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Overview of Mentor Tutoring Program
A program where an upper grade student works one-on-one with a lower grade student
6th grade-3rd grade 5th grade-2nd grade4th grade-1st grade
Students will spend time working together to increase mastery of reading strategies and skills to help them become better readers
A tutor is an upper grade student that listens to and helps a lower grade student in reading
A tutee is a lower grade student that reads and receives help from an upper grade student
Pre and post testing of the tutor and tutee
Leveled Books
Tutor Training
Tutee Training
Weekly Meeting Day
Celebrations
Books are leveled from A-Z
The tutee’s reading level is determined by their teacher
Tutees need to practice reading lots of books at their “just
right” reading level
If a student is reading a book that is too hard, he/she will
become frustrated and give up
If a book is too easy, they aren’t being challenged
As a tutor, it is your responsibility to help make sure the
tutee is reading just the right level of books so he/she can
make progress each day
Tutors must fully participate in all training sessions and demonstrate readiness and proficiency in using tutoring procedures and strategies to be eligible to tutor
Tutors must make up any missed training sessions
How to follow all tutoring procedures
How to monitor a child’s reading
How to prompt and reinforce good reading strategies
How to help your tutee become an independent reader
How to keep neat and accurate records
Tutoring will last 6 weeks or 24 days
You meet with your tutee 4 days a week for 30 minutes
The 5th day will be a meeting day for tutors
The tutee will read and practice decoding, vocabulary, comprehension, and fluency strategies each day
The tutor will listen, prompt, praise and keep all records neatly and accurately
Tutors will meet weekly with the Mentor Tutoring Coordinator or their classroom teacher to: Discuss details of tutoring sessions
Receive ongoing training
Reinforce good tutoring strategies
Voice concerns and brainstorm solutions
Share success stories
Celebrate
Daily Record SheetHome Reading Log & BaggieMentor Tutoring Tips for Parents BookmarkStickersKeys to Good Reading ChartRetell Hands for comprehensionGetting to Know You FormFluency PassagesLeveled Book
Be kind, patient, and respectful
Follow the schedule and tutoring procedures
Listen with your eyes and ears
Give specific prompts that will help the tutee become an independent reader
Give specific praise for good reading
Remember to check for comprehension—retell
Conduct 1 minute fluency timing
Make sure there is a new book in the tutor packet at the end of each day
Be on time for all tutoring sessions
Keep neat and accurate records
Keep the teacher informed of tutee’s progress or concerns that arise
Have fun!
Be kind and respectful Do your best reading Use good reader strategies Give a detailed retell of what you just read Read a short passage to improve fluency Read your homework book, get your reading log signed,
and return both the very next day Make sure there is a new book in the tutor packet at the
end of each tutoring session Be on time for all tutoring sessions Take good care of the books Have fun!
If the number of older students allows for them, student coordinators are helpful.
They may:
Substitute for absent tutors Monitor and observe tutor/tutee
interactions Keep time—announce when time is up Help conduct weekly tutor meetings
1. Tutor greets tutee
2. Find a place to work side-by-side—not by buddies
3. Tutor checks home reading log and gives a sticker
4. Tutee rereads homework book
5. Tutor introduces new book
6. Tutee reads new book while tutor monitors, prompts, and praises
tutee’s reading
7. Tutee retells book read
8. Tutor conducts fluency timing
9. Tutor fills out Daily Record Sheet and Home Reading Log
10. Tutor assists tutee in selecting new book for tomorrow—give a choice of 2
or 3 and place book in folder for tomorrow
11. Tutor and tutee clean up and say good-bye
TUTEES
Increase mastery of reading skills Decoding Vocabulary Comprehension Fluency
Gain confidence and self-esteem
Improve attitudes toward reading
Become independent readers
Build friendships
TUTORS
Increase mastery of reading skills Decoding Vocabulary Comprehension Fluency
Gain confidence and self-esteem
Improve attitudes toward reading
Become positive role models
Build friendships
Introducing a New BookStrategies that Good Readers Use
Selecting a Book for Tomorrow
1. How many days a week will you meet with your tutee?
2. Why is it important for your tutee to read and practice on his/her “just
right” level?
3. Why is it important to greet your tutee?
4. Name two things you will find in the tutor packet.
5. Name one of the jobs you will have as a tutor.
6. Who reads the books?
7. What is the purpose of the weekly tutor meeting day?
8. How many weeks will tutoring last?
9. Why is it important to sit right next to your tutee?
10. How might you as a tutor benefit from working with your tutee?
Beginning readers experience manybenefits from rereading familiar texts!
Helps with decoding and word recognition
Vocabulary is expanded and strengthened
Fluency and expression improves
Boosts comprehension
Increases self-confidence
Less effort…more enjoyment!
