Tutoring+Readers

media type="custom" key="24855092"  || ** Vocabulary ** .................. || ** Reading by 4th Grade ** .................. || ** Adolescent Literacy ** ||

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Link to A Kid-Friendly Dictionary and Pictionary

 * ==== Gives easily understandable definitions of key academic terms. ====

= = = TUTORING and MENTORING =



** Tutored Students Score Better **

==__"What any person in the world can learn, almost all persons can learn if provided with appropriate prior and current conditions of learning."__==


 * - Benjamin Bloom ** ( // Developing Talent in Young People //, 1985), originator of //**Taxonomy of Higher Order Thinking Skills**//.

After more than 40 years of research, Benjamin Bloom asserted, //**“**** the middle 95% of school students become very similar in terms of their measured achievement, learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions ****.”**//


 * His conclusion is that great achievements are not the result of native genius but a “long and intensive process of encouragem **** ent, nurturance ** (//affectionate care and attention//) **, education, and training.” **


 * Part of setting favorable conditions for learners is providing instruction that reaches the higher order levels of the thinking skills chart, not just remembering (memorizing). **


 * You, as a tutor, must create multiple strategies for showing interest and curiosity about the topics students are learning. By conversing about what you both know, asking questions of each other and finding out information together . Make the interaction something out of the ordinary. Be enthusiastic about the opportunity for learning to occur. **

MENTORING

 * supporting by encouraging **
 * providing assistance engagingly **
 * creating confidence to achieve **
 * including humor in learning **




 * Geoffrey Canada, **** a young kid living in a tough neighborhood, **** had a life changing experience of being **** mentored and protected. **


 * In his professional life, Mr. Canada became a **** mentor to thousands of kids in the area he designed, Harlem's Children's Zone. **
 * ** //View// **Life in the South Bronx



**Sean McComb,** **2014** **National Teacher of the Year, the youngest ever to win says he** **teaches because of the mentorship of one high school teacher.**
"//A few years ago a poll asked Americans to describe the best teacher they ever had. The most commonly cited word: **care**//." -S. McComb


 * ** READ first two paragraphs above the video. YOU DO NOT NEED to view the video. ** 2014 Teacher of the Year Sean McComb


 * 1. What did Geoffrey Canada experience and learn from Mike, his childhood friend and mentor, that inspired Geoffrey's life choices?**


 * 2. What did Sean McComb experience and learn from his mentor teacher, Brian Reagan, that Sean offers high school students he teaches?**


 * 3**. **Is there a friend or a mentor who helped you succeed through some part of school? Describe the methods and character traits that person possesses that were helpful to your learning.**


 * 4**. **Describe the attitudes and actions of your favorite instructor in K-12 classes and what he/she did to create enjoyment or excitement about learning.**

= VOCABULARY =

Reading aloud at all grade levels teaches new vocabulary and immerses students in conversations to help them understand and describe ideas.


// **Listen to the podcast OR read the transcript.** //

Closing the Word Gap Between Rich and Poor

transcript of the podcast

**5.** ** Analyze ****information** **from"Closing the Word Gap Between Rich and Poor" describing why poor kids need to learn lots of vocabulary before entering kindergarten. B****ullet point four reasons why this effort is so important.**


 * 6. Would you have thought of vocabulary as key to school learning success before you read or heard this information? Why or why not. **


 * 6. What course(s) in college have introduced the most new vocabulary for you to learn?**


 * 7**. **Of these strategies, which do you use when you see or hear new words whose meaning or definition you may not know?**

** d. ignore the word(s) **
= READING BY 4th GRADE =



** Three broad groups of 4th grade students struggle as readers: **
These **youngsters have the knowledge and skills to read on grade level books, but reading is not very interesting**. Some read an assignment as fast as they can with //minimal comprehension//, //skipping punctuation// and //inserting words they know for unfamiliar ones//. **They need engaging reading experiences to build their interest in words and stories. They like dramatic read alouds and theater-like enactments of characters and stories.** These y**oungsters do not have the reading knowledge, necessary skills, to easily read books on or near grade level**. They become //stymied, frustrated and confused// by words and phrases. They //give up easily//, reinforcing //a negative self-image// of being a poor reader. **They need inviting supportive adults to read with and coach them to develop independence with reading fluency. Gradually the child will enjoy more independence in the reading process as she/he gains skills.** These **youngsters crave challenging and engaging reading experiences to sustain their interest in reading and to expand their knowledge of vocabulary and literature genres**. **They need opportunities to choose their own reading, read alone or with friends, and discuss ideas and questions with adults and peers.**
 * 1. ** **Students** **with on grade level reading skills who lack interest**.
 * 2. Students who do not have on grade level reading skills and lack confidence ** **.**
 * 3. ** **Students** **with on grade level or above reading skills and high interest who do not like** ** assigned books ** **.**
 * 8.** **Which of the three groups of readers describes you in upper elementary school?** **(****If you were not in any of these groups in upper elementary school,** **how would you describe yourself as a reader then?)**
 * Which of these groups best represents you today? **


 * // **Read** // **pages 1-4** **of The Executive Summary, 2010 Kids Count report** Early Warning! Why Reading by the End of Third Grade Matters explaining why reading by the 3rd grade is a national priority.


