Week 5

1. Week 5 • “Children behave one way or another for a reason, and out job as teachers is to try to understand the reasons”

2. Today’s Topics • Lesson Plans • Fluency • Comprehension

3. Lesson Plans • What will your assessment and lesson plans look like? • Samples • What about your first plans will help you learn about: • Your student as a human being? • Your student’s literacy development and/or attitude toward literacy? • When writing assessment and tutoring plans: • Be specific in your language, actually including some of the specific words you might say. Think Choice Words! • Think about how you word things, and what your words imply about the teacher/student relationship • Think about time • Email initial plan by Thursday at 9pm; if needed, revised plans will be brought to tutoring on Monday

4. Assessing your Fluency…

5. Assessing Reading Fluency Reading rate is only one part of fluency Prosody: Pitch, Stress, Juncture, Slow, labored reading can neg. impact comprehension. Procedures for measuring reading rate (handout) Can be done in conjunction with miscue analysis WPM or CWPM Can also be done with silent reading, as long as you time the student’s reading, but you can’t calculate CWPM this way. Multidimensional Fluency Scale

6. Comprehension Quiz Take the quiz- • How did you do? • What did you do? • What does this tell us about comprehension? So what does this mean for comprehension instruction?

7. More Comprehension Assessments Translating or paraphrasing; consider having students translate into multiple sign systems as well as multiple languages or dialects Think Alouds Checklists for comprehension strategies These need not be formal assessments They can be used in instruction and for ongoing informal assessment.

8. Interviews vs. Surveys • What might you say about the pros and cons of an interview vs. a survey? How might each one effect your tutoring? • What are you thinking about using in order to get to know your student? • Why are you choosing the method you are choosing? • Think about/discuss how you might position your tutee with the method(s) you choose.

9. Adjusting our Discourses and Identities • Our relationships with students and schools: • Maintain a hands-off policy (no hugging, etc., although an occasional high five or pat on the head or back is fine) • No gifts, candy, stickers; although it is okay to get a book or journal or something for your student to use during tutoring and/or as a goodbye present in May • No contact with your student outside of tutoring • Do not discuss your student by name or other identifying traits • Phones must be silenced/turned off, put away while tutoring • We are the lowest on the “totem pole”

10. The first three sessions • Collect data on reading, writing, listening, speaking, viewing, visually-representing • Get to know your student as a person • Establish and build a rapport with your student • Introduce yourself to the child’s teacher--via email or in person • Familiarize yourself with the school • Set up a time to come in and observe your student the whole class environment

11. Tutoring Goals and Plans I

12. Professionalism & the Internet • New literate technologies allow us to be different kinds of people in different social spaces, simultaneously • Very cool; Freeing • Professionally Useful • Dangerous: drinking, drugs, sexually explicit photos, etc. • It would be in your best professional interest to make sure your privacy settings on your FaceBook page are set up to avoid potentially career damaging photos. You are responsible to monitor the content that can be accessed from your page(s).

13. Review of assessment strategies • Getting to know you and self-concept • Interview (formal or informal) • Interest inventories • Reading interest and attitude surveys Homelitsurvey.doc • Home literacy survey • CAP and Observation survey components • Developmental checklists • Fluency/Reading rate • Comprehension • Retell (see different alternatives in packet) • Questioning • Think-alouds • Running Records, Miscue Analysis, and RMA • Writing rubrics and checklists • Anecdotal Notes • Classroom observation

14. Types of Assessment • Observations • Anecdotal records • Interviews • Interest Inventories • Standards • Benchmarks • Running Records • Miscue Analysis • Writing sample • Checklists

15. Nitty Gritty • Attire • Student ID- on lanyard • Parking and transportation • Carpooling and Transportation • Have a plan A! • Have a plan B! (and C!) • If you’re sick or in case of emergency: • call or text Tami • If your student is absent

16. The play-by-play • Before tutoring: We will meet and discuss any readings, course assignments, etc. 1:10-1:40 • Tutoring (always have your plan in front of you) 1:40-2:20 • After tutoring: Accompany your student back to his or her classroom (older students can typically go on their own; ask the teacher on the first day what she or he prefers) • After dropping off your student: Write detailed reflections on the back of your assessment/tutoring plan • Final time -Whole group discussion, debriefing 2:20-2:35

17. The Power of Small Changes • It’s little things… • Don’t try to build the wall of China in a week, let alone a half-hour! • Development is not… • Linear • Steady • Fast • The same for any two students

18. For next week • See wiki for readings. • You need to plan out your first session with your student. A “get to know you” plan. E-mail me your plan by 9pm Thursday • I will e-mail you if you need to revise your plan and you will then need to bring a revised plan to tutoring on Monday.