visualizing
Question Strategy
Comprehension/Concrete –
Who? What? Where? When?
Analysis/Inference – Why? How?
Apply to Real Life – direct, indirect
44. Reading Strategies – Post-Reading
Retelling/Summarizing
Discussion (specifics, surprises?)
Story Map
Semantic Map
Character Development
Letter to the Author
Comic Strip
Epilogue/New Ending?
45. Dolch Site Words & Sound Boards
Dolch Sight Words are the foundation of teaching,
reading, and writing English -- over half the words you
read in a typical English document appear on this list.
The list contains 220 commonly used words that should
be recognized by "sight" for fast or "fluent" reading.
Many of the 220 Dolch words do not follow the basic
phonics principles, so they cannot be "sounded out."
Use your Sound Boards - build the words with the tiles
46. When Your Student Doesn’t Know A Word…
Break word into parts
Sound out each part or phoneme.
Read to the end of the sentence, go back, ask
Use words that the student does know
Sound out parts of the word
Use a Sound Board / Dolch Site Word list
Last Resort: tell the student the word
47. Keeping Your Student Engaged
What are your student’s interests?
Read with an animated voice
Make connections to real life
Bring relevant activities
High Expectations
Reward Good Work / Praise
Provide Choice / Be Flexible
48. Behavior Management
Start with positive behavior reinforcement
Praise, stickers, etc.
First Session – coordinator will outline protocol
If behavior becomes distracting or inappropriate
use “three strikes” method
“David, this is one” – then move on, don’t dwell on it
If behavior persists, give second warning – “this is two”
If still unsuccessful with your lesson, say “David, this is
three – we are going to talk to the coordinator”
Try to resolve issues w/ coordinator, but find coordinating
teacher or principal if needed
49. The Trail of
Good Days
Only give a sticker
if your student
had a good day
and did not need
any warnings
50. My favorite book this week was ____________________________ and my
favorite part was (write a few sentences or draw a picture)...
Family
Update
America
Reads
Books We Read…
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Words I need help with…
________________________
________________________
________________________
________________________
________________________
________________________
51. Online Resources
Engage: https://hws.campuslabs.com/engage/
Organizations America Reads (“Join Organization”)
Scroll down, see “Documents” for specifics like…
Activities & Games
Articles on Literacy
Behavior Management
Resources
Websites
Training Archives
Also where you’d find extra activities to print out
ahead of time if your lesson plan finishes early.
54. Good Luck Next Week!
You have the opportunity to make a difference.
Try to remember when you thought reading
was fun…or not fun (and make it better for
your child).
Use the Tutor Manual and “Big Five”
You are now a role model. Be present.
Seek out your coordinators, Lex, Catherine, or
Amy as resources – we are here to help you.
55. One Last Thing!
Add phone numbers now:
Alexa Tierney : 781-686-8455
Catherine Sherwood: 585-857-1369
Amy Jackson Sellers: 315-521-0841
And make SURE you have your
coordinator’s number!
Thank you and have fun!