1. Read the title and point to the words.Ask the tutee to repeat the title
2. Make prediction—Using the title and cover.“What do you think this book will be about?”
Prompt for more detail if needed
3. Picture walk—Stimulates interest and prepares tutee for a
successful reading.Tutor will scan the text for potential problems the tutee may have
while reading, looking for: Tricky words New vocabulary
4. Clarify or change prediction.
Always let the tutee hold the book as they do a picture walk and read!
Inexperienced readers encounter many challenges as learn to read:
They have to figure out the words on the page. This is called decoding
They have to learn that the words and sentences have meaning.
They have to learn to make connections between what they read and what they already know.
They need to learn to use strategies to help themselves as they read.
What is an error?Anything that is different than the text of the book, such as:
Insertions Skips Substitutions
You must listen with your eyes and ears to catch decoding errors!
When children are having difficulty with reading, a common mistake of teachers, parents, and tutors is to jump in, take control, and make the correction for them. Consequently, young readers come to expect that someone will jump in and help them.
If children are to become independent readers, we must help them learn procedures and strategies that allow them to “have a go” on their own.
(Holdaway, 1980)
Keys to Good Reading Point to the word
Use the beginning sounds
Look at the ending
Say the sounds, blend them together
Look for familiar word families or chunks
Find a part you know
Break the word apart
Spell the word out loud
Always reread the sentence for meaning
You do not need to use every strategy beforehelping your tutee with a word!
Look at these tricky words…
doughenoughthrough
Sometimes you will need to give him/her a strategy ortwo to try and then give them the word.
Characters names are often tricky too!
Help your tutee become an independentreader by not jumping in too fast to help: Give wait time—1, 2, 3, 4, 5 seconds Have your tutee point to the difficult word Wait until your tutee has finished reading the sentence before
stopping them to attend to a missed word—allow your tutee to discover and correct the problem on his/her own. Self-correction is our goal!
Help them use decoding strategies before giving them the word Always have them reread the whole sentence once they have
decoded the word. Recognize and acknowledge when your tutee uses good reading
strategies on their own and/or self-corrects!
Tutor assists tutee in selecting a newbook for tomorrow:Give a choice of 2 or 3 from the box and place in
the folder for tomorrow
The tutor and tutee may not leave the room without having a book ready for the next day
Why is it important to be prepared each day?
ComprehensionRetell
Fluency
1. What are the steps to introducing a new
book?
2. Why is the book introduction so important?
3. Name one type of decoding error.
4. Name a good reader strategy for decoding
tricky words.
5. What is the purpose of the 5 second wait?
Reading is a process of making meaning from text. Experienced readers are able to identify all the words on a page and connect those words to something they already know. We call that comprehension.
Reading depends heavily on accurately identifying all the words on the page. However, ultimately reading is not about reading words, but about understanding what you read!
The-e w-s on-e a fis--rm-n a-d
h-s w-fe w-o liv-d n--r t-e s-a.
--ch -ay --ile -he -------an --nt
---hing, --s --fe --ayed -t --me.
Three things you will do to help yourtutee during reading are:
1. Monitor—Help them learn to monitor themselves as they read
2. Prompt—Using decoding and comprehension strategies
3. Praise—Use specific and sincere praise to encourage and motivate your tutee
Lack of background knowledge
Poor decoding skills
Fail to organize and use information to
understand—does not realize when he/she
fails to understand
Lack of fluency
Not thinking while reading
Tutors can help tutees monitor forcomprehension by: Properly introducing the text—building background
knowledge
Teaching strategies to help them decode unknown words
Explaining the meaning of new vocabulary words
Rephrasing something that may be confusing
Adding information to help the tutee understand what is happening
Asking occasionally about the story and characters or what has happened so far
Inviting the tutee to predict what may happen next
Talking briefly about the pictures and what is happening
Model fluent reading, paying attention to punctuation, using expression, appropriate rate, and phrasing
If tutee needs prompting, use the questions on the “retell hand.”
Ask your tutee to
retell what the book was
about!
A good retell includes: Events in sequence and key facts.
Important details and key vocabulary from the text.
Reference to characters by specific names.
NOT as “he,” “she,” or “it”
NOT as “the boy” or “the dog”
Includes the Who, what, when, where, why and how
Make Connection
What does this story make you think of? Personal experience
Another book
Other media or events
A good non-fiction retell includes: Something you already knew about the topic
Three new things you learned from your reading.
What was the main topic of the book?
Something you wish the author would have told you
about.
Make Connection What does this story make you think of?
Personal experience
Another book
Other media or events
Be specific and sincere when you tell your tutee they are doing great!Let them know he/she has:Worked hardFigured out tricky wordsRead well Used expressionSelf-correctedPaused when something wasn’t rightReread when it didn’t make senseReturned homework book
FluencyRecord Keeping
Procedures for Changing Book Levels
1. Name something you can do during reading to help your tutee monitor for comprehension.
2. How are you going to know your tutee understands what they read?
3. What is included in a good fiction retell?
4. What is included in a good non-fiction retell?
5. What are some things you could praise your tutee for?
Fluency is the ability to read accurately andexpressively, at an appropriate rate thatallows you to think about what you arereading.
