I’m always smart when I’m with you .

1. I’malwayssmartwhen I’mwith you. Links to Literacy: An Introduction toShort-Term Literacy Intervention

2. Program 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.

3. 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 student’s culture and beliefs. • Work effectively with other tutors, the tutor coordinator, and the site staff. • Take care of yourself!

4. 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 tutors—help them see their successes.

5. Links to Literacy Tutoring Model • Purpose • Goals • Methods

6. Links to Literacy Tutoring Model • Purpose • Many children who experience homelessness are significantly behind grade level. • These children are underserved because they change schools mid-year and extra services are allocated at the beginning of the year. • Because of the instability homeless children experience, academic goals must be addressed in temporary settings. • Links to Literacy provides feasible short-term goals and a research-based lesson plan to achieve them. • Goals • Methods

7. Links to Literacy Tutoring Model • Purpose • Goals Specific Program Goals • Engaging students in literacy • Bolstering academic confidence • Improving literacy skills Five Key Early Reading Skills (Highlighted in No Child Left Behind) • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension • Methods

8. Links to Literacy Tutoring Model • Purpose • Goals • Methods • Links 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 writes

9. Getting Started as a Tutor 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.

10. All About MePoster

11. Alphabet Assessment

12. The Tutor Reads Why 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.

13. The Tutor Reads How 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.

14. The Tutor Reads

15. 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.

16. The Tutor Reads How 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.

17. 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)

18. 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.

19. Description 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.

20. 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.

21. 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.

22. 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.

23. Making PredictionsThis activity can be used for all age levels with story and chapter books.

24. 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.

25. 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.

26. The Tutor Reads

27. The Tutor Reads Included Resources • Character/Story journals and questions Graphic Organizers • Story House • Venn Diagram • Description Web • KWL Chart • Making Predictions • Summary for Non-fiction Suggested Read Aloud Lists (on following pages) Suggested Resources Recommended Reading from the New York Public library http://www2.nypl.org/home/branch/kids/ reading/recommended.cfm Kaye, 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.

28. The Child Reads Why 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 character/story journals and graphic organizers listed in The Tutor Reads section are also appropriate for The Child Reads, especially if the child is reading a chapter book. • If the child is on a chapter book level, then the tutor and child can take turns reading the text. The tutor should model inflection (reading with emphasis) for the child. • The end goal of Links to Literacy is to improve reading.

29. The Child Reads

30. The Child Reads

31. The Child Reads

32. The Child Reads

33. The Child Reads

34. The Child Reads Included Resources • Color Songs for Shared Reading • Responding to Oral Reading • Graph and Instructions for Rereading for Fluency Suggested Resources Fountas, I.C., & Pinnell, G.S. (1996). Guided Reading. Portsmouth, NH: Heinemann Educational Books. Fountas, I.C., & Pinnell, G.S. (1997). A Coordinator’s Guide to Help America Read. Portsmouth, NH: Heinemann.

35. Word Study Why include word study in the lesson plan? • To build reading and writing ability. • To demonstrate patterns and rules in words. • To directly focus on word knowledge skills the student has not yet mastered.

36. Word Study

37. Word Study Hearing Sounds in Words and Connecting Sounds to Print

38. Word Study Finding Patterns within Words

39. Word Study * Adapted from Book Buddies: Guidelines for Volunteer Tutors of Emergent and Early Readers by F. R. Johnston, M. Invernizzi & C. Juel; NY, NY: Guilford Press (1998). ISBN 1-57230-347-6.

40. Word Sorts

41. BingoThe Bingo board can be used for various word study lessons. To reuse the board have it laminated and use with a dry erase marker.

42. UNO

43. Go Fish

44. Sight Word MemoryThis is a great game to get a child engaged and to help them remember sight words. This activity can be used with all ages and also with word family words (cat, bat, pig, wig).

45. File Folder Games • File Folder Games by Karen Finch is a wonderful resource that gives the tutor specific skills to work on and makes it fun! • Games are divided according to grade level, Kinder through Fourth. • The games focus on specific skills, such as blends, synonyms and prefixes. • The games do take a lot of time, but are worth the efforts! • It is suggested that if the game focuses on a specific rule, such as reading hard and soft “g” then the rule should be written on the back of the folder. • Tutors find them easy to use and it helps target particular skills for reading and spelling.

46. Word Study

47. Word Study Included Resources • Silly Soup • Letter Identification Activities • Word Sorts • Uno • Go Fish • Bingo • Sight Word Memory • Sight Word Lists • File Folder Games Suggested Resources Bear, D.R., Johnston, F., Invernizzi, M., Templeton, S. (2004). Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction. Upper Saddle River, New Jersey: Pearson Education, Inc. Invernizzi, C., Johnston, F.R., & Juel, C. (1998). Book Buddies: Guidelines for Volunteer Tutors of Emergent and Early Readers. New York: Guilford Press. Fitzpatrick, Jo. (1997). Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills. Cypress, CA: Creative Teaching Press, Inc. Finch, Karen. (1992). File Folder Games. Greensboro, North Carolina: Carson-Dellosa Publishing Company, Inc.

48. The Child Writes Why include the child writing in the lesson plan? • To practice hearing and then writing sounds in words. • To teach standard spelling and punctuation. • To help children use written language to communicate.

49. The Child Writes

50. The Child Writes