ReadWriteServe Programs of the Center for Adolescent Literacies
at UNC Charlotte ReadWriteServe Tutor Training
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What is ReadWriteServe? ReadWriteServe--Partnership for
Literacy Action Initiatives brings together UNC Charlotte and
community- based resources to address increasingly complex literacy
needs of students and their families in the Southeastern U.S.
through service, research and community-based programs that are
culturally relevant and focused on community needs. RWS supports
literacy and reading tutors working with students at different
levels and in differing contexts. We offer a structured but
flexible approach to tutoring that relies on tutors to make
decisions about the needs of learners.
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RWS Tutors Provide Homework Help Reading Support Mentoring A
note about our terminology: Tutors-----UNC Charlotte student /staff
volunteers Learners----the grades K-12 students receiving tutoring
A note about our terminology: Tutors-----UNC Charlotte student
/staff volunteers Learners----the grades K-12 students receiving
tutoring
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The RWS Commitment Set a time commitment that is reasonable and
stick with it. We ask that you commit to meeting with a learner
once a week if possible. Whatever your schedule, please keep your
commitment to our student partners. Be ethical and responsible in
all that you do in your work with student partners. You are mentors
and role models.
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Have questions? Need help? Check out the ReadWriteServe Tutor
Blog at rwstutoring.wordpress.com Get tutoring tips Learn about
upcoming events and trainings Ask questions & join a
conversation
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Get to know each other Ice breaker & information
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Instructional Sequence Rationale Before Reading & Learning
Pre-reading & Learning To establish purpose, activate
background knowledge, motivate & engage learner. Pre-reading
activities Previewing a book: Book Walk or Picture Talk KWL Talk
about the subject or text During Reading & Learning Reader-Text
Interactions Scaffold reading and learning. Make learning active.
During-reading activities Shared reading: Choral or Part Reading
Reread for fluency Say Something Think Pair Share Double Entry
Journal After Reading & Learning Post reading & Learning To
extend and elaborate ideas from the text Post-reading activities
Retellings and discussion Journaling Concept Maps Mini-lessons
(teaching concepts & strategies)
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Comprehension Comprehension is the so what of reading. Readers
who comprehend understand and can answer questions about what
theyve read. Here are some strategies that help with
comprehension:
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Chapter 9 9 How Do Children Develop Reading Comprehension?
Two-Stage Process [M. Pressley (2000)] Lower processes focused at
the word level word recognition (phonics, sight words), fluency
(rate, accuracy, and expression), and vocabulary (learning word
meanings). Higher-order processing activating and relating prior
knowledge to text content
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Strategies Often need to be taught, you may need to model how
to use strategies in multiple contexts Can and should be adapted to
fit the needs of the learner and situation
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eduspaces.net
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Key comprehension methods Establish a purpose for reading Use
prior knowledge (KWL) Ask questions (QARs) Make inferences (chart)
Determine important information, summarizing (GIST) Use text
structure Self-assessment
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Chapter 9 13 Establish a purpose for reading 1. Reader 2. Text
3. Activity 4. Situational context What can affect each of these
components? eastreel.com
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14 Use prior knowledge clerccenter.gallaudet.edu
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Chapter 9 15 Ask Questions Activities: QARs Before-during-after
Right there Think and search Cause/effect Problem/solution
Compare/contrast List/example Author and me On my own
Make inferences Chapter /topic: Clues: What information is
provided? Inference: What I know from the information and my
experience? Record information from book, video, article Students
make inferences Often requires prompting and modeling
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Determining Important information Determining what is important
Overviews Headings Summaries Summarizing Delete trivial or
irrelevant information Delete redundant information Provide a super
ordinate term for members of a category Find and use
generalizations Create generalizations
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Determining Important information GIST Who? What?Where? When?
Why?How?
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Use text structure rachelbillmeyer.netfirms.com
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Use text structure Graphic organizers: Narrative Main
charactersSetting ProblemSolution Main events
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Flowcharts to relate story parts
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Use text structure Graphic organizers: Non-fiction
http://blogs.swa-jkt.com/swa/jackiefrens/files/2013/08/Screen-shot-2013-08-17-at-11.07.23-AM.png
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Self-assessment Does this make sense? Retelling Rereading
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Seven Comprehension Skills 1. Identifying details 2.
Establishing sequence 3. Associating cause and effect 4.
Determining main idea 5. Predicting outcomes 6. Valuing 7. Problem
solving
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Say Something Double-entry Journal Take turns reading and Make
a prediction Ask a question Clarify something you read Make a
comment Make a connection Thoughts about the text before I read
Thoughts after I read
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Double entry journals My Thoughts About the Text (before and
during reading; include page numbers) My Reaction After
Reading
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Think-Pair-Share
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3-2-1 3 3 things you found out 1. Paul Revere warned American
colonists that the British soldiers were coming. 2. The Battles at
Lexington and Concord were the first of the American Revolution. 3.
The War lasted for eight years. 2 2 interesting things 1. More than
300 British died in these battles. 2. Samuel Whittemore was 78
years old and survived the battle and lived to be 96. 1 1 question
you still have 1. What other battles were there in the war?
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Talking Drawings
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Resources for Tutors The Center for Adolescent Literacies
offers the following resources: RWS Tutoring website
https://tutoring.uncc.edu/ RWS Tutoring blog
http://rwstutoring.wordpress.com/ Center for Adolescent Literacies
website http://literacy.uncc.edu/
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Need help? Have questions? ReadWriteServe Programs are a part
of the Center for Adolescent Literacies at UNC Charlotte. If you
have questions or need our help, call or email us: Dr. Bruce
TaylorJean Vintinner 704-701-5235704-687-7991
[email protected]@uncc.edu
[email protected]@uncc.edu