2. Introduction
Paulette Brooks
(“Ms. P” )
Sterling
Community
Center
Address:
113 Minus St,
Greenville, SC
29601
Phone:
(864) 235-4026
• Director of the Sterling Community
Center, Paulette Brooks (“Ms. P”)
• From Myrtle Beach, SC
• Graduated from North Greenville
College
• Married for 25 years, spent 13
years raising her children (now 19
& 22) and served as her church
Youth Director
• Has been working with the kids at
Sterling for almost five years
3. Sterling Torch
Program
Expectations
◦ Introduction: What is your why?
◦ Communication
1. Understanding your child
2. Reporting Issues FIRST
3. Making your needs known
◦ Folders
1. What’s in it?
2. Keeping it current
3. Worksheets
◦ Accountability
1. Talking with your child
2. Talking with me
3. Ms. Page
◦ Remember your why!
5. Introduction
• Carolyn Latimore, from Murfreesboro, TN.
• Received her undergraduate degree from Clemson and her
Masters and EDS from Converse College.
• National Board Certified teacher, nominated by her
students won the Golden Apple Award from WYFF for
excellence in teaching.
• Taught in Greenville County School System for nearly thirty
years.
• Retired six years ago and is now a private tutor, certified
through Orton Gillingham to teach children with reading
disorders
6. Carolyn’s
thoughts on
Tutoring
Some suggestions for how to structure your tutoring time
Greet the child (Language Expression) 2 minutes: Types of questions to ask:
What did you learn today in school? What did you do today at Related Arts? (
Art, Music, PE, Library, Computer Lab) What did you have for lunch? Who are
your friends, and why do you like them?
Warm-up (General knowledge which varies by grade level) 3-5 minutes: Types
of facts children should know: days of the week, months of the year, seasons,
alphabet, vowels, consonants, names of our city, county, state, nation,
continents, capitals of the state and nation, how many states, cardinal
directions.
Homework (20-30 minutes) – Homework is a priority. If no homework,
then go on to math and reading skills work.
Math Number Sense and Reading Exercises (15-30 minutes): Use the list of
Number Sense Standards to decide what skill to work on and provide drill). For
Math homework word problems, help the child to read and understand what us
being asked.
Tutors remind your child to "Use your time wisely.“ Tutors can explain to the
children that they should try to do their Math homework at school. Many
teachers give students time to begin their homework in class.
8. Introduction
• Suzanne Waskey
• From California
• Got her masters in Elementary Education at
California State University when she was 50
years old.
• Taught for 5 years in California before moving
to Greenville.
• Has taught at Legacy Charter School, First
Baptist and Thomas E. Kerns Elementary
School, where she currently serves as a Math
Specialist.
9. Family Friendly
Math
Standards
Using manipulatives to teach math
Paper Plates (cut or color these into angles)
Poker Chips
Beans
Buttons
Coins (teaches math AND currency)
Analogue clocks (use to teach angles AND how to
tell time)
South Carolina Family Friendly Standards for
College and Career Ready Math Skills
K5 through 5th Grade
10. Family
Friendly Math
Standards
K5 Steps to Success
◦ NUMBER SENSE
◦ Kindergarten students focus on counting and writing numbers.
They investigate organizing and separating objects and
building numbers into tens. These Steps to Success include:
◦ Count by ones and tens to 100
◦ Read and write numbers 0 to 20
◦ Understand that when counting objects, the last number said
tells the number of objects in a group. The number of objects
is the same regard- less of their arrangement or the order in
which they are counted.
◦ Compare two written numbers up to ten using more than, less
than, and equal to
◦ Know that 11 is 1 ten and 1 one, 12 is 1 ten and 2 ones, up to
19
K5
11. K-5 Math
Exercises
◦ Some suggestions for things to do to help your child learn and love Math!
◦ Count, count, count to and with your child. Count fingers, steps, toys, cars, anything and
everything. Connect the counting to the number of objects counted.
◦ Have your child sort toys by type: balls, blocks, model cars, and dolls. Ask if one group
has more or has less. Is the pile of blocks bigger than the pile of cars?
◦ Practice identifying the shapes of objects. Get your child to fold a napkin into a triangle,
a square, and then a rectangle. Look for cones and cubes around the house.
◦ Let your kindergartner sort the laundry. Sort it by types (socks, shirts, pants), by colors,
or by a family member.
◦ Print out from the Internet or buy “connect- the-dots” puzzles with a low number of
dots (10 to 20.) Work with your child to connect the numbered dots to make the
picture.