 * 9**. **Educators cite grades 1-3 as those where students learn to read and grade 4 where students read to learn.**
 * Analyze the information the Executive Summary reveals about the links between high school graduation rates and lifetime economic opportunities and summarize the links in bullet points.**




 * // **View** // Poet's Novel Turns Young Sports Lovers into Book Lovers
 * **2015 Newberry Medal Award Winner choice,** //The Crossover,// by Kwami Alexander, poet and author.


 * 10. Would you have predicted that a book about basketball written with poetry to communicate ideas and emotions might attract adolescent boys to read it?**
 * Viewing the middle school students writing with Kwame Alexander, describe what** **surprised** **you about these writers.**


 * //**View**// The Bookmobile StoryCorps short
 * Books brought by a bookmobile to the migrant camp opened a child to life's possibilities


 * 11. Did a bookmobile come to your neighborhood in the summer?** **If you were a kid without books and transportation on a reservation or in a rural setting, in an inner-city neighborhood without a library, in foster care, or in prison, what might a bookmobile do for you?**

= ADOLESCENT LITERACY =




 * ** //View// ** Why adolescents don't do assigned reading


 * 12.** **In high school, did you complete all assigned readings or did you utilize techniques from the video to disguise not doing the reading?**
 * **Which of the techniques did you use?**


 * //**Read or hear**// Using Engineering and Design Principles in English Class


 * 13.** **As an adolescent, what genres did you enjoy reading?**
 * Would having an English class incorporating design principles to create new ways to analyze text or characters (the top of Bloom's Taxonomy) have appealed to you in ways that students describe in the article? Explain your ideas**.

Elementary and Middle School Tutors ---

 * ==== __Register__ for AMERICA READS/COUNTS Overview Training (choose one from the dates available)  ====

**ALSO**

 * ==== __Register__ for AMERICA READS/COUNTS Extended Training  ====

=**Class 4 Outline**=


 * ** All Class Opener **

[|Reading Comprehension] from FAT City Workshop ||


 * ** Sharon Workshop: **


 * NO Word Books and **
 * Radio Reading Strategies ** ......................... || **Bob Workshop:**


 * NEWSELA website**
 * and Kid-Friendly Language**
 * Definitions**
 * of Academic Language** ......................... **.** || ** Third Workshop: **


 * Technologies to Support Reading **
 * and Learning to Read ** ||


 * **Site Meetings** ||

Lesson Plan (Bob): **Using Kid-Friendly Language**


 * Opener: **
 * How many pages have you read this past week for your University classes?
 * What is the most challenging reading that you have had to do?
 * Why is that material challenging to you and what strategies do you use to overcome those challenges?

Recalling the Reading Comprehension Video from FAT City just watched, reading is making meaning from text, but when readers lack context, they struggle to make meaning from what they are reading.


 * Activity 1 **


 * 1943 NASA Photograph **


 * Hidden Figures Movie Trailer **

Put three separate versions of the news story, "Black Women Who Helped Men Walk on the Moon," on three tables. Ask groups to read each version to:
 * Version 1: 12th Grade reading Level
 * Version 2: 6th Grade reading level
 * Version 3: 2nd Grade reading level
 * Determine the reading level of the article
 * Identify words they do not know and words they think students will find challenging
 * For example: trailblazer
 * What would be a kid-friendly definition of this word? (To go where no has gone before)


 * Activity 2: Create the Text **

Compose Kid-Accessible/Kid-Friendly Definitions for academic terms found in textbooks and on MCAS tests


 * Assemble cards with words that 5th graders need to know from the following sources
 * Explain we are playing a game in which teams of 2 or 3 students in each of the 3 sections of the 1/2/3 time are going to write kid-friendly definitions for words and post them on the whiteboard. This creates a completion among the 3 sections, not among those in each section.
 * Each pair or trio draws a word, writes a definition on a sticky note, has it reviewed by one of the site coordinators acting as a judge of kid-friendyness. Once approved, the word is posted on the whiteboard which is arranged in alphabetical order.

The Critical Words Your Students Must Know for the Common Core State Standards

180 Essential Vocabulary Words for 5th Grade, Scholastic

Selected examples:
 * ====**English Language Arts**====

Satire
|| ====**History**====

Deficit
|| ====**Mathematics**====

Division
|| ====**Science**====

Gene
||

ADDITIONAL ACTIVITY

**Textbook Reading Strategies Presentation**
The Best Places To Get The “Same” Text Written For Different “Levels”
 * **[|Newsela]**
 * **Articles written at 5 different reading levels**
 * **Writing prompts for student responses**
 * **Quiz testing reading standards**
 * **TweenTribune provides stories at different grade levels**
 * **Britannica School**
 * Text Summarizers**
 * **Text Compactor**
 * **[|Rewordify]**

[|The Middle School High Five: Strategies Can Triumph], Amy Goodman, Voices in the Middle, 13(2), December 2005

[|Staples Reading Test]

[|Test the Readability of a Website]

