Tutoring Handbook

Grades K-8

 

 

 

 Watauga County Schools

Appalachian State University

Reich College of Education

Boone, North Carolina

Table of Contents

 

Getting Started……………………………………………………….

1

Getting to Know Your School……………………………..

2

Getting to Know the Classroom Teacher………………..

2

Getting to Know the Students…………………………….

3

Assessment…………………………………………………………..

5

ASU Word Recognition…………………………………..

5

Spelling…………………………………………………….

8

The Reading Lesson………………………………………………...

10

The Phases of a Reading Lesson………………………

11

Directed Reading Thinking Activity……………………..

12

Questioning Strategies………………………………………………

28

Graphic Organizers………………………………………………….

37

KWL……………………………………………………….

38

Time Lines………………………………………………..

39

Story Maps……………………………………………….

40

Diagrams…………………………………………………

41

Character Maps………………………………………….

42

Concept Maps……………………………………………

43

Venn Diagram……………………………………………

44

Sociogram…………………………….………………….

45

Compare/Contrast Diagram……………………………

46

Discussion Strategies………………………………………………..

47

North Carolina End – of – Grade Testing Information……………

50

Appendix………………………………………………………………

55

 

 

 

 

 

 

GETTING

STARTED

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Getting Started

 

As we strive to improve the literacy levels of all students in all grades, the need for quality tutoring is growing.  By working in coordination with the classroom teacher, tutors are a great resource in assisting children who are experiencing difficulty in the language arts program.  In this chapter are tips to help you get started.

 

 

Getting to Know Your School

 

One way to become more comfortable with your tutoring environment is to take time to become familiar with the school.  Some things to keep in mind as you get to know your school include:

 

q       Do I know the layout of the school?

§         Make sure you know where the office, cafeteria, media center, gym, and restrooms are located.

§         If a tour is not provided, ask the teacher you are assisting if a student may give you a tour.

q       What do the different bells mean? (fire drill, change of classes)

q       What are the procedures for a fire?  Tornado?

q       When I enter the building where should I sign-in?  (Remember to sign-out when you are leaving school grounds.)

 

 

Getting to Know the Classroom Teacher

 

            Once you have been assigned to work with a classroom teacher you need to set up a time to meet with the teacher.  This is a time for you to learn about the teacher and his/her expectations of you.  As a part of this initial meeting, you will want to discuss the following:

 

q       Scheduling

§         Which days will I be tutoring?

§         What are the times I will be tutoring?

q       Students

§         What are the needs of the students being tutored?

§         What are the goals of tutoring sessions for these students?

§         You MUST maintain CONFIDENTIALITY about the students you are tutoring.  Discussions of students should occur behind closed doors with the principal or the teacher with whom you are working and always away from other students.   Only at the discretion of the principal should you discuss the progress of a student with anyone besides the classroom teacher.

 

q       Materials

§         Which materials will I be using and where will they be located?

q        Place

§         Will I be working within the classroom as an assistant?

§         Will I be working with a small group in the class or in another location?

§         If I am not in the classroom, where will I tutor? (in the library, in a conference room, etc.)

q       Class Rules - It is important that a tutor have the same expectations for behavior as the classroom teacher.

§         What are the behavior expectations for the students?

§         What are the consequences for not meeting behavior expectations?

q       Communication

§         How will you communicate plans for the day to me? (notebook, folder, index cards)

§         How can we communicate about tutoring sessions that will be the least disruptive to the classroom?  (notebook, folder, index cards)

q       Absences

§         If I am unable to make a tutoring session, what is the best way to notify the school?

 

Getting to Know Your Students

 

            In the fourth through eighth grades most tutoring sessions will be for small groups of 3 – 6 students.  Some things to remember about the students you are tutoring:

 

q       They realize they struggle in reading and writing.

q       They may be self-conscious about their learning difficulties.

q       They may be embarrassed about needing special help.

q       They may cover up their weakness with disruptive behaviors like clowning or excessive talking.

q       They may be upset about being singled out or missing class.

 

Take some time, 5 – 10 minutes, to get to know your students at the first tutoring session.  You may want to use the discussion guide at the end of this chapter to learn more about your students.

 

While working with students it is important to:

 

q         Believe that ALL students can learn.

q         Set high expectations for student behavior and work.

q         Be friendly.

q         Be prepared.  To minimize off-task behaviors have your plans and           materials ready.

q         Maintain classroom rules and expectations.

q         Be positive.  Provide students with praise for work  accomplished                     

q         Be on time.

q         Follow the lesson plans provided by the teacher.

q         Give clear and specific instructions.

q         Give ample time for student response.

q         Be encouraging.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GETTING TO KNOW EACH OTHER

 

 Name:________________________________________________________________

 

 Grade:  __________Age:__________Teacher:________________________________

 

Family members I live with:_______________________________________________

 

Where I live:____________________________________________________________

 

Birthday:_______________________________________________________________

 

 I have:            Sister(s)                Brother(s)            No brothers or sisters

 

 My favorite music group:                                                                                                    

 

 My favorite singer:                                                                                                              

 

My favorite subject in school:                                                                                              

 

My least favorite subject in school:                                                                                     

 

Three jobs I think might be interesting:                                                                              

 

 Interests and hobbies (Circle all that apply.  List others in the space provided.)

                              

            Basketball     Football            Dance             Fashion        Cooking

                              

            Baseball        Camping           Hiking             Tennis          Cars

                             

            Music             Shopping         Art                   Games          Soccer

 

                                                                                                                                                                       

 

I hope my tutor will                                                                                                               

 

                                                                                                                                                  

             

I am really good at                                                                                                                

 

                                                                                                                                               

 

Two things I really like about myself are                                                                            

 

                                                                                                                                               

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ASSESSMENT

 

Some Title I tutors may be asked to conduct certain assessment items.

 

 

 

 

 

 

 

 

 

 

 

Assessment

 

One way to assist teachers is to help with the assessment of certain skills.  In this chapter directions for the ASU Word Recognition Assessment and the Watauga County Spelling Assessment are provided. 

 

It is important to remember:

·        that assessments are to only be given if requested by the teacher.

·        that the classroom teacher is responsible for interpreting the results of the assessment .

·        the results of assessments are CONFIDENTIAL and only to be discussed with the teacher.

 

 

ASU Word Recognition Assessment

 

 

The ASU Word Recognition Assessment is an individually administered test that provides an estimate of the student’s instructional reading level.  This information is used to determine where to begin reading instruction.  The test measures word recognition ability in both a timed “flash” condition (1/4 second) and an untimed condition.  Timed scores indicate the student’s automatic sight word knowledge.  Untimed scores indicate the student’s decoding skill level.  Individual responses to words reveal phonic and structural skills.

 

DIRECTIONS

1.      Before beginning the assessment the teacher you are working with should identify the approximate reading level of the students to be assessed.  With the assistance of the reading teacher determine which word list should be used to begin the assessment.  Generally, the assessment would begin 2 levels below the approximate reading level.

 

Instructional Level

Beginning Level for Word Recognition Assessment

Below 1st

PP

1

PP

2

P

3

1

4

2

5

3

6

4

7

5

8

6

2.       Words on the lists are “flashed” using stiff cards to cover the words.  Each word in turn is “flashed” or exposed for approximately Ό of a second.  If the response is correct, proceed to the next word.  If the response is incorrect, separate the cards to expose the word and ask the child for another answer.  After repeating the same word, or giving another response or giving no response, move on to the next word.

 

3.      If the student fails to achieve a