◦ Ask your child questions that require counting and comparing. “How many chairs are in
our house?” Listen to see if they understand that when counting, the last number
spoken is the quantity counted. Do they continue to recount the group when you ask
“How many?” Ask your kindergartner “Which chair is taller, this one or that one?” and
“Which book is heavier?”
◦ Take apart boxes such as a cereal box and practice turning the flattened 2-dimensional
box back into its original 3-dimensional shape.
12. Family Friendly
Math Standards
First Grade Steps to Success
◦ NUMBER SENSE
◦ First-grade students expand their concept of numbers beyond 100. They begin to
develop an understanding of the base-ten number system and the importance of
“place value.” They can compare quantities. These Steps to Success include:
◦ Count by ones and tens to 120 and by fives to 100. Start with any number.
◦ Understand that a bundle of ten ones is 10
◦ Understand “place value” up to 99,(for example, 83 is made up of 8 tens and 3
ones)
◦ Understand that two-digit numbers can be broken up in several ways (34 equals
3 tens and 4 ones or 2 tens and 14 ones, etc.)
◦ Compare two-digit numbers up to 99 using more than, less than, and equal to.
Explain why.
◦ Add and subtract by tens up to 100 based on place value. Explain the reason for
the answer given.
1st Grade
13. 1st Grade
Math
Exercises
◦ Some suggestions for things to do to help your child learn and love Math!
◦ Take every opportunity to count. Count the steps into your house, the blocks to the
store, the number of people in line, or the red cars on the road. Then count from the
number backwards. Count up to the number by tens and fives.
◦ Have your child add doubles, such as 4+4 and 5+5, from one to 10. Help him re-
member the sum by drawing a picture of the answer (1+1=2, he might draw two eyes).
This activity helps your child more quickly add doubles and will carry over into adding
adjacent numbers (2+3) and larger numbers (33+33).
◦ Let your first grader measure family members’ clothing against her own. How many of
his socks make them equal to big brother’s? Compare sleeve or pant leg lengths from
other family members’ against hers.
◦ Take a page from the newspaper and have your child circle all the numbers he can find.
◦ Make a clock face on a paper plate and use a plastic knife for the minute hand and a
spoon for the hour hand. Take turns “setting” the clock and telling the time within an
hour and half hour.
◦ Get “connect-the-dots” puzzles and work with your child to connect the numbered dots
to make the picture. Print individual puzzles from the Internet or buy books of puzzles.
14. Family Friendly
Math Standards
Second Grade Steps to Success
◦ NUMBER SENSE
◦ Second grade students further expand their concept of numbers and
place value to 999. They learn to add and subtract numbers to 100.
These Steps to Success include:
◦ Count by tens and hundreds to 1,000. Start with any number.
◦ Understand “place value” up to 999 (hundreds, tens, ones)
◦ Recognize that 100 is a bundle of tens
◦ Understand that three-digit numbers can be broken up in several
ways (4 hundreds, 12 tens, and 4 ones, etc.)
◦ Add and subtract fluently through 99
◦ Add up to four two-digit numbers. Explain the reason for the answer
given.
2nd Grade
15. 2nd Grade
Math
Exercises
◦ Some suggestions for things to do to help your child learn and love Math!
◦ Practice addition and subtraction using a pack of playing cards. Have your child pull two
or three cards from the deck and add them together, then remove a card from those
pulled to practice subtraction.
◦ Pull a grocery ad and circle different money values (59¢, 2 for $3). As you go through
the store, have your child look to find the amounts you have circled. Have her place an
X over each amount she finds.
◦ Practice identifying the shapes of objects by the number of sides. What shape is a stop
sign? How many sides does a triangle have? What is the difference between a square
and a cube?
◦ Print from the Internet or buy “connect-the-dots” puzzles and have your child connect
(count) the numbered dots to make the picture.
16. Family Friendly
Math Standards
Third Grade Steps to Success
◦ NUMBER SENSE AND FRACTIONS
◦ Third-grade students now use numbers up to 100,000. They learn to multiply
and divide one-digit numbers. They develop an understanding of fractions as
numbers. These Steps to Success include:
◦ Read and write numbers up to 100,000. Start with any number.
◦ Multiply one-digit numbers by multiples of 10
◦ Compare whole numbers using the symbols > (greater than), = (equal to), or <
(less than)
◦ Develop an understanding of what a fraction is
◦ Compare the size of two fractions
◦ Understand that whole numbers can be written as fractions (4=4/1 and 1=4/4)
3rd Grade
17. 3rd Grade
Math
Exercises
◦ Some suggestions for things to do to help your child learn and love
Math!