Close

Tutors need to adopt an inverted triangle in which they spend
 * most of their time on establishing the context of what students are reading;
 * a lesser amount of time on the sections and paragraphs of the reading;
 * and the least amount of time focusing on individual words in the reading
 * But in schools, the reverse happens and students struggle to define unfamiliar terms without a framework for those definitions

=Lesson Plan Sharon=

Reading Aloud in Radio Reading Style
The Science of Storytime, Science Friday, NPR Storyline Online/ Harry the Dirty Dog

Fossil by Bill Thompson Lotte Reiniger's Birthday Google Who was Lotte Reiniger?
 * No Word Pictures Are Stories**

Opener

 * Jay-Z Fresh Air interview**
 * 5:10- 6:08**


 * Merriam-Webster Name That Thing Vocab Quiz**

Activities

 * Online Dictionaries and Thesaurus**

Visuwords online Graphical Dictionary

Shahi, a visual dictionary with Wiktionary content and Flickr images

Graph Words: Online Thesaurus

VISUALTHESAURUS

Merriam-Webster Word Central Rhyming/Thesaurus/Dictionary

Flocabulary is Educational Hip Hop


 * Text Summarizers**
 * **Text Compactor**
 * **[|Rewordify]**


 * Interactive e-Books for tablets and phones**


 * Open Stax Free Online Textbooks**

Learning to Read
[|Sites That Fuel a Love of Reading] from Common Sense Media

[|Active Reading Strategies], John Bean, Engaging Idea ** s **

[|Active Reading Strategies], Princeton University

[|Guide to Reading Primary Sources]

[|Reading Social Studies Texts]

[|The Middle School High Five: Strategies Can Triumph]from National Council of Teachers of English

** Tutoring and Mentoring **
Learning to Read After Decades Brings Joy

Philadelphia Mayor Tackles Illiteracy of One Third of the Adult Population

Mrs. Alvarez and Carlos

Geoffrey Canada and the Harlem Children's Zone Geoffrey Canada describes how he views success, and how his work with the Harlem Children's Zone is accomplishing that.

[|Walter Dean Myers named National Ambassador for Young People's Literature] Myers' thoughts on the importance of reading and the story of this career.

__[|That's My Story and I'm Sticking to It: Burkins and Yaris]__ Burkins and Yaris explain that celebrating mistakes and changing child perceptions of 'mistakes are bad' redirect the child's learning process to revise their own thinking.

One Student Tries To Help Others

** Vocabulary **
This American Life: 364 Going Big Geoffrey Canada explains why he created the Harlem Children's Zone. Paul Tough cites the research about critical differences in the lives of poor kids: vocabulary and the number of words kids hear each day. 0.00-1:20 intro 1:33- 5:45 intellectual knowledge difference 9:30-12:03 immense power of words

How home visits for vulnerable moms boost kids' brainpower

Closing the Vocabulary Gap In Chicago Preschools (visual at bottom of the page)

The 32-Million Word Gap, The Atlantic

VERA Institute of Justice- The Price of Prisons This fact sheet reports the amounts 40 states spend per inmate annually.

Pickles Comicstrip Synonyms building vocabulary through a fun and amusing medium.

Scholastic Literacy

PBS Reading

http://www.thestorystarter.com/jr.htm

**Reading by 4th Grade **
The Best Lesson for New Readers Might Be the One They Teach Themselves

Learning to read and write w/a phone program

Is reading pictures real reading? Reading the pictures, giving context to the pictures, and making that context into a story.

Comprehending Advertising Video w/Few Words

Incredibox A new way to read symbols and create meaning to the sounds provided.

Victor Borge's Phonetic Punctuation on Sesame Street 2:30

Victor Borge Teaching Phonetic Punctuation Onstage performance, 45:07; the rollicking fun includes a longer version of Phonetic Punctuation.

Beating the Odds, Book by Book Writer and ABC Correspondent, Bryon Pitts, tells his story of being functionally illiterate until he was nearly 13, and how he overcame the challenges.

Bologna What do you need to know (context) to find the humor in this song? How can the concept and context of this song be used to help students learn to read and write?

**Adolescent Literacy **
__Top 10 Fiction Books for Teaching __ __Top 11 Non-Fiction Books for Teaching__ Burkins and Yaris' top suggested books for teaching students everything!

Most US Teens Can't Read Their Own Pay Stubs Most Teens Struggle to Read Paystubs.

Burkins and Yaris Language Arts Blog Educators and researchers, authors and idea people, these two offer insights, ideas and strategies that are foundations for teaching/learning success.

Types of Readers and Reading Ability

Freedom Schools Build Readers and Leaders An 8-week summer program for students 3rd-12th grade transforms students' reading, writing and thinking skills.

// '' //** What Adolescent Readers Need ** ' A Call to Action: What We Know About Adolescent Literacy and Ways to Support Teachers in Meeting Students' Needs.



//**Benjamin Bloom**, author of, **Developing Talent in Young People**,// //is the researcher and originator of the concept// //of **higher order thinking skills**.// Bloom's Taxonomy



PBS Newshour explores the issues that Chicago pre-K schools are facing with a 30-million-word vocabulary gap