i’m always smart when i’m with you. - the charles …

Im always smartwhen Im with you.Links to Literacy: An Introduction toShort-Term Literacy InterventionProgram Overview What is the Links to Literacy tutoring model?Links to Literacy provides short-term, research-based literacy intervention. Who does this program serve?Although each site serves a unique population, Links to Literacy provides literacy tutoring to transient elementary-school children.What is expected of a literacy tutor?Literacy tutors need to be responsible, flexible, and willing to work within the Links to Literacy schema.What is expected of a literacy tutor? Adhere to the program schedule and policies and procedures. Work within the Links to Literacy tutoring model. Do not undermine your students culture and beliefs. Work effectively with other tutors, the tutor coordinator, and the site staff. Take care of yourself!What is expected of a literacy coordinator? Work with shelter staff to establish the program. Communicate weekly with shelter staff. Provide initial and ongoing literacy training to tutors. Create and maintain supplies for tutoring. Provide support to tutors (re: initial assessment of students) Provide lesson-planning and behavior-management support to tutors. Encourage and support tutorshelp them see their successes.Links to Literacy Tutoring Model Purpose Goals MethodsLinks to Literacy Tutoring Model Purpose Goals Methods Many children who experience homelessness are significantly behind grade level. These children are underserved because they change schools mid-year and extraservices are allocated at the beginning of the year. Because of the instability homeless children experience, academic goals must beaddressed in temporary settings. Links to Literacy provides feasible short-term goals and a research-based lessonplan to achieve them.Links to Literacy Tutoring Model Purpose Goals MethodsSpecific Program Goals Engaging students in literacy Bolstering academic confidence Improving literacy skillsFive Key Early Reading Skills(Highlighted in No Child Left Behind) Phonemic awareness Phonics Fluency Vocabulary ComprehensionLinks to Literacy Tutoring Model Purpose Goals MethodsLinks to Literacy meets its goals through a researched-based literacy lesson plan with four components: The tutor reads (Read Aloud) The child reads Word study/Phonological Awareness The child writesGetting Started as a TutorFirst Session Second Session Third Session Fourth sessionRead AloudBring 3 or 4 books and let the child choose which one to read. Introduce the test and ask comprehension and prediction questions.Read AloudBring books to choose from based on the childs interests. Remember to read them ahead of time and think of appropriate questions to ask.Read AloudAsk 2 or 3 questions from the “Questions to Help Comprehension” list. Use one question as a writing prompt.Read AloudContinue reading books based on childs interest. Fill out a graphic organizer after reading to help with comprehension.The Child Reads The Child ReadsBased on the childs writing, choose an appropriate leveled book with coordinators help. Read the book ahead of time and introduce it to the child. Emergent Readers: Do a shared reading activity with a color song.The Child ReadsChoose and introduce an appropriate book. Reread part of the book from the last session to work on fluency. Emergent Readers: Do the same shared reading activity as the last session.The Child ReadsIntroduce a new book. Consider incorporating a poem or two into the lesson for fluency work. Emergent Readers: Choose a section of the book to use as a shared reading activity.Word Study/Phonological AwarenessGive alphabet assessment (letter and sound recognition)Word Study/Phonological Awareness Word Study/Phonological AwarenessBased on the childs reading and writing levels, choose a word skill to develop and use a suggested game.Word Study/Phonological AwarenessWork on the same skill as last time. If the child is bored, make a new game, otherwise keep using the old one.WritingFill out an “All About Me” poster, paying attention to the students writing skills and interests.WritingHave the child write a response to a book read during the lesson. Emergent Readers: Have the child dictate a sentence and illustrate it.WritingHave the child write a response to a comprehension question. Emergent Readers: The child dictates and illustrates a sentence.WritingWork on a story or expository text. Emergent Readers: Do a shared writing activity.Here is an overview of what to expect in the first four lessons as a tutor. The section in grey indicates the focus for each lesson.All About Me PosterBefore During After This activity is doneon the first lesson. Tutor and child caneach fill out a poster, or work on childs together. Use markers and/or crayons to fill out the poster. Ask child about his/her interests. Tutors can share stories about theirinterests with child. Ask about what kind of books the child likes to read. Use the informationfrom the poster and conversation toselect a couple ofbooks to bring to the next lesson.Alphabet AssessmentBefore During After Should be given to child during first lesson. This is not onlyintended for Kinderage children. Since a childs knowledgeis unpredictable itshould be given to children K-3. Ask child to identifythe letters known and the sound the letter makes. Circle the letters not known and doesnot identify automatically (if childhas to think about what letter or sound it is, then circle it andreview) The letters andsounds that are notknown should be focused on over thenext several lessons. Tutor should not focus on more than two or three lettersper lesson.