Volunteer Tutor Orientation
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Orientation for The Community Reading Project's volunteer tutor training. The training teaches how to work with adults, nuts & bolts of reading instruction, and gives a brief overview of planning and assessment.
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Volunteer Tutor Orientation
- 1. Volunteer Tutor Orientation The Community Reading Project September 27, 2016
- 2. What is The Community Reading Project?
- 3. What am I being “oriented” for? Volunteer Manual: pp. 14-19
- 4. One-on-one tutoring More 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
- 5. Reading Info Desks Walk-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
- 6. We want your input.
- 7. What’s the process for meeting with students? Volunteer Manual: pp. 14-19
- 8. Importance of taking statistics
- 9. Some Best Practices Safety Professionalism Communication with Program Director Teaching Adults & Volunteer Manual Tutor Support Resources
- 10. Teaching Adults
- 11. 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?
- 13. Why do adults struggle with reading? What barriers do they face to learning? Why do people give up?
- 14. Break time
- 15. What is reading? What is literacy?
- 16. Five strands of reading https://www.youtube.com/watch?v=gtEspw_iUT0
- 17. Element 1: Phonemic Awareness 1. Why is it important? 2. How can I tell if someone is struggling with this? 3. Ideas and Resources a. Put Reading First (pp. 13-16) https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
- 18. Element 2: Phonics 1. Why is it important? 2. How can I tell if someone is struggling with this? 3. Ideas and Resources a. Teaching Adults Ch. 8 b. ProLiteracyEdNet.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
- 19. Phonics (cont): Laubach Way to Reading Laubach in Action: ● https://www.youtube.com/watch?v=G4QRUbC0Tz4 ● https://www.youtube.com/watch?v=A76S4icu_y4
- 20. Element 3: Fluency 1. Why is it important? 2. How can I tell if someone is struggling with this? 3. Ideas and Resources a. Put Reading First pp. 29-36 b. Teaching Adults Ch. 7
- 21. Element 4: Vocabulary 1. Why is it important? 2. How can I tell if someone is struggling with this? 3. Ideas and Resources a. Teaching Adults: Ch. 9 and Appendix I b. Dictionary
- 22. 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
- 23. Comprehension (cont.) 1. Why is it important? 2. How can I tell if someone is struggling with this? 3. Ideas and Resources a. Teaching Adults Ch. 10 (especially “Roadblocks” section) b. Put Reading First pp. 51-58
- 24. 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
- 25. YouTube vs. Purdue Engineering
- 26. My Point
- 28. Workbooks
- 29. LEA (Language Experience Activity)
- 31. Structuring Class & Lesson Planning: Think Backwards
- 32. Checking for Understanding (Assessment)
- 34. Before you leave Fill out Volunteer Application Indicate preference for Reading Info Desk OR 1:1 tutoring Take a business card Take your books What happens next
Editor's Notes
- We help adults in Muncie/Delaware County with reading. Target native speakers reading below a 6th grade level Goal centered and learner centered Free for students Operate solely on the basis of volunteering Partners: United Way, Ross Center MAT EXAMPLE: website--partner page
- Highlight differences Other volunteer opportunities--no training required Introduce Volunteer Handbook--can answer questions HANDOUT: VOLUNTEER MANUAL, TEACHING ADULTS
- Point out chart
- These processes and procedures are new. We want to know what’s working, what isn’t, so we can make the program better.
- Outline Procedures for each--have them open Handbooks to pp 14-19 Need to give them the “what will actually happen when I show up to teach?” summary here May need more than one slide Length of commitment HANDOUT: STUDENT/VOLUNTEER CONTRACTS
- Stats help us be more effective Stats help us generate funding MAT EXAMPLE: STATS SHEET
- Safety standards Showing up on time, being respectful, etc Tutor Support Group, YouTube, ProLiteracyEdNet, Private Facebook group (created after first meeting) HANDOUT: business cards, “Teaching Adults”, Tutor Support Resources sheet
- Start with discussion
- I want us to switch gears for a moment, and think about students. Some food for thought: Dyslexia video--first five minutes: https://youtu.be/o509EudHqGc (through shoe) P. 23 in Teaching Adults, especially bottom of page 24 If you try a bunch of different teaching strategies, and nothing is working, talk to me. They may need more help than one tutor can give. We can work with Decoding Dyslexia people.
- Lead them to see that adults: Deserve dignity (can’t talk/teach to them like children. Example: using flashcards) Aren’t stupid, lazy, or morally bankrupt just because they can’t read Need relevant information to their lives and goals Need autonomy Have talents and skills already School experiences may not have matched yours PP 15-19 of Teaching Adults AND/OR guest speaker
- 10 minute break
- Discussion: what is reading? Reading is making meaning out of what we see. Symbolism of letters, but also the broader context of comprehension. Literacy is the ability to use printed material to function in society, achieve one’s goals, and develop one’s own knowledge and potential. The reading we’ll talk about specifically relates to making meaning out of print, but don’t forget that the big picture--beyond all the mechanics--is literacy.
- See Teacher’s Notes
- Strongly suggest that they view these materials independently after orientation I would read Ch 7-10 all the way, and utilize the appendix and the YouTube channel as needed Another great report: Put Reading First
- Question time! Last time your computer broke, did you go on YouTube and search: ‘broken motherboard’ or did you enroll in Purdue’s school of engineering so that you could really understand the computer’s electrical components and fix it that way? Neither is a wrong way to get the info. But your situation will play heavily into which route you take. Adults, as we know, need enough information to manage their situation and apply it relevantly. That’s the same whether you’re learning to read or fixing your computer.
- Not all students need the same thing. Some will need to start at the bottom, teaching phonics or even phonetic awareness, but others may not. Good news for you because it means you don’t have to be an immediate expert on every single topic. You just have to learn what it is your students need, figuring out what they need, and work together to help them to gain those needed skills. Keep it simple, introduce a few new words at a time. One teacher swears by three new words. Again, it will depend on your student.
- You’ve learned all about reading. Now, what do you do? How do you put it inot action?
- 10 minutes Introduce Challenger (and re-mention Laubach) Show examples; explain where tutors can get them (and that we have them stocked at Ross and at Reading Info Desk locations) Pros & cons of using workbooks Time for hands-on practice
- 15 minutes What is a LEA Pros & Cons of using LEA Demo
- 10 minutes Show examples; explain where tutors can get them (and that we have them stocked at Ross and at Reading Info Desk locations) Reader Library Pros of using authentic materials Cons of using authentic materials
- Slides 30-31: 10 minutes Backwards design: FIRST, identify the goal. THEN plan the lesson.
- Alternative name for “testing” 1:1 students are formally assessed before being assigned a tutor Can use QARI assessment; copies in Reading Info Desk and at Ross Center Can do it as you go Beginning of session review Ask, ‘what did you have trouble with?’ and ‘Did you meet your goal?’ Request a more in-depth assessment RESOURCE: QARI assessment
- Give opportunity to look at materials and reading info desk set-up Point out video on YouTube that demonstrates first ABE sessions https://www.youtube.com/watch?v=ySDTcx_I4Bs https://www.youtube.com/watch?v=EGtEL000aQI https://www.youtube.com/watch?v=9qreeXoHSjA
- Fill out Volunteer Application Indicate preference for Reading Info Desk OR 1:1 tutoring Take a business card Take your books What happens next