Accuracy—Automatic word recognition
Expression—Using pitch and intonation, phrasing,
and punctuation
Rate—Not too fast, not too slow, just right rate for
you to think and comprehend what you have read
What kind of reader is your tutee?
Choppy reader
Monotonous reader
Hasty reader
Remember fast reading is not best reading!
Fluency provides the bridge between word recognition and comprehension.
Two important ways to improve fluency:1.Read and reread “just right” leveled text.2.Measure oral reading fluency regularly.
There are 6 fluency passages—one for each week of tutoring
Tutees will read and reread the same passage for 4 days
At the end of each tutoring session, tutors will conduct a 1 minute fluency timing, keeping track of errors and figuring WCPM (Words Correct Per Minute)
Place a vertical line after the last word read and subtract errors—record total on the Daily Reading Chart
Remember to encourage good quality reading not fast reading
Give your tutee the unknown word after 3 seconds during the timing
2006 Hasbrouck & Tindal Oral Reading Fluency Norms—50th percentile
At the end of each tutoring session, tutors will conduct a 1 minute fluency timing, keeping track of errors and figuring WCPM (Words Correct Per Minute)
Daily Record Sheet
1. Tutee/Tutor First and last names
2. Book Level3. Teacher4. Date5. Title6. 7. NB8. NS9. # of Books Read
Count books read—include the homework book Keep running total
10. WCPM
Home Reading Log
1. Tutee/Tutor First and last names
2. Teacher3. Date4. Title5. Parent Signature6. Sticker for returning
book7. Place book in
homework bag—zip it!
If your tutee forgets to bring his/her book back or get a parent’s signature: Be positive and encourage them to read and bring it back signed
tomorrow
Check the appropriate box on the record sheet—NB or NS
NB—Send an OOPS Slip and record the same book on the next line of the record sheet
NS—Send the same book home recording it on the next line on the record sheet
If a student is absent, put the tutor packet away and see if you can fill in for another tutor that may be absent
Notify the teacher if your tutee has two consecutive days of not returning the book or having no signature
Three indicators your tutee is ready tomove to another level:1. Accurate reading—makes very few errors (1-2) in
whole book.2. Reads fluently—uses expression and reads at an
appropriate rate. 3. Comprehends story—gives perfect retells for each
book read without prompting from the retell hands.
TEACHER PERMISSION IS NECESSARY
The Tutor is an important part in helping to determinethe right reading level for the tutee but the teacher hasthe final say.
If all three indicators are evident: Raise your hand Have the teacher listen to tutee read, check for
comprehension and determine if they are ready to change
Get permission from tutee’s teacher
Then: Change the level on the record sheet Get new book Book Level: H, I
10/18
Wrapping it all up and getting ready for the 1st day of tutoring
1. Why is fluency practice important?
2. Who does the record keeping?
3. What does NB stand for?
4. What does NS stand for?
5. Why do you need to assist the tutee in choosing a book
for the next day?
6. What are the three indicators your tutee is ready to move
up a level?
7. What do you give your tutee for returning the homework
book?
8. What does WCPM mean?
Daily Record SheetHome Reading Log & BaggieMentor Tutoring Tips for Parents BookmarkStickersKeys to Good Reading ChartRetell Hands for comprehensionGetting to Know You FormFluency PassagesLeveled Book
Be kind, patient, and respectful
Follow the schedule and tutoring procedures
Listen with your eyes and ears
Give specific prompts that will help the tutee become an independent reader
Give specific praise for good reading
Remember to check for comprehension—retell
Conduct 1 minute fluency timing
Make sure there is a new book in the tutor packet at the end of each day
Be on time for all tutoring sessions
Keep neat and accurate records
Keep the teacher informed of tutee’s progress or concerns that arise
Have fun!
Be kind and respectful Do your best reading Use good reader strategies Give a detailed retell of what you just read Read a short passage to improve fluency Read your homework book, get your reading log signed,
and return them the very next day Make sure there is a new book in the tutor packet at the
end of each day Be on time for all tutoring sessions Take good care of the books Have fun!
1. Tutor greets tutee
2. Find a place to work side-by-side—not by buddies
3. Tutor checks home reading log and gives a sticker
4. Tutee rereads homework book
5. Tutor introduces new book
6. Tutee reads new book while tutor monitors, prompts, and praises
tutee’s reading
7. Tutee retells book read
8. Tutor conducts fluency timing
9. Tutor fills out Daily Record Sheet and Home Reading Log
10. Tutor assists tutee in selecting new book for tomorrow—give a choice of 2
or 3 and place book in folder for tomorrow
11. Tutor and tutee clean up and say good-bye
Fill out getting to know you form!
A personal commitment even when it gets hard—remember that you set the tone for every tutor session
Be a great role model
Find a way to build confidence and trust
Help your tutee experience success every single day
Share your valuable reading experiences
Be the kind of tutor you would want if you were the
tutee
Have fun with reading