◦ Use coins and have your child show you how many ways she can make 5
cents, 10 cents, 25 cents, and 50 cents.
◦ Cut out grocery store coupons and have him determine how much money is
saved. Ask your child what could be purchased using the savings from the
coupon. A pack of gum? A pencil? How much money could be saved if she
had 3, 4, or 5 of the coupons? What could he purchase with those savings?
◦ Help your child understand the concept of division by separating a collection
of objects. First, separate the objects into an equal number of groups. For
example, if 12 toys were separated so that there were 4 toys in each group,
how many groups of 4 would you have? (Answer: 3) Second, separate the
objects so that there is an equal number in each pile. If 12 toys were
separated into 3 equal piles/groups, how many toys would be in each group?
(Answer: 4)
◦ Use flash cards to work with your child to memorize the multiplication tables.
18. Family Friendly
Math Standards
Fourth Grade Steps to Success
◦ NUMBER SENSE AND FRACTIONS
◦ Fourth-grade students continue to gain skill in working with
fractions and begin to understand the relationship between
fractions and decimals. These Steps to Success include:
◦ Read and write numbers up to 1,000,000
◦ Use rounding in order to estimate
◦ Compare fractions and use the symbols > (greater than), =
(equal to), < (less than)
◦ Add and subtract fractions with the same denominator
(bottom number)
◦ Solve real-world problems involving multiplication of a whole
number by a fraction
◦ Write a fraction with a denominator of 10 or 100 as a decimal
(45/100=.45)
4th Grade
19. 4th Grade
Math
Exercises
◦ Some suggestions for things to do to help your child learn and love
Math!
◦ Have your child determine how long she must save her allowance for a
particular game or movie.
◦ Play board games involving cards (Yahtzee) or dice (Aggregation).
Monopoly, anyone? Such games help with addition, subtraction,
multiplication, and division.
◦ Walk around your house looking for angles. Identify which angles are
right angles.
◦ Have your child measure the distance from the door to his room to the
kitchen in inches, feet, and yards. How far is it from the kitchen to the
street? What is the distance from the front door to the back door?
20. Family Friendly
Math Standards
Fifth Grade Steps to Success
NUMBER SENSE AND FRACTIONS
◦ Fifth-grade students deepen their knowledge of fractions,
learning to solve problems involving multiplying, dividing of
fractions, and with whole numbers. They understand what
decimals represent to the tenths, hundredths, and thousandths
place. These Steps to Success include:
◦ Understand “place value” using decimals up to a thousandth
◦ Add, subtract, multiply, and divide decimals to hundredths using
models and drawings
◦ Add and subtract fractions with unlike denominators (bottom
number) to solve real-world problems
◦ Extend knowledge of multiplying fractions to include multiplying
fractions by fractions
◦ Solve division problems using unit fractions (1 is the numerator)
and whole numbers
5th Grade
21. 5th Grade
Math
Exercises
Some suggestions for things to do to help your child learn and love Math!
Go “shopping” with clothing ads, catalogs, or take-out menus to practice decimals. Have your
child pick out a wardrobe, school supplies, or a dinner for the family, for example. Write down
the cost of each item. Get your student to add, subtract, or multiply the cost of the items. Check
the total with a calculator and discuss how the location of the decimal in the answer relates to
the location of the decimal in the items added, subtracted, or multiplied.
◦ Play games, such as Battleship, that requires locating points on a grid.
◦ Get in the kitchen and bake cookies or a cake, watching your child use your measuring cups
and spoons.
◦ While it bakes, use equations to double the amounts in the recipe or divide them in half.
◦ Use apples, grapes, or candy bars, real or drawn, to practice dividing them among friends
(such as, two bars among 3 friends, or 15 grapes between two friends). Focus on what remains
and how it relates to the fractional parts to be shared.
◦ Go “shopping” with clothing ads, catalogs, or take-out menus to practice decimals. Have your
child pick out a wardrobe, school supplies, or a dinner for the family, for example. Write down
the cost of each item. Get your student to add, subtract, or multiply the cost of the items.
Check the total with a calculator and discuss how the location of the decimal in the answer
relates to the location of the decimal in the items added, subtracted, or multiplied.
◦ Play games, such as Battleship, that requires locating points on a grid.
◦ Get in the kitchen and bake cookies or a cake, watching your child use your measuring cups
and spoons.
◦ While it bakes, use equations to double the amounts in the recipe or divide them in half.
