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ReadWriteServe Tutor Training

ReadWriteServe Tutor Training. ReadWriteServe Programs of the Center for Adolescent Literacies at UNC Charlotte. What is ReadWriteServe ?.

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ReadWriteServe Tutor Training

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  1. ReadWriteServe Tutor Training ReadWriteServe Programs of the Center for Adolescent Literacies at UNC Charlotte

  2. 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. p. 2

  3. 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

  4. 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. p. 2

  5. 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

  6. Get to know each other Ice breaker & information

  7. Comprehension • Comprehension is the “so what” of reading. Readers who comprehend understand and can answer questions about what they’ve read. Here are some strategies that help with comprehension: p. 22

  8. 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 Chapter 9

  9. 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

  10. eduspaces.net

  11. 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

  12. Establish a purpose for reading eastreel.com Chapter 9 Reader Text Activity Situational context What can affect each of these components?

  13. Use prior knowledge clerccenter.gallaudet.edu

  14. Ask Questions Chapter 9 Activities: QARs Before-during-after • Right there • Think and search • Cause/effect • Problem/solution • Compare/contrast • List/example • Author and me • On my own

  15. QARs LITERAL QUESTIONS INFERENTIAL QUESTIONS EVALUATIVE QUESTIONS

  16. Make inferences

  17. 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

  18. Determining Important informationGIST

  19. Use text structure rachelbillmeyer.netfirms.com

  20. Use text structure Graphic organizers: Narrative

  21. Flowcharts to relate story parts

  22. 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

  23. Self-assessment • Does this make sense? • Retelling • Rereading

  24. Seven Comprehension Skills • Identifying details • Establishing sequence • Associating cause and effect • Determining main idea • Predicting outcomes • Valuing • Problem solving

  25. 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 p. 23-24

  26. Double entry journals

  27. Think-Pair-Share

  28. 3-2-1

  29. Talking Drawings

  30. 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/

  31. 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 Taylor Jean Vintinner 704-701-5235 704-687-7991 bruce.taylor@uncc.edujvintin@uncc.edu

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