(for letter ideas see word study section)The Tutor ReadsWhy have the tutor read during the lesson? To demonstrate that books are relevant to students lives and interests. To present students with a model of adults as readers. To teach a child about how books and print work. To develop vocabulary. To work on comprehension. To expose emergent readers to phonemic awareness concepts like rhyme and alliteration.The Tutor ReadsHow does a tutor read aloud to a student? Choose a book that will interest the student. Read the book ahead of time and look for appropriate places to stop and ask questions. Sit beside the child. Make sure the child can see the pictures and the words. Allow the child to hold the book, help turn the pages, or point to what interests him. Talk about the book before, during, and after reading it aloud.The Tutor ReadsConversation About the Book ReadBefore During After Read the story before thelesson. Think about how tointroduce the book, whereto stop and ask questions,what vocabulary may benew. Read and point to words in title. Go over terms:authorillustrator Talk about the cover. Makepredictions about what mayhappen in the book. Ask appropriate comprehension questions. Have the child makepredictions. Note: It is important tobalance conversation withread-aloud. Only askquestions at naturalstopping points.DO NOT ASK QUESTIONS EVERY PAGE. Ask younger children to retell the story using props (pictures copied from the book). Ask children to retellthe story. Graphicorganizers can help (on thefollowing pages). Help the child makeconnections between theread aloud and other booksyouve read together.The Tutor ReadsOne of the skills to be gained from reading is comprehension. The following explains the importance of this skill and lists activities that can be used.What is comprehension? the skill of gaining meaning from text (to process what is being read and understand it.)Why focus on this skill? Gaining meaning from and understanding the text is the central goal of reading. Many children who have not had the experiences of being read to need help to learn how to get meaning from what they read. To develop more detailed comprehension strategies, such as main idea, sequencing, etc. The Tutor ReadsHow does a tutor work on comprehension? Tutors, who are themselves skilled readers, can be powerful models for how to get meaning from a text (this can be accomplished whether or not it is the tutor or child reading the story). By using activities that focus on (but not limited to): Predicting Making Connections (personal, world or text) Story Structure Summarizing Included on the following pages are simple yet effective story mapping and comprehension activities called graphic organizers, which can be found on educational websites. Story HouseThe story house is used as an instructional tool for comprehension after reading a narrative text, such as The Three Bears. The objective is to teach story structure - such as characters, setting, plot, solution - to emergent and early readers (Kinder-2) Before During After Use the template tocut out the pieces from construction paper or draw story house on dry eraseboard Read story Discuss with childwhat each componentmeans and that everystory has these fourcomponents. Model the activity forthe child as many times as needed untilchild can do it independently. Review each component withchild after the story house hasbeen filled out.Venn DiagramThis diagram is used to make comparisons between two books about the same subject (such as birds), two books by the same author, two characters in a story, etc. The outer circles are used to write the differences and the inner circle is used to write the similarities.Before During After Go over the meaningof the terms:similardifferent(give examples) Read book(s) Help child to brainstorm throughconversation aboutwhat it is you are comparing/contrasting.Tutor or child can fillout the diagram. Review diagramDescription WebThis activity is used to either activate prior knowledge before reading a text, or to extend knowledge after reading a text, using the same web. Information generated by the web is an excellent springboard for written expression.Before During After Choose either a story book or informationaltext. While introducing andlooking at the cover ofthe text activate thechilds prior knowledge: “What do you alreadyknow about _?”(main topic of book) Write the main topic inthe oval of the web. As the child discusseshis/her prior knowledgeeither child or tutor canwrite descriptors on the spokes extendingfrom the oval. Read text. Child can add descriptors to web.Can use informationwritten on web to write about the textand what the childlearned.Character JournalThe goal of this activity is for the child to comprehend how character(s) develop throughout a story. Character journals support the child in identifying the details of the character(s) as they are presented by the author as the story unfolds. This is an on-going project that can be extended over several lessons. Excellent activity for grades 2 and up.Before During After Let child choose a chapter book appropriate for his/herreading level. Make a blank book for journal. Tutor and child canfill out the journaltogether. Tutor should modelfor child the details to write down about thecharacter(s). When a character isintroduced in the textwrite down the