◦ Use apples, grapes, or candy bars, real or drawn, to practice dividing them among friends
(such as, two bars among 3 friends, or 15 grapes between two friends). Focus on what remains
and how it relates to the fractional parts to be shared.
26. Family Friendly
Reading
Standards
K5 Steps to Success
• Understand letter sounds, syllables, and words
• Practice rhyming, matching words with similar beginning
sounds, and blending sounds into words
• Use phonics and word analysis to figure out words
• Recognize word parts (prefixes, suffixes, and root words)
• Learn “sight” (frequently used) words (ex. me, you, see, run)
• Use pictures and other text to figure out new words
• Read simple texts accurately and with understanding of the
meaning
K5 through 5th Grade
Standards
27. Family Friendly
Reading
Standards
First Grade Steps to Success
• Use knowledge of the individual sounds of letters to
read simple words
• Read a two-syllable word by breaking the word into
parts and understand that every syllable must have
a vowel sound
• Use context to confirm or correct word recognition
and understanding
• Expand the number of “sight” (frequently used)
words
• Begin reading independently with accuracy and
understanding of the meaning
K5 through 5th Grade
28. Family Friendly
Reading
Standards
Second Grade Steps to Success
• Use knowledge of the individual sounds of letter to
read
• Use knowledge of how syllables work to read multiple-
syllable words
• Use context to confirm or correct word recognition and
under- standing
• Learn more types of punctuation (ex. commas and
apostrophes)
• Read more independently, with increasing accuracy
and understanding of the meaning, for longer periods
K5 through 5th Grade
29. Family Friendly
Reading
Standards
Third Grade Steps to Success
• Understand how syllables, base words, prefixes, and
suffixes work in order to read and understand multiple-
syllable words
• Read irregularly spelled multi-syllable words and words
with common initial and final sounds
• Use context of a paragraph to determine the meaning of
words and phrases
• Expand the use of capitalization and punctuation
• Read for longer lengths of time to understand third grade
texts
K5 through 5th Grade
30. Family Friendly
Reading
Standards
Fourth Grade Steps to Success
• Use the knowledge of all letter combinations to read
accurately, even unfamiliar multiple-syllable words in
context
• Use definitions, examples and restatements to
determine the meaning of words or phrases
• Increase the use of commas, quotation marks, and
apostrophes
• Read for extended periods to improve fluency and gain
under- standing of fourth grade text
K5 through 5th Grade
31. Family Friendly
Reading
Standards
Fifth Grade Steps to Success
• Use the knowledge of all letter combination sounds to
read accurately, even unfamiliar multiple-syllable
words in context
• Use the overall meaning of a text or words to figure
out the meaning of a word or phrase
• Expand the use of commas, quotation marks, and
apostrophes
• Read for extended periods to understand fifth grade
texts
K5 through 5th Grade
32. Where to
begin?
• Children meeting skills listed for their grade
level in the FFS should move to the next
grade level.
• Most readers are not on grade level
• Think of students as readers, not as a grade
level
• Meet students at their level, then proceed
33. Where to
begin?
HOW DO I MEET MY
READER WHERE THEY ARE?
Get to know your reader:
What are they interested in?
What types of books do they like to read?
How do they choose books?
Do they have books at home?
Are they reading a book that is on an appropriate
appropriate skill level for them?
34. How do I
know what
my student
needs?
◦Think of Reading as a Hierarchy of Skills
◦If a student doesn’t have the foundation,
they can’t progress to more complex skills
(higher up the hierarchy)
37. Activities &
Indicator
Goals
Goals
◦ Connection: Here is what you are doing now
and where we need to go today…
◦ Teaching Point: Here is the strategy we are
going to focus on to achieve this skill. I’m
going to model it for you first.
◦ Active: Engagement- You try now!
◦ Link: Let’s see if you can try this on your own.
38. Engagement
-Students need to be
excited and engrossed in
their reading in order to
create a deeper
understanding of the
characters, plot and setting
in order to create a main
idea and to possibly find a
theme of the story.
- These are ways you can
keep engaged as a reader
ENGAGEMENT ACTIVITY
39. Theme and
Ideas
-Skilled Readers are able to
pick out the key details of
what they are reading and
the different story elements
(Character, plot, setting,
problem and solution).