name, have child draw a picture of the character and any details. As you continue to readkeep an on-going list ofdetails learned about the character (s), along with illustrations if the child wants to add them. If this project is extended over severallessons review journal entries made duringprevious lessons tohelp child see character development.Story JournalThis activity is similar to the character journal. The difference is the focus of the journal, which is now on recording important details or events. Before During After Let child choose a chapter book appropriate for his/herreading level. Make a blank book for journal. Tutor and child canfill out the journaltogether. Tutor should modelfor child the details to write down about thestory. As the tutor and childread through each chapter stop to writedown the events/developments thattake place. The child can addillustrations to his/herjournal entries. Review previouslesson entries before starting a new lesson withchild.Comprehension Questions The following are questions that focus on specific elements of the story to help the child work on comprehension. The answers can be discussed orally or written out. The tutor does not have to use the questions about every story element in one lesson. The tutor can focus on one or two elements, such as Setting and Plot for each lesson. Tutor should go over the questions he/she is planning on using during the lesson to familiarize the child. These questions are appropriate for all grade levels. However, the older the child the more detailed the answers and discussion.Making PredictionsThis activity can be used for all age levels with story and chapter books.Before During After Tutor should read book beforehandand mark points in thestory where the childshould make a prediction. Follow questionsoutlined on work-sheet. Stop at appropriateplaces to make predictions. Ask child to give thereason(s) for his/herpredictions. Go over predictions to see if the childwas correct. If child was notcorrect, the tutorcan go back to thatpart of the story and review the reasons why the story turned outdifferently.KWL ChartThe K stands for “I know”, W for “I would like to know”, L for “ I learned.” This chart is used with a non-fiction selection, such as a book about dolphins. This activity is appropriate for all age levels. If the child is learning to write, then the child can dictate the information to the tutor to write down. Chart can also be drawn on construction paper which would allow the child to add illustrations about the subject.K W L The first column, “K”, is filled out before thebook is read. Have child think about what informationhe/she already knowsabout the subject of the book. Write information down in first column. The second column, “W”, is also filled outbefore reading the book. Have child think about what he/she would like to know about the subject. Write down thesequestions in secondcolumn. Read book. The last column, “L”, is filled out after reading the book. Ask the child to think about the newinformation he/shelearned from the book. Write down new information in third column.Summary for Non-FictionTo summarize the child must understand the main idea of the text and be able to support it with details. Summarizing can be a difficult skill. It will develop through example and practice. The older the child, the more details he/she should be able to use to support the main idea. Activity can be used for grades 2 and up.Before During After Choose a non-fictiontext of interest to thechild, such as sharks. Go over these terms:summarymain idea(Explaining these terms will help the child to know what tolook for before he/shestarts reading.) The first time the childdoes this activity the tutor should model it. The child may need modeling over several lessons before he/she can do it independently. When the child isready to do activityindependently, havethe child explain his/her answers. Go over completed activity.The Tutor ReadsReflectionReflection is an essential part of documenting Links to Literacy . Its primary goal is to inform the next lesson, but it also serves as informal assessment of the students progress. Document this lesson How will this inform the next lesson?How was the child successful? What was challenging for the child? Did the child enjoy this activity?Would the child enjoy more activities like this? How can I build on this? Should the next activity be harder or easier?Did the student make good predictions and connections before and during the story?Could the child summarize and retell the read aloud?Would the student enjoy more stories like this?Was there another topic discussed that might be more interesting?The Tutor ReadsResourcesIncluded Resources Character/Story journals and questionsGraphic Organizers Story House Venn Diagram Description Web KWL Chart Making Predictions Summary for Non-fictionSuggested Read Aloud Lists(on following pages)Suggested ResourcesRecommended Reading from the New York Public library/home/branch/kids/reading/recommended.cfmKaye, Peggy (1984). Games for Reading: Playful Ways to Help Your Child Read. New York: Pantheon Books.Kaye, Peggy (2002). Games with Books. New York: Farrar, Straus and Giroux.The Child ReadsWhy include the child reading in the lesson plan? Lots of easy reading makes reading easy. Students need to practice at their level of fluency in order to become better readers. Reading encourages students to see themselves as readers. Gain meaning from what is read (comprehension skills): The char