SUMMARIZATION INDICATORS
42. ◦ The Five Finger Rule - if a child struggles or can’t decode more than 5 words on
a page, that book is too difficult for them. Encourage them to try it again after
they progress in their reading skills
◦ Fluency practice - have a child record themselves on an iPad or iPhone or any
other tape/video recording device so they can hear their level of fluency
◦ Modeling
◦ Explicit modeling - Helps children learn to think about what they already know while
they are reading. Talk about your thinking process – what you do to get meaning from
the words and understand the text. For example: "That's a new word. It begins
don't know how to pronounce the next part – ”ue”. Harriet is a spy. It must be ”clue”
because spies look for clues.
◦ Implicit modeling - Helps children think while they read. When a child is stuck on a
word you can suggest strategies he or she can use to figure it out. The child can use
these strategies immediately and when reading in the future. You might say, "Try
reading the sentence again." "Try reading the next sentence." "Where did the boy go
the beginning of the story?" "Where do you think he might be going now?"
READING TIPS
– from Catie
Hancock
43. ◦ Graphic Organizers - Help students create a graphic organizer so they can
visualize their thinking
◦ Circle maps
◦ Tree maps
◦ Venn Diagrams
◦ Bubble Map
◦ Using the 4 different types of questioning to guide reading
◦ Right there Questions-simple, straight from the text questions
◦ Think and Search – Questions based on recalling of facts that can be found in more
one place
◦ Author and You – Students are required to use what they already know in combination
with what they have read about
◦ On Your Own – students use prior knowledge to answer these questions
READING
TIPS - – from
Catie Hancock
Continued
44. Suggested
structure for a
reading
session
◦ Re-Reading ( re-read last week’s book, child tells what they remember
about story, helps with fluency, comprehension, and confidence )
◦ Pre-Reading (work on specific skills student needs, rhymes or syllable
work with younger students, phonics elements from re-reading story or
in general --ex. need help with blends, digraphs, short vowels, long
vowels, etc. , comprehension strategies, fluency, writing, word hunts,
Dolch Sight Words (220 most frequently used words in English
language, children should be able to read all 220 immediately upon
seeing them by 3rd grade)
◦ Reading (reading new instructional level text --use Guided Reading
leveled system) , use MAP scores or assessments to determine level,
make predictions before reading based on topics and title, make
connections: text to text, text to self, and text to world connections
◦ After Reading (conversation and questioning, follow up from story,
review phonics elements or go on word hunts, writing about story)
Suggestions
from Ann Lee
Buck
45. Other
Reading Ideas
◦ Other ideas:
◦ Each student can have a tracking sheet in their folder where tutor can
write down which book they read and make any notes and comments on
the session
◦ Components of Reading Development (don’t happen in a particular
order)
◦ phonemic awareness: ability to hear, manipulate, and identify sounds of words
◦ phonics: relationship between letters and individual sounds
◦ fluency: reading with appropriate speed, accuracy and expression
◦ vocabulary: meanings and pronunciations of words, prefixes, and suffixes
◦ comprehension: ability to understand what is being read (ultimate goal of
learning to read!)
Suggestions
from Ann Lee
Buck
46. Most Basic
Phonic
Elements
Most Basic Phonic Elements
◦ Phoneme: A phoneme is the smallest unit of sound in a word It is generally
accepted that most varieties of spoken English use about 44 phonemes.
◦ Graphemes: A grapheme is a symbol of a phoneme. It is a letter or group of letters
representing a sound.
◦ Segmenting and blending: Segmenting consists of breaking words down into
phonemes to spell. Blending consists of building words from phonemes to read.
Both skills are important.
◦ Digraph: This is when two letters come together to make one sound. For example,
consonant digraphs like /sh/ /ch/ /th/ and /wh/ . There are also vowel digraphs like
/oa/
◦ makes the sound in ‘boat’.
◦ Blends: This is when two or more consonants are blended together, but each sound
may be heard. The most common beginning consonants blends include: bl, br, cl, cr,
dr, fr, tr, fl, gl, gr, pl, pr, sl, sm, sp and st.
◦ Short Vowels: /a/ as in cat, /e/ as in egg, /i/ as in sit, /o/ as in hot, /u/ as in hug
◦ Long Vowels: long vowels say their name. ex. /a/ as in late, /e/ as in these, /i/ as in
kite, /o/ as in bone, and /u/ as in huge
◦ Abbreviations: VC, CVC, and CCVC are the respective abbreviations for vowel-
consonant, consonant vowel- consonant, consonant-consonant-vowel-consonant,
and are used to describe the order of graphemes in words (e.g. am (VC), Sam
(CVC), slam (CCVC), or each (VC), beach (CVC), bleach (CCVC).
From Ann Lee
Buck
